How could collaborative learning potentially impact on Primary Education?

                                      

Collaborative learning builds a deeper understanding, it allows the ability to share ideas and thoughts openly alongside another person. Enables both learners to develop a combined answer, response and a solution about the topic or issues being discussed. Combines different notions, beliefs and theories into one concrete explanation or solution which represents a group. ‘’Collaboration is acknowledged as an act that entails groups of individuals functioning collectively and cooperatively to disentangle a problem or accomplish an objective’’ (Smith and Macgregor, 1922: Macgregor, 1990). Collaborative learning has been shown to result in:

·         Higher student achievement

·         Higher self-esteem

·         Higher motivation

                                             

All students benefit, across socioeconomic and cultural backgrounds (D.W Johnson & R.T. Johnson 2009). It is believed that collaborative learning helps empower each other and enables students to ask their peers for help when needed, ‘’cooperation is working together to accomplish shared goals’’ (Johnson & Johnson, 1989, 1999; Johnson, Johnson, & Smith, 2006). Also focuses on testing their own theories. Learn to respect and listen to one another. Encourages students to work with more than one person, team work which cannot be achieved by one’s own, also challenges students due to everyone having a different perspective and stand points in various topics and matters. In a situation where viewpoints are very different can be difficult to overcome however, if you join forces and pull resources together will develop into an easy discussion to understand the other opinions in the group. ‘’The basic premise of social interdependence theory is that the type of interdependence structured in a situation determines how individuals interact with each other that, in turn, largely determines outcomes’’ (Deutsch, 1949a, 1962; Johnson, 1970; Watson & Johnson, 1972). A positive outcome results in effective interaction and discussions throughout the group, however, a negative interaction results in oppositional and defines the purpose of the interaction.

According to Barnes (1976), ‘learning to communicate is at the heart of education’ (Barnes, 1976, p.73). Children developing their understanding of certain topics through collaboration benefits each child by expanding a person availability to view information from many angles. Also, different viewpoints facilities new learning, opens their horizon to new skills such as communication, time management, problem solving and resource allocation. Robinson holds the view that when it comes to collaboration we have to take a different mindset, collaboration is a key operating principle for the next fase of development in the 21^st century (Robinson 2010). Vygotsky (1978) acknowledge the importance and benefits that children receive when interacting with each other, this is now known as ‘’scaffolding’’ a child can have control on their level of collaboration among their peers or teacher, this aims for them to fulfill a precise goal (Vygotsky 1978).

                       

To conclude, collaboration allows each other to substitute and invest in positive emotions in each other also being collaborative enables students to be open minded to being influenced by each other. Donaldson’s (2015) agrees with this view as he stated ‘’substantial implementation of collaboration in classrooms is significant to compel children can explore in their unique ways, developing their interests through collaboration (Goos, Galbriath & Renshaw, 2002).

References:

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.

Johnson, D. W., Johnson, R., & Smith, K. (2006). Active learning: Cooperation in the university classroom (3rd ed.). Edina, MN: Interaction Book Company.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

Robinson, K. (2010). ‘Collaboration in the 21^st century’. Available at: https://www.youtube.com/watch?v=63NTB7oObtw (Accessed: 6^th November 2017).

Smith, B. L. and MacGregor, J. T. (1992) What is a Collaborative Learning? In Collaborative Learning: A Sourcebook for Higher Education, the National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University, pp. 10-30.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Barnes, D. (1976) From Communication to curriculum. Harmondsworth: Penguin.

How could creativity potentially impact on Primary Education?

               

In this blog post I will begin to discuss and outline my beliefs regarding how creativity could potentially impact on primary education. People never use to understand creativity or see it as a purpose ‘’creativity has come to be understood by many as an innate human feature. Unlike language which is considered something we learn (Pinker, 1995). However, it is characterised as an elusive, magical or god-like quality; only to be found in rare and unusual people. This emphasis on the rare inspired individual has been termed the elite view of creativity’’ (NACCCE, 1999). Theorists have many different views on defining what creativity is however, many agree with Sharp (2004, p.5) terms of what creativity includes:

1.       Imagination

2.       Originality (the ability to come up with ideas and products that are new and unusual)

3.       Productivity (the ability to generate a variety of different ideas through divergent thinking)

4.       Problem solving (application of knowledge and imagination to a given situation)

5.       Producing an outcome of value or worth

           

 However, Koestler (1964) holds the view that creativity is ‘’the ability to make connections between previously unconnected ideas’’ (Koestler 1964, p.95). NACCCE (1999) found differences with his view on creativity, he believes creativity as: ‘’imaginative activity fashioned so as to produce outcomes that are both original and of value’’ (NACCCE 1999, p.30). As a student studying primary education I acknowledge the importance that creativity has within education it is an essential role of primary education. However, the school curriculum today is narrowed there are certain subjects to study and learn which only sets out what children will succeed to do, this being shown with standardise testing education system is ‘’predicated on the idea of academic ability’’, rather than the important aspect which is creativity (Robinson 2006). Educating primary school children should be a creative process teaching a child to read and write, ‘’Instead, many teachers transform these experiences, into something without emotions, without invention, without creativity- but with repetition’’ (Freire 1985, p.79). Despite this Freire (1985) believes that ‘’many teachers work bureaucratically when they should work artistically’’ (Freire, 1985, p.79). Practitioners are in a mindset that these standardise tests are for the interest of the economy however, this is very ironic because businesses need people who are creative and are capable to think for themselves. Who can also work in teams and communicate, underpinning all essential aspects which are not being taught to full potential in schools “education should be about helping children and young people understand the talents that lie within them, and about helping them become fulfilled individuals and compassionate productive citizens,” (Robinson 2015 (cited in education creativity & personalisation not standardisation). This is demonstrated in an IBM document from ‘The Enterprise of the Future’ (2008) which comments on the benefits of having new creative thinkers into their work place. In the document they state their five key traits with what they look for in recruiters:

 

1.       Hungry for change

2.       Innovative background customer imagination

3.       Globally integrated

4.       Disruptive by nature

5.       Genuine, not just generous

They also state the problems that keep them awake at night are recruiting and re-training the right talent, need to recruit people with new skills. While conforming from this document how important it is to teach creativity within education due to it being a major part with how people run businesses, systematically from creative thinking and creative achievement and innovation. However, the key problem with students from school who have not been taught or encouraged to use creative thinking can find themselves struggling with a certain job that obtains the use of creative thinking ‘’creativity is developed and is used in everyday life/problem solving’’ (NACCCE 1999). The economic imperative for teaching creative systematically has never been more important, this then develops into a transformation with how schools work as they are not equipped to teach creativity in their curriculum which results in the curriculum being re-design to benefit creative thinking, ‘’everyone can be creative if the conditions are right and they have gained the skills and knowledge’’ (NACCCE 1999). We should encourage and enhance this idea of creative thinking through their education and everyday life. In Ken Robison Ted talk in (2006) he addresses the weaknesses of the education system but defines how to transform the nations troubled education back to allowing children and young people to benefit from their ‘creative capacities’ within education. He also states how all education systems have the same ‘’hierarchy subjects’’, math’s and language are considered priority while art is ranked least priority within education (Robison 2006). However, according to Duffy (2006) there is tension along creativity in primary education, teachers limiting the creativity in classrooms only allowing children to have certain time ‘’restrict creativity to being only related to the arts e.g. painting, music;’’ (Duffy 2006, p.16). Furthermore, nations stereotyping creativity due to this image they have which results in carrying the belief that specific individuals are naturally creative (Duffy 2006).

                                    

The world is becoming more challenging, more connecting, cultural and environmental problems are surfacing which is a task for education but with enabling creativity we are allowing ‘’the ability to live with uncertainty and deal with complex is essential’’ (Grainger & Barnes 2006) this view displaying how the world is accepting creativity.

To conclude, creativity in primary education is a crucial part of a child development, it is about finding fulfilment in their own lives. To have a purpose and meaning, helping them find their course in life. Creativity should not be an option it should be a necessity. 

          

References:

Duffy, B (2006) Supporting creativity and imagination in the early years. 2^nd Edn. Berkshire: Open University Press.

Freire, Paulo. (1996). Pedagogy of the oppressed. Penguin. London Freire and Macedo (1987). Reading the Word and the World. Routledge. London.

Grainger, T. and Barnes, J. (2006) ‘Creativity in the Primary Curriculum’ in J. Arthur, T. Grainger and D. Wray. (eds.) Learning to Teach in the Primary School London: Routledge.pp.209-225.

IBM (2008) The Enterprise of The Future. Available at: https://www-935.ibm.com/services/us/gbs/bus/pdf/gbe03080-usen-ceo-ls.pdf  (Accessed: 10th of October 2017).

Koestler, A. (1964) The act of creation.  London: Hutchinson & Co.

N.A.C.C.E (1999) All our futures: creativity, culture and education. London: DfEE.

 Pinker, S. (1995) The Language Instinct, London: Penguin.

Robinson, K. (2006) ‘Do schools kill creativity?’. Available at: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity (Accessed: 12^th of November 2017).

Robinson, K. (2015). ‘Education about creativity and personalisation not standardisation’. Available at: https://will.illinois.edu/longerlisten/story/education-about-creativity-and-personalization-not-standardization-says-sir (Accessed: 5^th of November 2017).

Sharp, C. (2004) Developing young children’s creativity: what can we learn from research? Topic (32) pp.5-12.

What do you think should be the purposes of Primary Education?

                                                             

           

In this blog post I will begin to discuss and outline my beliefs regarding the purpose of primary education and the practice of teaching in primary education. Education is a fundamental concept that everyone should have the right to access. Education provides knowledge to learn about the world around us, helping everyone interact with different cultures and lifestyles while building opinions helps develop a wider perspective on life. It develops a strong purpose in a child’s life allowing them to become ambitious capable learners which will enable them to learn throughout their lives. Education has a pivotal role in benefitting the individual to become creative contributors to help themselves, families and their community, ready to play a full part in life and work. Important issues to underpin is the purpose of education and why teaching and learning is so vital, ‘’Education aims, and methods are inevitably value-led, concerned with the kind of education best suited for that aim’’ (Woods 1996, citied (Moore 2012, Teaching and Learning: Pedagogy, Curriculum and Culture). This academic view suggest what processes and practices are needed for children to learn most efficiently and effectively, with this aim in place it will empower children to have a healthy confident role with education ready for them to lead fulfill lives as valued members of society.

               

Stevenson (2010) defines pedagogy as ‘’the method and practice of teaching, especially as an academic subject or theoretical concept’’ (Stevenson, 2010, p.1309). This view could not be different from Freire (1972) who thought teachers were trying to drill learning by using another participant or plans that have been created by other professions within education. He then describes this as ‘banking’ too much education, with one person acting on another, but instead believing people should work with each other. However, Stevenson fails to analyse how the purpose of the curriculum develops children and young people’s learning. Whereas Donaldson (2015) implies pedagogy as more than just a method and practice of teaching, ‘’pedagogy is about more than ‘teaching’ in the narrow sense of methods used in the classroom. It represents the considered selection of those methods in light of the purpose of the curriculum’’ and the needs and development stage of the children and young people (Donaldson, 2015, p.63). Therefore, I support Donaldson method and practice in primary education which results in my pedagogical beliefs that the development of autonomous and creative thinkers should be a priority in education.

                                                          

The question we must ask ourselves is education today fulfilling its purpose? Are we teaching children to think critically? If we do not provide critical thinking, we will produce a group of closed mind pupils. Therefore, to expand our horizons we need to be more conscious with creating creative individuals, teaching pupils to think intensively and critically, ‘’education is the kindling of a flame, not the filling of a vessel’’ (Socrates, 470 BC- 399 BC). Children are trying to ‘fit the mold’ that has been used for years which we have provided as well as expecting them to reach a certain level of learning. Despite the fact we are not accepting that change is needed many children have many skills to offer society and education however, they do not fit in line with the ‘’molding’’.  In our education system we are not developing we are currently keeping the same strategies no change, no challenges for our next generation dismissing unique thinkers. This view is also reinforced by Freire (1996) he also stressed the importance that education must be relevant to the learner whilst allowing the learner to develop their own creativity, ‘’problem posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authentic only when engaged in enquiry and creative transformation’’ (Freire, 1996, p.65). Rousseau (1762) holds the same view that it is important to give learners the freedom to solve problems themselves and develop their own reasoning ‘’teach your scholar to observe the phenomena of nature… Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself’’ (Rousseau, 1762, p.126). A variety of different skills within children need to be expressed more in our education and curriculum, insecurities are developed within children when different skills do not fit the ‘norm’ that is presented in education. Society faces so many challenges, ‘’we cannot solve our problems with the same thinking we used when we created them’’ (Einstein n/d (citied in Evens & Brown 2015, ‘How to succeed at Medical school’), acknowledgement that ‘habits’ need to change that already exist in education with transformations, need to start with the source how we prepare children for life within education. A key aspect of this change would be allowing the system to change introducing four purposes that are self, surroundings, insight and influences that I believe play a vital role in education. Firstly, enabling children to be their own unique potential self, embracing that everyone has brilliance no matter their level, find that brilliance in everyone and learn how you can be at value to that. Insight of who you are as a person what makes you unique what drives you and how can you influence yourself to grow. Secondly, learning to shape your own future, being in charge to create your own path. Thirdly, understanding the importance of sustainable development we all live on the same planet, all deal with the same problems that are faced so why not be prepared for it and master these important factors like empathy and respect for one another. Finally, how to live a happy and healthy lifestyle, essential for this to work is self-awareness adapting to your surroundings the world around you and how insight on life and influences effect a happy and healthy lifestyle, education should involve these goals, children need to learn throughout these main points.

                                                 

To conclude, I believe the purpose of education should be to gain insight into something, wanting to learn and understand could be a purpose of its own. Encouraging freedom with learning and creative thinkers enables each one of us to benefit from new ideas, to improve things in the world to push the boundaries of everything we known already in education and the knowledge, to bring movements into the education system.

References:

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.

Evens, D. and Brown, J. (2015) How to succeed at Medical school: An Essential Guide to Learning, second addition. West Sussex: John Wiley & Sons Ltd. 

Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin.

Freire, Paulo. (1996). Pedagogy of the oppressed. Penguin. London.

 Moore, A. (2012) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge. 2^nd Edn.

Rousseau, J. (1762). The social contract or principles of political right.

Stevenson, A. (Ed.). (2010). Oxford dictionary of English. Oxford University Press, USA.

How could collaborative learning potentially impact on primary education?

Collaborative learning (CL) is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product (Laal et al 2012). It is by no means a fresh idea within education; as Piaget highlighted the important of peer interaction while Vygotsky (1978) noted that social interaction was at the core of the development process. In primary education CL evidently has a significant impact on the development of an individuals social and team working skills as highlighted by these theorists many years ago.

It must be understood that the fundamental learning processes that underpin learning must be present in order for children to work collaboratively. Simply talking with peers is essential for learning, it is the tool which we use to interpret, communicate, work through and make sense of our experiences (Lloyd & Beard, 1995). However, Klemperer argues that CL is not simply students talking to each other (1994). Collaboration is a philosophy that enables people to work together whilst recognising and respecting the abilities and contributions of others in their group. This is highlighted in Donaldson’s expectations (Donaldson, 2015) as he states the need for collaborative work in order to fulfill the expectations for all learners. To coincide with Donaldson, Hattie (2009) conducted research that also suggests that both cooperative and competitive learning are more effective for learners than individualistic approaches.

Within a Primary school, collaboration between many stakeholders can take place in order to enhance learning, development and education as whole. Below are a few of collaborations;

•         Local authority
•     Primary + Secondary – feeder schools
•     Surrounding primary schools
•      Local community
•     Global school links

Johnsons (1990) claims; collaborative learning promotes positive societal responses to problems and fosters a supportive environment within which to manage conflict resolution. Children develop their communication skills through interaction with others ultimately resulting in them becoming “Enterprising, creative contributors” as (Donaldson, 2015) hopes. Working collaboratively also has a positive impact when children are being assessed. Barron (2000a) suggests that even when assessed as individuals, those students who participate in group learning task tend to perform better when assessed than those who had only worked individually. Individuals who regularly work with peers are increasing their academic standards whilst also developing their social skills. Moreover, Noakes-Malach argues “critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes” (2015, p .1)

When learners work collaboratively, the stress of working alone can be reduced as the workload is shared and shifts from autonomy to community. (Leonard, P. E. & Leonard, L. J., 2001). It has been suggested by Kessler et al (1985), collaborative learning reduces classroom anxiety created by new and unfamiliar situations faced by students. This would have a positive impact as children would gain confidence working with their peers and take educational risks that they would possibly pass if they were working individually.  Corresponding views include Pantiz (1999) who states that there are many benefits for Collaborative Learning. These are broken into Social, Psychological and Academic benefits;

Social

·      Social support system for learners

·      Builds diversity understanding among students

·      Develops learning communities

Psychological

·      Student led work increases confidence and self esteem

·      Cooperation between students reduces stress and anciety

Academic

·      Promotes critical thinking skills

·      Involves students in the learning process

·      Motivating in specific parts of the curriculum

All of these benefits will be achieved if teachers provide classrooms that allow collaborative learning. It is crucial that children are given the opportunity to work with their peers to achieve an end goal whether this is in the classroom, play ground or through role play.

Collaborative learning both with and without the computer will transform the practice of teaching (Dillenbourg, 2001). This will have an immediate impact on education as lessons are no longer restricted the classroom. 

Christmas Jumper Day at Cyncoed Campus

Within lectures and seminars over the course of a few weeks, several Cardiff Met Students have created learning resources for a link school we have in Nairobi. We have conducted numerous skype conversations with the teacher Jairus Makambi and have learned about their day to day life.
My group and I filmed our campus, giving the children of cheery school an insight of what it is like to be a university student in the UK. We also provided cultural information in addition to counting to 10 in welsh. This collaboration is equally valuable for both Cardiff Met students and the children of Cheery School as we are working together to learn about different cultures. From this collaboration we as students wanted to raise funds to help with structural work that is currently needed on their school in Nairobi. Fundraising such as cake sales and Xmas jumper day have helped us raise the money we needed in order to help Cheery School.

Cake Sale to raise funds

A tweet Jairus wrote about collaboration

 

Bibliography

Dillenbourg, P. (1999). Collaborative learning:Cognitive and Computational approaches: Advances in Learning and Instruction. Pergamon: London.

Donaldson, G. (2015). Successful futures: independent review of curriculum and assessment arrangements in Wales: February 2015.

Johnson, D.W. & Johnson, R.T. (1990). Using cooperative learning in math, In Davidson, N. (ed.), Cooperative Learning In Mathematics (pp.103-125). Menlo Park, California; USA. Addison-Wesley Publishing.

Kessler, R.C., Price, R. & Wortman, C. (1985). Social Factors in Psychopathology: Stress, Social Support and Coping Processes. Annual Review of Psychology, 36, pp. 351-372.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486-490.

Leonard, P. E., & Leonard, L.J. (2001). The collaborative prescription: Remedy or reverie? International Journal of Leadership in Education, 4(4); pp. 383–99.

Nokes-Malach, T., Richey, J. E & Gadgil, S. (2015). When Is It Better to Learn Together? Insights from Research onCollaborative Learning. Educational Psychology Review, 27(4), 645-656.

Panitz, T.(1999). Benefits of Cooperative Learning in Relation to Student Motivation", in Theall, M. (Ed.) Motivationfrom within: Approaches for encouraging faculty and students to excel, New directions for teaching and learning. San Francisco, CA; USA. Josey-Bass publishing.

Vygotsky, L. (1928). Interaction Between Learning and Development. In Gauvain & Cole (Eds.) Readings on the Development of Children. New York: Scientific American Books. pp. 34-40.: New York.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.