Module+2+Co-Construction+of+Learning

On November 8 we met to discuss the first 'essential' in Gems of Pedagogy, the co-construction of learning. Here is what was recorded in the discussion after twice viewing the capture of 5 students in developmental math struggling to define the ratio of x and y values in a linear equation.

The females were seeking validation, while the males were throwing their ideas out there in declarative statements. Because Nate said things with confidence, it doesn’t mean that he was believed. I was hoping they were on the right track, but the struggle was apparent in order to learn, but was this working? When does the teacher step in and intervene? If they are comfortable with the wrong answer, that isn’t learning. If they eventually figure it out; it isn’t a danger if they don’t get it right away. Someone said the right answer in the beginning and then they continued on into confusion anyway. Megan saw the key problem early and raised it, but did not have an answer for it at that time. People jumped ahead with a lot trial and error. It was half way through before they looked at the board to refer to the model. They could have graphed this or done other strategies, but they didn’t.
 * What is happening in the slide show of the developmental math students studying slope? **

Colleague’s comments filled in things that I didn’t see at first. I am not sure what this is going to do for my teaching. I am sure talking about students will help my teaching, but I am not sure what I am missing. I have this urge to solve the problem for them. I kept wishing the instructor would step in to get them out of the woods with hints when they get off the track too far. This activity for us has a ‘touchy-feely’ thing; I am not sure where we are supposed to go with this. We don’t know about the instructor and the context. It is good that they are self-directed, but I have questions about the necessity for structure. How much value is this in a learning process? At what stage in the learning does this kind of struggling have value? This gave me pause to be aware of my own learning style in situations like this. Do I make pronouncements when I am unsure? If one watches this a lot, one could gain insight into one’s own style. I have to let my students work through things even if they don’t get the ‘right’ answers. I don’t often know when to step in or if I should let them work through it to find their own ‘ah-hah!’ moment. It is obvious that they are working together to find a satisfactory pattern. The messiness is an important part of this. I want that to happen for my students rather than simply find a pat answer. If we lose the messiness we lose something; a consensus model may not be the deeper goal. It may depend upon the discipline. This is the kind of teaching I would like to do. I want to set things up to let them figure things out, but I struggle with two things. Do I have time for this to happen? When should I step in and when do I not? People surprise us and my expectations where they are may not be correct. I can imagine being annoyed about being in the group and the elusiveness of the right answer. I get to do almost anything in my classes and apply it to my content area of communication. The messiness of it all can be frustrating to them as well as for me when I face the problem of what to do to facilitate their learning. I love simply watching them work through things, but I get feedback from some students that I might behave in another way. I notice that we are doing right now what the students were doing in this capture. We are analyzing a problem, and we are muddling about looking for a pattern just as the students were doing.
 * What has happened to us here as we discussed this slide show? **

Rather than attempt a linear definition of the term, we had participants offer words that addressed some aspect or characteristic of the complicated term. We created a word cloud from the results that can be accessed here: Co-Construction of Learning Word Cloud

Participants were asked to think about places in their classes where co-construction was likely occurring. [This could be anywhere!] Often, the challenge will be to re-think or re-view a certain assignment, activity, procedure, or interaction through the lens of co-construction to see how this makes new insights available to you.
 * There was also a new assignment.**

What can you examine in order to investigate the 'co-construction of understanding' in your courses of the next few weeks?

In the discussion forum attached to this page, write your current idea of what you might choose to investigate. Feel free to come back and edit or revise your posts, to change your mind, and to modify your investigation as necessary. Since we will not meet again until January 12, use the discussion forum attached to this page to share with the Gems community before next time.

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When we came back in January for Module 3, we also shared with each other about what we learned from our investigation of 'co-construction of understanding.' Here's what the group shared:


 * What do we know and understand about co-construction?**
 * What can we take forward from here?**

A metaphor can be that we are talking about a continuum: group work may be on that continuum but in itself does not represent co-construction.

As the leader of co-construction it is easy to step in and not allow the opportunity for the students to make sense or discover their own brilliance.

It is hard for me to step back, but letting the students go to work on something together can develop simultaneous different approaches which all can be successful and correct.

Co-construction can leave students with misconceptions. Along with time constraints we are in our own constraint. But there is much to learn about their learning.

It can be raising anxiety in students

It takes time.

You don’t really know what will be happening. It is not controllable or correctable.

It works better when you are comfortable with uncertainty.

We teachers are going to make mistakes and look bad, but it is something to explore even though it is risky. I feel more confident in providing these opportunities as I gain experience.

When I lay my vulnerability out there, the students can be very supportive.

Students may want help and clarity rather than work through something difficult; “Give us the right answer!”

Some students are reluctant to participate. Some students control everything. It is interesting to watch the dynamics. Some groups work easily, others struggle.

Rich, incredible conversations can occur when students have the opportunity to confront puzzling and difficult ideas.

Once you allow students to work, it frees them up.

When I do a ‘post mortem’ about the group process, so the experience becomes analyzed, the students seem to learn a lot about themselves and their role as a participant.

“Did you know?”, a YouTube video, can enable students to realize that content is not something to master. We can’t teach you everything, but we can influence how you work and how you approach learning. Co-construction happens all the time on the internet.