Six Powerful Motivations Driving Social Learning By Teens
The Value of Connecting the Dots to Create “Real Learning”
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| KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"luba":{"type":"authors","id":"4537","meta":{"index":"authors_1591205172","id":"4537","found":true},"name":"Luba Vangelova","firstName":"Luba","lastName":"Vangelova","slug":"luba","email":"luba@catalystcommunicationsllc.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Luba Vangelova’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian, The Atlantic, and Salon. She is also working on a book about self-directed learning. Her web site is \u003ca title=\"Luba Vangelova\" href=\"http://www.LubaVangelova.com\" target=\"_blank\">www.LubaVangelova.com\u003c/a>. 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Wikipedia’s first incarnation, Nupedia, relied upon the authority of academic experts to provide quality control for Jimmy Wales’ first attempt at an online encyclopedia. After months of peer-review, only a handful of articles had appeared on Nupedia. Wales decision to ‘go open’ not only allowed Wikipedia to flourish, it led to the emergence of the \"pro-am\" (an amateur who possesses professional levels of expertise). The initial academic concerns over the reliability of information in Wikipedia articles have now largely dissipated, assuaged by an army of volunteers, who correct over half the cases of \"vandalism\" in less than four minutes. It is a powerful example of a self-correcting organism. The story of Nupedia and Wikipedia points to a profound shift in the direction in which knowledge travels. Until relatively recently, knowledge only ever trickled down. Now it spreads laterally. At least, it does in the social space. In formal centers of learning, old habits die hard.\u003c/p>\n\u003cp>The tension between open, social learning and the formal, enclosed variety is becoming untenable. Today’s students often have more computing power in their pockets, on their mobile phones, than the PCs in the outdated computer lab–-but they are usually prevented from using it. The students’ personal learning networks of friends, forum users, Twitter followers and Facebook friends provide a rich source of knowledge gathering when they are at home, but use of such networks is excluded from their classrooms. It is little wonder that teachers experience immense frustration in trying to keep their students’ attention.\u003c/p>\n\u003cp>In order to see a rise in the proportion of students who class themselves as engaged in school, we must build a better understanding of how they are learning outside school and take account of that in our learning and teaching practice. There are (at least) six powerful motivations fueling learning socially. I call them the Six \"Do-Its\" and explain them as follows.\u003c/p>\n\u003cp>\u003cstrong>1. DO IT YOURSELF\u003c/strong>\u003cbr>\nClay Shirky (Shirky, 2008) identified the rise in mass online collaboration, speculating that, in the future, such collaboration would extend from \"knowing about\" into \"taking action.\" He did not have long to wait. Organizations like \u003ca href=\"http://www.ushahidi.com/\">Ushahidi\u003c/a> use open source technologies to bring little-known social and political issues to a global audience. They are \"working towards a world where open, effective and participatory governance is the norm, not the exception.\" Such intermediaries are democratizing learning by removing entry barriers and making it active and empowering.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"gZezq4pfwBn6GSp8AilKWPWksnv8O8MB\"]\u003c/p>\n\u003cp>\u003cstrong>2. DO IT NOW\u003c/strong>\u003cbr>\nThe immediacy that is seen when Tweets or videos go viral is both motivating and reinforcing. It turns out there's a scientific reason. The reward of dopamine release, observed in immediate responses to social media requests, helps \"stamp in\" memories and increase motivation. Early childhood education expert \u003ca href=\"http://education.illinois.edu/people/lgkatz\">Lilian Katz\u003c/a> has long argued that learning which has immediacy, solving problems just-in-time, has \"horizontal relevance.\" Katz suggests that this kind of learning is more motivating than its opposite – \"vertical relevance\" (just-in-case). Katz’s assertions, made before the advent of social media, are even more applicable today, given the style of learning that dominates in the social space.\u003c/p>\n\u003cp>\u003cstrong>3. DO IT WITH FRIENDS\u003c/strong>\u003cbr>\nThe ability to choose our collaborators is a key freedom hallmarking social learning. Personal learning communities are built upon collegiality and fluidity, with groups coming together around their personal passions and professional interests. Such freedoms are all but absent in most schools.\u003c/p>\n\u003cp>\u003cstrong>4. DO IT FOR FUN\u003c/strong>\u003cbr>\nProjects, forums and social movements are often marked by a sense of playfulness. Fun alone, however, is insufficient to maintain a learning community. \"Serious gaming\" has flourished because it combines enjoyment with challenge--what Seymour Papert calls \"\u003ca href=\"http://www.papert.org/articles/HardFun.html\">hard fun\u003c/a>\"-–in the pursuit of purposeful activity.\u003c/p>\n\u003cp>\u003cstrong>5. DO UNTO OTHERS\u003c/strong>\u003cbr>\nThe technological vehicles for social learning are morally neutral, merely reflecting the values and actions of the participants. Inevitably, much is made of the malevolent use of social media in the mainstream media: cyberbullying, youth radicalization, trolling and the like. However, mainstream media rarely report the million random acts of kindness that occur on forums, media aggregators and knowledge sharing sites. Relatively little is heard of organizations like \u003ca href=\"https://www.dosomething.org/\">DoSomething.org\u003c/a>, a global movement of 3.3 million young people dedicated to \"making the world suck less.\" Their members have recycled 4.3 million pairs of jeans for young homeless people, collected mobile/cell phones for domestic violence survivors, baked cakes for infants in Syria, hosted dance classes for seniors (anyone over 25 is officially \"old\" on DoSomething). Weren’t the Millennials supposed to be the ‘Me Me Me Generation’?\u003c/p>\n\u003cp>\u003cstrong>6. DO IT FOR THE WORLD TO SEE\u003c/strong>\u003cbr>\nPerhaps this is the most contestable of the six motivations of social learning, due to the number of young people who do, or say, stupid things without thinking of the consequences of highly public sharing. Their numbers are only exceeded by the number of adults who say or do even stupider things. The pressures of keeping students safe frequently overwhelms the benefits of authentic public assessment of their work. Most societies teach their children to cross the road safely; we do not ban cars--yet that seems to be the equivalent strategy when it comes to digital safety. As a result, the contrast between the strictly enclosed audience for student work in school, with the open, global audience their work enjoys when they are at home, inevitably makes school work seem dull by comparison.\u003c/p>\n\u003cp>It is not hard to see that these \"Do-Its\" appear far more frequently in social, informal learning than they do in our schools and colleges. This goes some way to explaining the rise of disengagement in school, and presents unenviable challenges for teachers. Yet schools who have opened their learning environments and integrated these motivations into their learning programs are not only enhancing engagement--they are preparing their students for the adaptive, entrepreneurial future that awaits them. In short, they have realised that the best way to prepare young people for the world beyond school is to immerse them in the world beyond school, as often as possible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Despite cautionary tales of teens and social networks, students have a lot to gain from incorporating what they learn in their personal digital space to the classroom. ","status":"publish","parent":0,"modified":1427480709,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1099},"headData":{"title":"Six Powerful Motivations Driving Social Learning By Teens | KQED","description":"Despite cautionary tales of teens and social networks, students have a lot to gain from incorporating what they learn in their personal digital space to the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Powerful Motivations Driving Social Learning By Teens","datePublished":"2015-03-23T13:43:29.000Z","dateModified":"2015-03-27T18:25:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39825 http://blogs.kqed.org/mindshift/?p=39825","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/23/six-powerful-motivations-driving-social-learning-by-teens/","disqusTitle":"Six Powerful Motivations Driving Social Learning By Teens","path":"/mindshift/39825/six-powerful-motivations-driving-social-learning-by-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By David Price\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Along with Google search, Wikipedia has become the first point of reference for most of us. Wikipedia’s first incarnation, Nupedia, relied upon the authority of academic experts to provide quality control for Jimmy Wales’ first attempt at an online encyclopedia. After months of peer-review, only a handful of articles had appeared on Nupedia. Wales decision to ‘go open’ not only allowed Wikipedia to flourish, it led to the emergence of the \"pro-am\" (an amateur who possesses professional levels of expertise). The initial academic concerns over the reliability of information in Wikipedia articles have now largely dissipated, assuaged by an army of volunteers, who correct over half the cases of \"vandalism\" in less than four minutes. It is a powerful example of a self-correcting organism. The story of Nupedia and Wikipedia points to a profound shift in the direction in which knowledge travels. Until relatively recently, knowledge only ever trickled down. Now it spreads laterally. At least, it does in the social space. In formal centers of learning, old habits die hard.\u003c/p>\n\u003cp>The tension between open, social learning and the formal, enclosed variety is becoming untenable. Today’s students often have more computing power in their pockets, on their mobile phones, than the PCs in the outdated computer lab–-but they are usually prevented from using it. The students’ personal learning networks of friends, forum users, Twitter followers and Facebook friends provide a rich source of knowledge gathering when they are at home, but use of such networks is excluded from their classrooms. It is little wonder that teachers experience immense frustration in trying to keep their students’ attention.\u003c/p>\n\u003cp>In order to see a rise in the proportion of students who class themselves as engaged in school, we must build a better understanding of how they are learning outside school and take account of that in our learning and teaching practice. There are (at least) six powerful motivations fueling learning socially. I call them the Six \"Do-Its\" and explain them as follows.\u003c/p>\n\u003cp>\u003cstrong>1. DO IT YOURSELF\u003c/strong>\u003cbr>\nClay Shirky (Shirky, 2008) identified the rise in mass online collaboration, speculating that, in the future, such collaboration would extend from \"knowing about\" into \"taking action.\" He did not have long to wait. Organizations like \u003ca href=\"http://www.ushahidi.com/\">Ushahidi\u003c/a> use open source technologies to bring little-known social and political issues to a global audience. They are \"working towards a world where open, effective and participatory governance is the norm, not the exception.\" Such intermediaries are democratizing learning by removing entry barriers and making it active and empowering.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. DO IT NOW\u003c/strong>\u003cbr>\nThe immediacy that is seen when Tweets or videos go viral is both motivating and reinforcing. It turns out there's a scientific reason. The reward of dopamine release, observed in immediate responses to social media requests, helps \"stamp in\" memories and increase motivation. Early childhood education expert \u003ca href=\"http://education.illinois.edu/people/lgkatz\">Lilian Katz\u003c/a> has long argued that learning which has immediacy, solving problems just-in-time, has \"horizontal relevance.\" Katz suggests that this kind of learning is more motivating than its opposite – \"vertical relevance\" (just-in-case). Katz’s assertions, made before the advent of social media, are even more applicable today, given the style of learning that dominates in the social space.\u003c/p>\n\u003cp>\u003cstrong>3. DO IT WITH FRIENDS\u003c/strong>\u003cbr>\nThe ability to choose our collaborators is a key freedom hallmarking social learning. Personal learning communities are built upon collegiality and fluidity, with groups coming together around their personal passions and professional interests. Such freedoms are all but absent in most schools.\u003c/p>\n\u003cp>\u003cstrong>4. DO IT FOR FUN\u003c/strong>\u003cbr>\nProjects, forums and social movements are often marked by a sense of playfulness. Fun alone, however, is insufficient to maintain a learning community. \"Serious gaming\" has flourished because it combines enjoyment with challenge--what Seymour Papert calls \"\u003ca href=\"http://www.papert.org/articles/HardFun.html\">hard fun\u003c/a>\"-–in the pursuit of purposeful activity.\u003c/p>\n\u003cp>\u003cstrong>5. DO UNTO OTHERS\u003c/strong>\u003cbr>\nThe technological vehicles for social learning are morally neutral, merely reflecting the values and actions of the participants. Inevitably, much is made of the malevolent use of social media in the mainstream media: cyberbullying, youth radicalization, trolling and the like. However, mainstream media rarely report the million random acts of kindness that occur on forums, media aggregators and knowledge sharing sites. Relatively little is heard of organizations like \u003ca href=\"https://www.dosomething.org/\">DoSomething.org\u003c/a>, a global movement of 3.3 million young people dedicated to \"making the world suck less.\" Their members have recycled 4.3 million pairs of jeans for young homeless people, collected mobile/cell phones for domestic violence survivors, baked cakes for infants in Syria, hosted dance classes for seniors (anyone over 25 is officially \"old\" on DoSomething). Weren’t the Millennials supposed to be the ‘Me Me Me Generation’?\u003c/p>\n\u003cp>\u003cstrong>6. DO IT FOR THE WORLD TO SEE\u003c/strong>\u003cbr>\nPerhaps this is the most contestable of the six motivations of social learning, due to the number of young people who do, or say, stupid things without thinking of the consequences of highly public sharing. Their numbers are only exceeded by the number of adults who say or do even stupider things. The pressures of keeping students safe frequently overwhelms the benefits of authentic public assessment of their work. Most societies teach their children to cross the road safely; we do not ban cars--yet that seems to be the equivalent strategy when it comes to digital safety. As a result, the contrast between the strictly enclosed audience for student work in school, with the open, global audience their work enjoys when they are at home, inevitably makes school work seem dull by comparison.\u003c/p>\n\u003cp>It is not hard to see that these \"Do-Its\" appear far more frequently in social, informal learning than they do in our schools and colleges. This goes some way to explaining the rise of disengagement in school, and presents unenviable challenges for teachers. Yet schools who have opened their learning environments and integrated these motivations into their learning programs are not only enhancing engagement--they are preparing their students for the adaptive, entrepreneurial future that awaits them. In short, they have realised that the best way to prepare young people for the world beyond school is to immerse them in the world beyond school, as often as possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>David Price is an author, learning futurist and senior associate at the Innovation Unit in London, England. His new book is \u003ca href=\"http://www.amazon.com/OPEN-well-work-learn-future-ebook/dp/B00FLYFS98\">OPEN: How We’ll Work, Live And Learn In The Future\u003c/a> is available on Amazon. You can follow him on Twitter at \u003ca href=\"https://twitter.com/davidpriceobe\">@DavidPriceOBE\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39825/six-powerful-motivations-driving-social-learning-by-teens","authors":["4354"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_1015","mindshift_822","mindshift_20784","mindshift_1040","mindshift_20782","mindshift_20557"],"featImg":"mindshift_37188","label":"mindshift"},"mindshift_37663":{"type":"posts","id":"mindshift_37663","meta":{"index":"posts_1591205157","site":"mindshift","id":"37663","score":null,"sort":[1414761308000]},"guestAuthors":[],"slug":"the-value-of-connecting-the-dots-to-create-real-learning","title":"The Value of Connecting the Dots to Create “Real Learning”","publishDate":1414761308,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"zLSPpb3Tk6pTY8WDQkNafFycfFG1nDg5\"]\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n","blocks":[],"excerpt":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","status":"publish","parent":0,"modified":1414791080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":3200},"headData":{"title":"The Value of Connecting the Dots to Create “Real Learning” | KQED","description":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Value of Connecting the Dots to Create “Real Learning”","datePublished":"2014-10-31T13:15:08.000Z","dateModified":"2014-10-31T21:31:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37663 http://blogs.kqed.org/mindshift/?p=37663","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/31/the-value-of-connecting-the-dots-to-create-real-learning/","disqusTitle":"The Value of Connecting the Dots to Create “Real Learning”","path":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","authors":["4537"],"categories":["mindshift_20579","mindshift_1"],"tags":["mindshift_20780","mindshift_1040","mindshift_289","mindshift_20782","mindshift_20781","mindshift_20718"],"featImg":"mindshift_38325","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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