Hephzibah Roskelly, in Breaking (into) the Circle, focuses on small group work as a means to knowledge creation. “Group work and the collaborative learning that ensues from it suggest that knowledge is made, not merely acquired; not simply discovered, but made” (Roskelly 72). One of the primary aims of WRIT101 is inquiry and discovery. However, in properly using small groups we also have an opportunity to encourage students to learn in ways not typical to conventional courses. That is to say that we have an opportunity to foster a learning experience focused on what everyone brings to the classroom. The idea of breaking free from “normal” academic discourse has resonated with me as Roskelly suggests that it challenges my authority as a teacher (72). I couldn’t be more enthusiastic about this as I think the purpose of this course is to empower students not only as writers but as members of a community, inside and outside from the classroom. By talking, listening, and negotiating with each other, students can learn in ways that are fundamental to “real life” outside the institution.
I have used small groups and have witnessed this sort of knowledge creation. Roskelly says, “Students learn from their peers because they value peers’ opinions and are influenced by them in ways that they’re not influenced by teachers” (32). This has been evidenced most clearly on the day that students and I reviewed several controversial op-eds. These writings focused on healthcare, the Islamic Community Center, and the Bush tax cuts. We formed a circle and discussed the central points of the arguments. From there, students were allowed to argue whether or not they thought the author had effectively made his/her case. In having this argument, students who were entirely opposed to the Islamic Cultural Center opened up to points made by those who supported it. Students, because they were in a circle, had to look at each other and be responsive to what was being said. In listening to the conversation that ensued, I too learned as a result of various perspectives coming into the forefront. Students spoke with authority on the topics as my position as teacher was de-emphasized. Such activities, if successful, assist everyone in developing their own ideas. Everyone has an opportunity to say what they think and what they think ought to be transformed by what is said by others. In this way, knowledge is not to be viewed as static but as fluid, influenced by a variety of voices. If this isn’t a beautiful thing, tell me what is.
I think another essential facet of group work is the idea that it allows students to have ownership of their ideas and interpretations. Students begin to feel that their readings or viewpoints actually have validity in the classroom in that they are allowed free reign to critically engage material for themselves, and therefore come to understand that interpretation is a dynamic entity, not a static one. In group work we are not adhering to the banking system of education where we conform to the standard practice of telling students what to think. Rather, we encourage them to explore. And like you said...if that "isn't a beautiful thing, tell me what is."
ReplyDeleteAmen, brother.
ReplyDeleteI like your point of de-emphasizing the role as 'teacher' in the group work. Great things can happen when you move the focus away from you, as the authority figure, to you, the participator. As Jimmy mentioned, when you shift this foucus and show that you support, encourage and even demand a specific kind of engagement, then students begin to feel more vested and involved. In a writing class, I think this idea is central. In my class I've tried hard to encourage, support and request any and all opinions. We have sat in a circle since the first day of class and I feel that circle reflects the aspects of group work, on a larger scale. I like to think I've tried to model group work in our class dicussions, so my studens are better able to participate in small group work.
ReplyDeleteAgency. Autonomy of thoughts and Ideas. Respect for each other. These concepts go hand in hand with each other in the classroom situation and are important to the knowledge creation you are talking about Nic.
ReplyDeleteBut, the position of the teacher, although de-emphasized doesn't mean it should be diminish completely. Teacher play an important role of facilitating synthesis when a learning can be seen. There's always more connections to be made and new learning avenues to explore. The teacher's i have had that are god discussion facilitators have the quality of being able to rhetorically analyze the conversation and be able to connect it to other things, bridging the gap between recursive learning and new knowledge. In a sense, even though a teacher should know when to back off of the conversation and let it happen, it's a good quality for a teacher to stay a step ahead of the students of rhetorical placement of knowledge.