Quote: According to Thomas and Seely Brown (2011) "people learn through their interaction and participation with one another in fluid relationships that are the results of shared interests and opportunity" (loc. 573) This quote is very important to me because at our school this is what we strived for. It is so interesting and refreshing to see what we are doing in our school is championed by progressive educators.
Question: How do you motivate students to take the lead in their own learning when they are unmotivated to do it?
Connection: As much as I love this type of learning and I do believe in it, I find difficult to motivate my students at time to take the lead and want to learn. Even when I let them do their 20Time project on anything they wanted it was difficult to see them really get into it and for the most part their projects were on the surface.
Epiphany/Aha: For this chapter I did not have an "Aha" moment, in many ways I ended with more questions then answers. For example the whole mention of the collective, how is that structured in a school (if schools are suppose to exist)? Do we need to get rid of schools? If so how do students learn the basics?
Quote: "Sharing something personal with a collective, therefore, is very different from taking something private and putting it into the public domain" (Thomas and Seely Brown, 2011, loc. 671).
Question: Does one have to be balanced in their learning in this new collective or do we become compartments/experts in certain fields as (young)students? It seems what this chapter is saying is that students will learn what they want to learn and become experts at that because they are motivated to do so, but shouldn't we all have a balance of knowledge?
Connection: For me the connection to this chapter was the way students are graded. I have begun to move away from grading individually but it is still a challenge because I know students get frustrated when students receive credit even if they did not do all the work. In order to try to fix this issue I have my students grade each other using google forms.
Epiphany/Aha: I love that explanation of why a students panics when asked a question they know. I have never seen that interaction through that lens, students have to become exposed when being asked a question from he private to the public.
Quote: "In a world where things are constantly changing, focusing exclusively on the explicit dimension is no longer a viable model for education" (Thomas and Seely Brown, 2011, loc. 977). I see where this makes sense, and I do appreciate how the authors do not throw explicit education, which I think is still important.
Question: How do we in education provide students with authentic experiences so they can learn, specially with budgets being the way they are?
Connection: It is interesting that as an adult I can come up with questions and use my time to answer them but as a teacher I take that power away from my students due to time constraints. I will say this, as we have gone 1:1 at our school, I'm starting to give that power back to the students by having them do the research on questions they themselves have, but I need to go deeper.
Epiphany/Aha: Students need authentic experiences to learn, tactic learning provides them that.
Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a
world of constant change. Lexington, KY: CreateSpace Independent Publishing