CORE Blog

He kōrerorero, he whakaaro

CORE Blog

He kōrerorero, he whakaaro
CORE Blog
He kōrerorero, he whakaaro
  • HomeKāinga
  • About usMātou nei
  • CORE WebsitePAENGA CORE

Page 3

Home
/
Greg Carroll
/
Greg Carroll
/
Page 3

The Medici Effect and getting out of the echo chamber

Posted on October 13, 2015 by Greg Carroll

I like to read quite widely. My RSS feed is full of all sorts of seemingly random things that inform my thinking and sometimes these ideas provide real me with real challenges to what I believe. The challenge bit is quite intentional. One of the issues we sometimes face in education is the echo chamber we live in. We subscribe to the feeds of people we agree with or whose ideas have grabbed our attention. On Twitter we follow the so-called ‘thought-leaders’. We go to conferences where the EdTech and educational rock stars are speaking and running workshops.

idea-right-on-manGraphic: Bobbi Newman under CC

But, will this give us a wide and varied diet of influences, ideas and inputs into our thinking? I was reading today about the Medici Effect. This refers …

“… to being open to transferring knowledge from different fields, e.g, from business to education. Education is excellent at being reflective and looking inwards, but very rarely does it seem to draw from other fields. Constantly be on the lookout for things you could use in your classroom. …. Having an open mind to ways those outside of education engage and educate is very valuable.”
(p43, Forget being the favourite: 88 ideas on teaching differently by Tim Bowman)

I agree with Tim completely here (and his book is an easy and enjoyable read). But it is the message in this quote that is key. How many of the influences on our thinking do we consciously look out for that are different from our own? How many from outside of the closeted world of education? How many from people we profoundly disagree with?

read more
Posted in

Collaboration — so much more than parallel play!

Posted on June 30, 2015 by Greg Carroll

Collaboration has become a real buzzword in schools recently. Modern Learning Practice (MLP) is built upon a foundation of collaborative practice and places like the VLN are full of discussions around the value of working closely with colleagues. Thinkers like Fullan (eg 2011) and Timperley et al all claim that collaboration is central to their understandings around school development and teacher professional learning.

But what does Collaboration look like? Really ….? How do we know it when we see it … hear it. … experience it? This has had me wondering a fair bit recently. My concern is that we often identify what I would call connecting or cooperating as collaboration. All three of these things are in fact quite different, and developmental I believe. I have attempted to capture the differences in the diagramme below:

Collaboration model
Illustration: Greg Carroll 2015

Connecting:

This is where teachers come together for a specific purpose and agree to work together, share resources etc simply to serve an agreed outcome or purpose. This is generally short-term and intermittent. A lot of teachers are connecting on social media for example and this enables them to use a collective intelligence to find specific resources or ideas. The NZ Teachers (Primary) Facebook page and Twitter in some instances could be examples of this kind of connection.
Each person who is connecting with the others could still function quite adequately if the relationship didn’t exist (but is is better for everyone while it does).

This is where my metaphor of parallel play comes in. Developmentally children play alongside each other before they play together (connecting before cooperating).  They use the toys to play their own games in the sand pit before they share them and play together. The Venn diagrammes above show this.

Co-operating:

This is more in-depth more long term, and more closely linked. I have worked in many schools where teachers in syndicates co-operated a lot. This also happened across the staff for Units, sports days and so on. We shared students for literacy and numeracy between classes in order to cater for ranges of needs at both ends of programmes. We could have survived without the other people but our programmes and the outcomes for the students were certainly better because of the ways we worked together. We planned together for core curriculum areas, aligned Inquiry topics and shared resources and ideas for how we could make things as successful as possible for our students.

Many teachers also cooperate for their professional learning. Social media and forums like the VLN are hotbeds of people sharing ideas, practices and resources. People come together for their professional learning in PLGs or other forums at agreed time frames but often have little contact with each other in between times. They could operate without each other, but the collective brainpower of the minds working together certainly make it better.

Collaboration:

This is where people are so inextricably linked that they couldn’t function without the others. The effect is much bigger than the sum of the two parts. In MLP this is the thing that makes the difference. Teachers share and organise the programme in ways that mean you couldn’t split the ways of working back into its parts again. Again the Venn diagramme above shows this.

Learners of all kinds collaborate in many different ways and in many different forums. There are lots of good examples of teachers and classes collaborating for their learning (eg VLN Primary). Enabling eLearning is full of in-depth and ongoing examples too. Social media can also provide forums for people to engage with each other in these ways.

The key thing here is the complete reliance on each other to achieve the shared goals.  No one person could do it on their own.

Confusion?

In my experience we often see confusion between these three ‘levels’. People often refer to cooperation as collaboration in particular. True collaboration is actually still quite rare I believe.  I have also seen quite a few so called Modern Learning Environments where in fact the teachers are simply cooperating to use the space/s provided. They share the physical spaces and places, and sometimes some of the students, but also are largely ‘the rulers of their own kingdom’ in a series of classrooms without walls in a big open space. This is often what we saw in the days of ‘Open Plan’ in the 70s and 80s.

So I guess the questions that occur to me are around how we know true collaboration when we see it. How do we know what to notice? The defining questions I think we need to ask are:

  • Could this scenario continue to operate if one of the partners became disengaged or was not there for any length of time?
  • If you analysed the ways of working, which Venn diagrammes above would be the most necessary to record what is happening?

If collaboration is identified as being such a critical factor in MLP (and I absolutely believe that it is!), and therefore in MLEs, it is essential that we know it when we see it.  It is equally as critical that we know when we are not.

read more
Posted in

Pages:

« 1 2 3
Subscribe to our emails
Make an Enquiry
Subscribe to our emails
Make an Enquiry

© 2023 CORE Education Policies
0800 267 301
© 2023 CORE Education
0800 267 301