Reading the texts and participating in the group meetings during Topic 3 has been somewhat of a journey for me. I’ve had to rethink a lot about my own approach to learning. I’ve read that many teachers tend to reuse the teaching style of their own teachers (Bernstein 2000). A teacher who had teachers with a goal-oriented approach during their own schooling will likely tend to use this approach themselves. I spent a large part of my schooling in 1980s Sweden. Much of my education consisted of group work. I didn’t receive grades until eighth grade. A great deal of my schooling had a collaborative approach, albeit without much focus on process and development. I have vivid memories of some students doing all the work and many others going through the entire schooling as freeloaders.
Now that I am a teacher myself, I am torn when it comes to the different approaches. I believe it is important to have a collaborative approach and for students to develop and learn beyond goals and deadlines. I don’t think it’s fair for everything to be about grades and measurable results, but there aren’t really any courses that allow for this type of learning 100%. Grades must be assigned, individual assessment must be made, and there must be clear and measurable goals for the course. All goals should be clearly stated in the course syllabus, all grades should clearly describe how they are given, how they are measured, and what is required. But I also don’t want to repeat my own schooling experience and the injustice of the group being responsible for work that only a few had done.
In my PBL group, we joked that it was funny that I, as a Swede, was the moderator for this topic: Swedes are known to be typical collaborators and really like the collaborative approach in all situations. It’s not wrong, hahaha. It’s truly a society permeated by these thoughts. However, it’s not always easy to make it work in a learning situation and for all students. I guess it’s all about balance. There must be a balance between goal-oriented and collaborative-oriented approaches and when to use them. And one must carefully consider which parts of the course align with what. And one must carefully consider how to assess the students. If you have these things in mind when planning your course, I believe you have a greater chance of success.
References
Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. Oxford; Lanham: Rowman & Littlefield Publishers.
Ringer, M, Gordeon, R. & Vandenbussche, B. (2022). Ogniting the collective spark: The relevance of thinking together. IN: The collective spark: Igniting thinking in groups, teams and the wider world. (pp 8–21). Grafische Cel.
Vesna says:
Great post Johanna! I completely agree with everything you said!
April 9, 2024 — 9:46 am
Johanna Karlsson says:
Thank you, Vesna!
April 9, 2024 — 1:11 pm
Lars Harrysson says:
Thanks Johanna,
These are very important issues in any educational situation. People are dependent on that the setting is thought through, the course material and basic ideas are up-to-date, and that the proceedings are appropriate to the educational needs at hand.
Considering this I wonder if the formal issues need to be held at the forefront of pedagogic development? Will the form of assessment require a particular pedagogical layout to satisfy student instrumentalism? I don’t fully get that from your text. Crucial though, which for sure is obvious in your argument, is us being responsible to design course elements that are commensurate, and that we test derived knowledge in appropriate ways.
/Lars
Ps. I got very collaborative in my mindset during my time at Folkhögskola as student. I completely agree with the idea of inherited views on pedagogical ideas.
April 9, 2024 — 10:32 am
Johanna Karlsson says:
Thank you, Lars! Good question! I don’t know – they seem so entangled, at least the way everything is built up right now.
April 9, 2024 — 1:13 pm
Dragana Vukovic Vojnovic says:
Hi, Johanna, in my primary schooling (late seventies, early eighties) we rarely engaged in collaboration during regular classes, but we had a lot of extra curricular collaboration activities based on our personal interests. As a teacher, I enagage my student in collaborative tasks. However, I sometimes struggle to align that with the assessment requirements, which is the final exam that students have to take individually. So, I allocate about 30% of the grade to collaborative activities as pre-exam assignments.
April 11, 2024 — 4:40 pm
Johanna Karlsson says:
Hi Dragana. Yeah, that seems like a fair idea for everyone.
April 15, 2024 — 9:11 am
Katie Kenny says:
It is really interesting that you had a similar experience with group work in Sweden as I did in the US. The US tends to be viewed as the total opposite of Sweden, where we are all about individual achievement. However, group work was always a big (and most stressful) part of my schooling. I had many teachers who looked up to the Nordics, known for their collaborative and learning oriented teaching as opposed to the US’ heavy focus on standardized testing. So if the group dynamics of free loaders with high achievers are still very present in a more socialized culture with collaborative teaching methods, it makes me wonder how that itself can be addressed. Not just pedagogically but societally as well. Social roles are defined from such a young age and they inform what is appropriate behavior throughout our lives. As you said, it is a very tricky balance for teachers to contend with since these external factors, including the individualistic grading systems, may have an equal impact on student learning to anything we can control. This topic focuses on what individual teachers/teaching groups can do to achieve collaborative learning outcomes, but I think the questions many of us have discussed in our groups regarding how to assess it within current constraints crosses the boundary into educational policy.
April 12, 2024 — 9:04 am
Johanna Karlsson says:
Hi Katie! Yes, that is an even bigger question. I guess collaboration in school might open up for better collaboration in life in general, but I haven’t really seen that effect here, hahaha.
April 15, 2024 — 9:13 am
JL says:
Thanks Johanna for sharing about your personal experience with collaborative work growing up in the Swedish education system. It was fun to hear about the varied experiences with collaborative work growing up in various education systems across the world in our PBL group. It showed the diversity in views towards collaborative work in education in various cultures and during different periods of time.
April 26, 2024 — 6:54 am