Why Collaboration Matters: A Call to Action (Reflections on the 6 Cs - Part Two)

Last September, OESIS launched its XP Pathways initiative to help educators apply ideas from OESIS network resources to their classrooms. OESIS Network Leaders are continuing to work on curating content by selecting videos & resources that can aid the OESIS user in learning more about specific competencies, such as Critical Thinking, or in this case, Collaboration. With this in mind, I wanted to share a blog post I published on the OESIS website about the value of collaboration. What follows is a Call to Collaborate (if you don't have time to read, at least skip to the bottom for the call to action).

Why Collaboration in Schools is so Important​

1. Knowledge is a collaborative enterprise
Descartes once offered the analogy of the architect to make the case that an individualist enterprise yields better results than working on a project collectively (Discourse on Method, Part Two). It was a radical notion that made perfect sense in a world where few were educated, but I wonder if today’s scientists would agree, considering that most advancements are the result of a community of engaged thinkers and learners working together (which is probably true of contemporary architecture as well). Although we could characterize the last century of education as a Cartesian one (Individualism over Collectivism; Reason over Emotion; Mind over Body), perhaps we’ve come full circle on how we value collaborative enterprises. We know we need to prepare learners for a world that is connected, where experts are abundant and have much to share with each other, and students need the skills and experiences necessary to thrive in such collaborative environments, and this is true for teachers as well.

2. Collaboration inspires lifelong learning
I entered my first classroom as an independent school instructor 14 years ago. Fresh out of graduate school, my eagerness was obvious: I couldn’t wait to spread my love for literature, and surely my passion would be contagious, right? With a sense of Cartesian heroism, I selected my reading lists, prepared lectures & frameworks for class discussions (based on years of training in my content area), and proceeded to teach in the likeness of my graduate professors who helped shape in me a sense of individual competency and expertise. What was I thinking? As if secondary education is about the transmission of knowledge from expert to amateur (hint: it’s about so much more!). You might be able to guess what happened next: to put it mildly, my spirits were crestfallen. Why weren’t my students as fascinated as I was by this undeniably valuable content? Why were they so disinterested and passive? The content was fantastic, by the way, but my pedagogy was limited, to say the least.

Frankenstein Student Conference, 2017

Fast forward a few years, I started to understand more about student centered learning, realizing the importance of designing curriculum where skills were at the forefront. I attended a conference and heard Pat Bassett, NAIS President at the time, speak about the importance of the 6 Cs, and by this time, I had made a resolution: I was going to focus on the idea of making learning more collaborative in my classes. That was the ‘C’ I was going to focus on. My idea, however, was still a traditional one: I was going to host a paper conference for high school students from various campuses, which was less of an ongoing collaborative practice and more of an event that would serve as a wonderful memory for all involved. The real turning point for me was an email I received while preparing for this upcoming project. Joel Garza, Upper School English Chair at Greenhill School, suggested we have our students start collaborating right then (the conference was months away). The email startled me: How would we collaborate? I’m not very savvy with all this digital technology. But I realized something. My demands for students to collaborate meant they had to get out of their comfort zones, and that’s what Joel was demanding of me, meaning I had no choice. I had to say yes. Our classes blogged together and visited each other’s campuses. Students traded podcasts and answered each other’s inquiries, and they began to do so for reasons well beyond a single grade. It was transformative, but it only worked as well as it did because we as teachers were transparent about our collaborative efforts as well. Since then I have grown exponentially as a teacher, in ways beyond the single competency of collaboration. However, it was “the first C” that started it all. The call to collaborate got me out of my comfort zone, which was frightening, but because of this, I discovered the joys of being stretched by others to accomplish something that could never have been done by a single person. 

The inter-institutional paper conference was a huge success, by the way. In fact, it's become a tradition of sorts in the DFW area. This year marks our 7th iteration as The Hockaday School prepares to host students from around the area for the 2019 Sandra Cisneros Colloquium, this Wednesday, February 13th.

3. Modeling: Collaborative teaching leads to collaborative learning
When I first encouraged students to embrace the idea of collaborative group work, I usually concluded such endeavors feeling frustrated. Students always found a way to “divide the labor” and simply complete the minimum tasks required for his or her portion of the project. It wasn’t authentic, but more importantly, I wasn’t appreciating what they had to go through. When reflecting on our collaborative experiences, Joel Garza offered an insight that sometimes we gloss over too quickly when encouraging people to put themselves out there: “Standing in the way of successful collaboration, in my experience, is a tremendous amount of ungrounded fear and anxiety that we don’t even want to name” (“A Tale of Three Classrooms” K12 Online Conference 2014). It’s so true, and it’s what makes things so challenging. Teachers, like everyone else, fear the idea of failing publicly as well as the idea of not being in control. Collaboration, however, requires us to embrace these possible outcomes. When I began to model for students successful collaborative practices, not only did they begin to collaborate more authentically, I too became a more empathetic teacher. I knew what was being demanded of them, but more importantly I felt it as well.

Teaching methods model for students the kinds of behaviors and habits we want to see them practice. What does Cartesian individualism, for instance, model for students as a method for teaching, lesson preparation, etc.? One might suggest that it inspires students to be confident individuals as well. I would caution, however, that it could serve the opposite end, namely communicating to them that there is an individual expert in the room, thereby encouraging the learner to be a passive recipient of the expert’s construction of the content. This is the same passivity I confronted in my early years of teaching. To me such modeling runs contrary to the kind of skills we want to cultivate in students to prepare them as leaders in the collaborative communities of their future careers. Students need to see us collaborate with peers so that they understand we don’t have all the answers, so they realize that to be successful one must network with others and participate in a community of lifelong learners. This is how we make space for them to become individuals in our classrooms. I would argue that it is only by way of collaboration that we discover our confidence as individuals. The binaries are not exclusive.
​

A CALL TO COLLABORATE

For those who might be interested, I'm looking for teachers and students who want to collaborate with my classes. Currently, I teach 4 sections of 10th grade literature. From Feb. 20th to Mar. 8th, we'll be reading 4 dystopian short stories that confront the question of technology (either directly or more subtly):

1. E. M. Forster's "The Machine Stops" (Feb. 20th-26th)
2. Ray Bradbury's "The Veldt" (Feb. 25th-28th)
3. Philip K. Dick's "Minority Report" (Feb. 27th-Mar. 4th)
4. Ken Liu's "The Perfect Match." (Mar. 4th-8th)

Go here to read more details about the unit, but the basic idea is to get students from different campuses to read the 4 stories collaboratively using Hypothes.is - a platform that lets readers annotate collectively any text that can be found online.

If interested, leave a comment or reach out to me via Twitter (@jcolley8) or email (jcolley@theoakridgeschool.org), and I'll send you a link to our hypothes.is reading group. I'd love to evolve this idea more, so I'm also open to suggestions. After all, for students to collaborate effectively and successfully, they need to see teachers do it as well, so email me and help me make this project even better.

Rethinking Class Participation using Hypothes.is Annotations - A Guest Post by Joel Garza

I called roll for the first time twenty-four years ago. For the past eleven years, I've taught high school English at Greenhill school in Addison. We're an independent school. Our learning management system is Canvas. We've got students who take Global Online Academy courses. Our students are tech-savvy. I'm not emailing you about tech. I'm emailing you about relationships, relationships that Hypothes.is, an online free annotation platform, helps me develop.

I entered teaching because of relationships. I wanted to honor several teachers that I knew—if I’m honest, my becoming a teacher was an act of discipleship. I wanted to continue the conversations that they had started with me that excited me. I wanted to spread that good news. 

The setting of these relationships was always very simple--most of the time we were in some shabby room.

But we were all looking at each other, we were all trying to figure out the same text, we were all trying to answer questions that had been asked for centuries. You know, Socratic seminar stuff. I love it. Those conversations, that format of learning taught me the value of daily engagement. I was taught that participation was necessary, not only to shape my understanding but also to shape my classmates’ understanding.

In every department where I studied and taught, daily engagement was worth a grade, usually a huge part of the grade.

Years later, I recognized that calling that part of the course “participation” might, in effect, create a bias against certain kids.

It's not that these kids don't have anything to say. It's just that they aren't at their most comfortable speaking up like that every day. Last trimester, I tried to find out how many students were like this. So I conducted an unofficial survey. I told students, “Introverts are energized by private solitary moments; extroverts are energized by public social moments. Which one are you?”

I discovered that there are a lot of students who are not energized by the Socratic seminar. There's a lot who would benefit sometimes from some other entrance to the conversation. Enter Hypothes.is.

By means of Hypothes.is, I've got another entrance for these students, and I've got another word besides “participation”, another way of evaluating them. I keep my antenna up for their “tenacity”—How are they grabbing hold of the material? Twitter hashtags, e-mails to the entire class, or in the case that I'm about to walk through for you here, Hypothes.is annotations.

So that's the first thing that I want you to know about Hypothes.is. It gives students an entrance to the material in a public, trackable, shareable way that benefits the entire room.

So in many cases, I would “prime the pump” of the discussion. I would post questions in advance about particular passages.

Within the first hour of posting these “discussion” questions, though, students responded—before class. They responded in great detail. They added their own questions. 

The next thing I want to share with you is the easy way that Hypothes.is user interface allows me to offer targeted feedback to individual students. Here's a student that in my old way of grading was below average with respect to participation. He was reluctant to speak up even when asked a direct question. By means of Hypothes.is, though, you can see he has probed each reading each day in a single unique way. Before Hypothes.is, I did not hear from him every day—with Hypothes.is, everybody did.

What this allowed me to do also was check to see the kind of annotations that he made. Very often this student would swoop into the reading, drop an annotation, and swoop back out. So I asked him, “For the next reading, please read not only the work, but jump in later so that you can see and read other annotations. I want you to make a comment on a classmate's annotation. I want you to get a conversation started.” 

So by means of Hypothes.is, I was able, first of all, to give this student an entrance, but I was also able to give him a way of engaging his classmates, not just the material.

Another student was very good at understanding the thematic importance of a particular passage.

What I had to ask her was, “Pretty please, ground your observation in a specific literary device next time. I want to make sure that you've got a hold of the stuff in terms specific to poetry, not just in terms specific to you personally.” 

This student had the opposite problem.

You know, she could slice and dice literary devices.  She had clearly been quizzed on them at her previous school. What I needed her to do was to move beyond merely pointing out the literary device to demonstrating how that literary device shaped meaning. So those are the two big takeaways that I had first of all.

Hyptohesi.is grants entrance to the material that a traditional classroom format sometimes does not. Also, Hypothes.is allows instructors to encourage students to take risks.

And they do. 

Please reach out to me if you have any questions, comments, or ideas for a collaboration! 

garzaj@greenhill.org
@joelrgarza