How perspective taking can improve classroom behavior and teacher-student relationships
How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation
How Listening and Sharing Help Shape Collaborative Learning Experiences
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Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A classroom management experiment in perspective taking could help improve teachers’ relationships with disruptive students.","status":"publish","parent":0,"modified":1661240165,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1119},"headData":{"title":"How perspective taking can improve classroom behavior and teacher-student relationships - MindShift","description":"A classroom management experiment in perspective taking could help improve teachers’ relationships with disruptive students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How perspective taking can improve classroom behavior and teacher-student relationships","datePublished":"2022-08-23T07:36:05.000Z","dateModified":"2022-08-23T07:36:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59748 https://ww2.kqed.org/mindshift/?p=59748","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/23/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships/","disqusTitle":"How perspective taking can improve classroom behavior and teacher-student relationships","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One of the most vexing dilemmas for teachers is finding the best way to respond to students who misbehave. Experts argue over whether the best classroom-management approach is a consistent, strict discipline or a more forgiving response where students discuss their grievances with an adult’s guidance, a process called restorative justice. For-profit software companies sell systems to encourage teachers to award points or stars for good behavior and deduct them for misbehavior, but critics complain that the constant monitoring can feel too controlling and public shaming can be discouraging. Who can blame new teachers for feeling confused and ill-prepared to manage classroom disruptions?\u003c/p>\n\u003cp>Education researchers have been studying ways to prevent behavior problems from erupting in the first place, much like the field of preventive medicine aims to help people live healthier lives to minimize incidence of heart disease, cancer and diabetes. Generously doling out \u003ca href=\"https://hechingerreport.org/proof-points-putting-praise-to-the-test/\">praise\u003c/a> has proved to be somewhat effective in previous studies. In this column, I’m going to explain an idea that steals a page from marriage counseling: perspective taking. Its advocates advise teachers to put themselves in the shoes of their most perplexing, misbehaving students and simply imagine what they are thinking and feeling.\u003c/p>\n\u003cp>It might seem far-fetched that a simple, imaginative exercise inside the mind of the person who isn’t misbehaving – the teacher – would make any difference to the classroom atmosphere. But Johns Hopkins education professor Hunter Gehlbach found that students of teachers who were briefly trained in this thought experiment reported better relationships with their teachers and earned higher grades.\u003c/p>\n\u003cp>“We know, unequivocally, one of the best things that anyone can do for classroom management and for teachers to be effective at their jobs across a whole array of outcomes, is to improve teacher-student relationships,” said Gehlbach.\u003c/p>\n\u003cp>His theory, and hope, is that students’ need or desire to misbehave might be reduced if they feel a positive connection with the teacher at the front of the classroom.\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>Gehlbach, together with two other researchers, put perspective taking to a real world test at a charter school network in the northeastern United States. About 50 teachers, in kindergarten through ninth grade, were randomly selected to receive a single, 90-minute workshop. Another 50 teachers would eventually also go through the same training, but the staggered timing allowed the researchers to study what happened in the classrooms of the teachers who received the training first compared to classrooms of teachers who were waiting for it.\u003c/p>\n\u003cp>The session resembled a theater workshop. Teachers sat in pairs and were instructed to begin by thinking about their most frustrating student, with whom they often had conflicts.\u003c/p>\n\u003cp>“There’s some child who’s on your roster, who is only one child, but takes up like 70, 80, 90 percent of your emotional bandwidth,” said Gehlbach, a former high school history teacher.\u003c/p>\n\u003cp>Certain students jumped to the front of the brain of more than one teacher; several teachers had the same exact perplexing student in mind.\u003c/p>\n\u003cp>Teachers were then told to think of a particularly puzzling behavior or an incident with the student and tell her workshop partner about it. “We invite them to really let loose, say all the things that are frustrating and maddening about the child,” said Gehlbach.\u003c/p>\n\u003cp>Then, the teacher was asked to retell the story from the child’s perspective. If I were a teacher in this workshop, playing the role of the student, I might say, “Man, Ms. Barshay always picks on me. I think it’s because she doesn’t like me. Like, clearly, she’s out to get me. And I think she even got the other teacher down the hall to pick on me too, because she’s just that mean.”\u003c/p>\n\u003cp>“It doesn’t work for every single teacher,” Gehlbach said, “but the juxtaposition of the two perspectives gets a lot of them to internalize, ‘Oh, right. This is more of a two-way street. And I’ve gotten sort of sucked into my own perspective, a little too much.’”\u003c/p>\n\u003cp>With the partner’s help, the two teachers brainstorm reasons for why the student might have acted this way. Maybe the parents put too much pressure on the kid. Maybe the parents are going through a divorce.\u003c/p>\n\u003cp>“We don’t come to any sure conclusions,” said Gehlbach. “The final step is to go forth and get more information.”\u003c/p>\n\u003cp>A couple of months later, teachers who had taken the workshop reported more positive relationships with their students than teachers who hadn’t taken it. Students in their classrooms, similarly, reported more positive relationships with their teachers. Most importantly, students’ grades improved, a possible sign that improved teacher-student relationships were translating into more motivated students who wanted to learn and work more. However, while grades improved, math and reading test scores did not.\u003c/p>\n\u003cp>Another big disappointment was that the number of disciplinary incidents were no different among middle school students whose teachers had been trained compared with those who hadn’t; improved teacher-student relationships don’t necessarily translate into better student behavior. (The researchers only had discipline records for middle school students so they weren’t able to perform the same analysis for younger kids.)\u003c/p>\n\u003cp>The paper, “\u003ca href=\"https://edarxiv.org/yvcdb/\">Social Perspective Taking: A Professional Development Induction to Improve Teacher-Student Relationships and Student Learning\u003c/a>,” has been peer-reviewed and is slated for publication in the Journal of Educational Psychology this summer.\u003c/p>\n\u003cp>“It’s not bullet proof,” said Gehlbach. “But we have some evidence that they’re probably learning more from this teacher as a result of this intervention.” Gehlbach calls his classroom experiment a “proof of concept” and hopes to see if it can be repeated in other classrooms around the country\u003c/p>\n\u003cp>A 90-minute session on understanding someone else’s perspective will never be a complete answer to student discipline. And, more broadly, all of these preventive discipline ideas are not a substitute for the need to react to student disruptions in the moment. But it’s an interesting theory that appears to do no harm, and this thought experiment might be a helpful addition to the teacher’s toolbox.\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>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-borrowing-a-page-from-marriage-therapy-in-the-classroom/\">\u003cem>classroom management\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59748/how-perspective-taking-can-improve-classroom-behavior-and-teacher-student-relationships","authors":["byline_mindshift_59748"],"categories":["mindshift_193"],"tags":["mindshift_21198","mindshift_21474","mindshift_698","mindshift_20699","mindshift_20865","mindshift_21022","mindshift_21213","mindshift_943"],"featImg":"mindshift_59751","label":"mindshift"},"mindshift_54968":{"type":"posts","id":"mindshift_54968","meta":{"index":"posts_1591205157","site":"mindshift","id":"54968","score":null,"sort":[1575443931000]},"guestAuthors":[],"slug":"how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation","title":"How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation","publishDate":1575443931,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">Building Better Citizens: A New Civics Education for All\u003c/a> by Holly Korbey. \u003c/em>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">A Twenty-first Century Guide to Politics in the Classroom \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In a four-year study of classroom political discussions between 2005 and 2009, Diana Hess, dean of University of Wisconsin–Madison’s School of Education, and Paula McAvoy, assistant professor of Social Studies Education at the North Carolina State University, set out to examine what students learned from classroom political discussions, and whether those experiences influenced their future civic engagement and behavior. In addition, they wanted to study the teachers providing the “high quality” discussions to find out what they were doing right. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In their book about the research, \u003cem>\u003ca href=\"http://thepoliticalclassroom.com/\">The Political Classroom\u003c/a>\u003c/em>, Hess and McAvoy argue that schools, in order to fulfill their democratic mission, should be political (though not partisan). Political classrooms “seek to teach young people to see each other as political equals and to inculcate them into the practice of reason-giving and considering how their views and behaviors affect others.” In political classrooms, students learn how to discuss topics that have multiple, competing views, and practice listening and questioning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Creating the kind of political classrooms and democratic education that students need has always been difficult, but is now even more so in our current highly polarized climate. McAvoy and Hess note that often teachers choose to avoid having political discussions in classes that are teaching the lessons of politics (like history, government, and civics) because facilitating talks about controversial topics is full of pedagogical challenges—navigating students’ family cultural and religious values, the polarized political climate outside of school, and the fear of parent backlash all make creating a positive environment for political discussions much more difficult. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Teachers are also wary—rightfully—of how their attitudes and personal opinions can influence the developing ideas of impressionable young people, and must also be aware that students have more first amendment rights to free speech than they do as state employees. “Teachers are in a position of authority and can dramatically affect the life prospects of students [who] understandably will self-censor to avoid offending the person who controls their grade,” wrote political science professor Joshua Dunn at University of Colorado Colorado Springs in the upcoming essay collection \u003cem>Talking Out of Turn: Teacher Speech for Hire\u003c/em>. All around, classroom political discussions can be fraught with minefields. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But that shouldn’t discourage teachers from holding political discussions in class. When done well, Hess and McAvoy argue, allowing students to talk to each other about controversial topics has the potential to increase civic knowledge, skills, and dispositions that lead to adult civic engagement. The key to creating a positive environment for discussion, they found, was guidance by a well-prepared and knowledgeable teacher. \u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">\u003cb>Best Practice Educators\u003c/b> \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To find out what was happening inside classrooms where students learned the most from discussing controversial topics, McAvoy and Hess studied the work of 35 social studies, history, and government educators, some that used curriculum that focused on deliberation of controversial political issues and some that taught lecture style. Then they compared the two types of teachers to see how they engaged students and what students learned. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of the teachers they studied had quite a bit of teaching experience, and the majority had degrees in history or political science. Out of this group, the researchers found 10 to 12 teachers they labeled “Best Practice teachers,” who conducted political discussions where students learned a lot and later showed indications of increased civic knowledge and engagement. These Best Practice educators held discussions of controversial topics at least once a week in class, were all politically aware and engaged themselves, and often shared that knowledge and enthusiasm with their students. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy said in an interview that Best Practice teachers also had a lot of support and professional development to learn how to conduct classroom political discussions. Teachers sometimes assume, McAvoy said, that classroom discussions don’t require much preparation upfront, but the opposite is true. Good discussions have lots of upfront preparation, including the teacher creating discussable questions, students reading something in advance, incorporating discussions into a unit of study, and educators making sure that students are talking to each other, not the teacher. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Surprise discussions sprung on students can go off the rails quickly. “If the Monday morning after the Charlottesville riots a teacher just walks into her classroom and asks the students, ‘Well, what did you guys think of that?’ That’s going to be a disaster,” McAvoy said. An open discussion right after a tragic event, with questions like “how do you feel about this situation?” or “do you have questions?” allows students to process—but it’s not the time to debate free speech, or what to do about monuments. “If you let kids just shoot from the hip, it will be divisive and will allow students to just state their biases and their prejudices without any guidance,” McAvoy notes. Using discussion strategies like role-playing, supporting statements with text and research, and student understanding of knowing how and when they are supposed to participate will make a discussion more productive and effective. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Best Practice teachers also know how to push student thinking, especially if, like many American schools today that are “sorted” into more like-minded groups, the class mostly agrees with one another on certain topics. In their book, McAvoy and Hess describe how social studies teacher Joel Kushner at Academy High School plays “devil’s advocate” to his left-leaning students on topics like abortion, trying to nudge them to understand the pro-life point of view and see there are reasonable competing ideas on both sides of the issue. Kushner said, \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">With abortion, I try to make the arguments as best I can. I divide it up: today is the pro-choice view, today is the pro-life view, and I get the strongest arguments I can. I think Don Marquis has a good secular pro-life argument, and some of my very good students picked up on that. . . . So [some students] in the end were giving a pro-life argument and it was very interesting and got a little heated. So that’s what I do: I make the best arguments that I can, and I actually enjoy it. It’s a challenge for me. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess found that students who participated in well-planned, controversial political discussions benefitted in multiple ways. One big benefit was that discussions allowed students to realize, often for the first time, that their peers disagreed with them, a key part of being a citizen in a democracy. The researchers worry that the twenty-first-century polarized climate creates many more like-minded schools in which teachers and students see the world more or less the same way—a big problem for democracy. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">For like-minded schools, encouraging discussions about opposing points of view becomes even more important. Students who practiced discussion also became more interested in politics in a social way, and shared political thoughts with family, friends, and coworkers. And perhaps most importantly, students who participated in Best Practice discussions were more likely to display the kind of interest in political activities—from reading the news to listening to people with different views to being more interested in politics in general—that predict future civic and political engagement. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess argue strongly for more classes serving a wider range of students to engage in the kind of deliberations that prepare young people for participating in democracy. “Democratic education requires teachers to create a political classroom in which young people develop the skills, knowledge, and dispositions that allow them to collectively make decisions about how we ought to live together,” they wrote.\u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">Debate Team for the Twenty-first Century \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In his first years as debate coach, high school English teacher Scott Wunn approached debate team in the same way he did when he coached wrestling: both wrestling and debate were competitions that required intense focus and fierce collective energy in order to win. They appeared to be individual competitions, but couldn’t be further from the truth—both fed off the energy and experience of the whole group. Both required resistance training and development of core skills to succeed. And in order to win a debate or a wrestling match, the opponent must not be ignored or circumvented, but overcome. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But in the 10 years he coached debate at a high school in Des Moines, Iowa, Wunn found the more he immersed himself in the team, the more he learned. Unlike wrestling matches, each academic debate was unique and brought new challenges—how to make a point, a counterpoint, how to support an argument—and Wunn found himself a more well-rounded thinker. His teaching practice improved, and so did his research skills. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">\u003cimg class=\"alignleft size-full wp-image-54971\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg\" alt=\"\" width=\"178\" height=\"283\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg 178w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC-160x254.jpeg 160w\" sizes=\"(max-width: 178px) 100vw, 178px\">\u003c/a>Helping students prepare to argue both sides of an assigned topic nuanced his worldview, providing Wunn with what he calls “a stronger understanding of the gray area of life.” Debate and wrestling weren’t as alike as he first thought, and he figured that the skills he was gaining must also be happening with his students. Over the years, a more complex view took shape regarding the skills that debate provided for kids, bigger than simply winning or losing a well-planned argument. Wunn noticed that debaters picked up crucial skills that colleges and businesses alike said they were looking for in young people, like the ability to collaborate with team members and think critically about a topic—often this happened not in the library but on their feet, responding to an opponent during a debate. The twenty-first-century skills making headlines were developed naturally during the process of researching, preparing, and participating in a debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In addition, the new millennium brought digital technology to debate topics and gave debaters greater access to information than ever before. Access to the internet made student arguments more nuanced and more complex, the depth of analysis more robust. Information gave students power; debates at the turn of the new century, Wunn said, became much more real, and students found the immediacy of bringing current events scraped off the web into their debates intoxicating.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of these collective factors put together have ignited a large debate revival, one that’s remodeled itself for the new century. Wunn became executive director of the National Speech and Debate Association in 2003, and began working to transform the association, adding 60,000 students nationwide to the association’s membership as well as adding a popular new category of debate that focuses on issues surrounding current events. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Under Wunn’s direction, an after-school club with a reputation for incubating future Alex P. Keatons—argumentative young men in nubucks and ties, interested in the intricacies of international policy—has opened its once-closed circle to increasing numbers of young women and people of color. The association hosts an annual national tournament with more than 3,000 students participating, and now sponsors a global debate team of 12 high schoolers that travel the world. They’ve qualified for the World Schools Debating Championship, what Wunn called the “Olympics” of debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Though Wunn has been working toward debate domination for more than 15 years, he said the biggest surge of interest has come in the last four or five as polarization has increased and political rhetoric in the public eye has gotten more heated. In debate, Wunn noted, debaters must be prepared to argue both sides of an issue in order to win, which he said gives them a piece currently missing from political conversations they might encounter on social media. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">More educators have reached out to the group because they’re concerned about civic engagement skills and civil discourse, as well as teaching students the importance of face-to-face communication. It didn’t hurt that Parkland activist David Hogg kept referring to himself as a “debate nerd,” either. Every middle and high school in Broward County, Florida, where Parkland is located, has a debate program, and debate instruction begins in fourth grade. With a new category called Public Forum, Wunn has worked to make debate more classroom-friendly. Teachers can have two teams of two students debate a current event topic such as immigration or health care for 40 minutes and still have time left over for reflection and discussion. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Some have suggested that debate not be relegated to social studies class or an after-school club, but be integrated into every subject. Economist Robert Litan has argued for a “counterintuitive” solution to nationwide polarization and cable TV shouting matches: “debatify” more subjects, and allow students to treat other subjects—science, literature—with the same rigorous research and argumentation practices given to world politics and policies. Litan argues that debate isn’t only fun, but also provides a kind of resilience training for hearing other points of view. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Expanding debate’s reach isn’t easy, as it still remains largely an activity for whiter, wealthier kids. But recent research has shown the promise of debate in urban minority communities; in one 2011 study of the Chicago Urban Debate League, debaters were more likely “to graduate from high school, performed better on the ACT, and showed greater gains in cumulative GPA relative to similar comparison students,” even after researchers controlled for self-selection into the activity. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But Wunn wants to make debate even more inclusive. In Wunn’s perfect world, all young people, no matter their background, would be equipped with the skills debate provides—civil discourse and the ability to see and understand key arguments about both sides of pressing issues. Debaters don’t flinch when information is thrown at them, he said. They know how to use information, how to substantiate their arguments, how to understand the legitimate positions of all sides. To be citizens of the twenty-first century, to have the focus to overcome opponents, to win. Like the verbal version of wrestling—except with more informed citizens and a more equitable democracy as the prize at the end of a match.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cimg class=\"alignleft size-full wp-image-54970\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Holly-Headshot-Select-150dpi-e1575357056430.jpg\" alt=\"\" width=\"250\" height=\"292\">\u003cem>Holly Korbey is an education and parenting journalist and the author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>. Her work has appeared in The Washington Post, The New York Times, The Atlantic, The Boston Globe, and others. She is a regular contributor on education for Edutopia and MindShift. Follow her on Twitter \u003ca href=\"https://twitter.com/HKorbey\">@hkorbey. \u003c/a>\u003c/em>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Students who participate in well-planned discussions about controversial issues at school are better prepared for civic participation than those who stay unchallenged within echo chambers. ","status":"publish","parent":0,"modified":1575443931,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":2482},"headData":{"title":"How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation | KQED","description":"Students who participate in well-planned discussions about controversial issues at school are better prepared for civic participation than those who stay unchallenged within echo chambers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation","datePublished":"2019-12-04T07:18:51.000Z","dateModified":"2019-12-04T07:18:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54968 https://ww2.kqed.org/mindshift/?p=54968","disqusUrl":"https://ww2.kqed.org/mindshift/2019/12/03/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation/","disqusTitle":"How Classroom Political Discussions — Controversies, Too — Prepare Students for Needed Civic Participation","path":"/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">Building Better Citizens: A New Civics Education for All\u003c/a> by Holly Korbey. \u003c/em>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">A Twenty-first Century Guide to Politics in the Classroom \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In a four-year study of classroom political discussions between 2005 and 2009, Diana Hess, dean of University of Wisconsin–Madison’s School of Education, and Paula McAvoy, assistant professor of Social Studies Education at the North Carolina State University, set out to examine what students learned from classroom political discussions, and whether those experiences influenced their future civic engagement and behavior. In addition, they wanted to study the teachers providing the “high quality” discussions to find out what they were doing right. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In their book about the research, \u003cem>\u003ca href=\"http://thepoliticalclassroom.com/\">The Political Classroom\u003c/a>\u003c/em>, Hess and McAvoy argue that schools, in order to fulfill their democratic mission, should be political (though not partisan). Political classrooms “seek to teach young people to see each other as political equals and to inculcate them into the practice of reason-giving and considering how their views and behaviors affect others.” In political classrooms, students learn how to discuss topics that have multiple, competing views, and practice listening and questioning. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Creating the kind of political classrooms and democratic education that students need has always been difficult, but is now even more so in our current highly polarized climate. McAvoy and Hess note that often teachers choose to avoid having political discussions in classes that are teaching the lessons of politics (like history, government, and civics) because facilitating talks about controversial topics is full of pedagogical challenges—navigating students’ family cultural and religious values, the polarized political climate outside of school, and the fear of parent backlash all make creating a positive environment for political discussions much more difficult. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Teachers are also wary—rightfully—of how their attitudes and personal opinions can influence the developing ideas of impressionable young people, and must also be aware that students have more first amendment rights to free speech than they do as state employees. “Teachers are in a position of authority and can dramatically affect the life prospects of students [who] understandably will self-censor to avoid offending the person who controls their grade,” wrote political science professor Joshua Dunn at University of Colorado Colorado Springs in the upcoming essay collection \u003cem>Talking Out of Turn: Teacher Speech for Hire\u003c/em>. All around, classroom political discussions can be fraught with minefields. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But that shouldn’t discourage teachers from holding political discussions in class. When done well, Hess and McAvoy argue, allowing students to talk to each other about controversial topics has the potential to increase civic knowledge, skills, and dispositions that lead to adult civic engagement. The key to creating a positive environment for discussion, they found, was guidance by a well-prepared and knowledgeable teacher. \u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">\u003cb>Best Practice Educators\u003c/b> \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">To find out what was happening inside classrooms where students learned the most from discussing controversial topics, McAvoy and Hess studied the work of 35 social studies, history, and government educators, some that used curriculum that focused on deliberation of controversial political issues and some that taught lecture style. Then they compared the two types of teachers to see how they engaged students and what students learned. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of the teachers they studied had quite a bit of teaching experience, and the majority had degrees in history or political science. Out of this group, the researchers found 10 to 12 teachers they labeled “Best Practice teachers,” who conducted political discussions where students learned a lot and later showed indications of increased civic knowledge and engagement. These Best Practice educators held discussions of controversial topics at least once a week in class, were all politically aware and engaged themselves, and often shared that knowledge and enthusiasm with their students. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy said in an interview that Best Practice teachers also had a lot of support and professional development to learn how to conduct classroom political discussions. Teachers sometimes assume, McAvoy said, that classroom discussions don’t require much preparation upfront, but the opposite is true. Good discussions have lots of upfront preparation, including the teacher creating discussable questions, students reading something in advance, incorporating discussions into a unit of study, and educators making sure that students are talking to each other, not the teacher. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Surprise discussions sprung on students can go off the rails quickly. “If the Monday morning after the Charlottesville riots a teacher just walks into her classroom and asks the students, ‘Well, what did you guys think of that?’ That’s going to be a disaster,” McAvoy said. An open discussion right after a tragic event, with questions like “how do you feel about this situation?” or “do you have questions?” allows students to process—but it’s not the time to debate free speech, or what to do about monuments. “If you let kids just shoot from the hip, it will be divisive and will allow students to just state their biases and their prejudices without any guidance,” McAvoy notes. Using discussion strategies like role-playing, supporting statements with text and research, and student understanding of knowing how and when they are supposed to participate will make a discussion more productive and effective. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Best Practice teachers also know how to push student thinking, especially if, like many American schools today that are “sorted” into more like-minded groups, the class mostly agrees with one another on certain topics. In their book, McAvoy and Hess describe how social studies teacher Joel Kushner at Academy High School plays “devil’s advocate” to his left-leaning students on topics like abortion, trying to nudge them to understand the pro-life point of view and see there are reasonable competing ideas on both sides of the issue. Kushner said, \u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">With abortion, I try to make the arguments as best I can. I divide it up: today is the pro-choice view, today is the pro-life view, and I get the strongest arguments I can. I think Don Marquis has a good secular pro-life argument, and some of my very good students picked up on that. . . . So [some students] in the end were giving a pro-life argument and it was very interesting and got a little heated. So that’s what I do: I make the best arguments that I can, and I actually enjoy it. It’s a challenge for me. \u003c/span>\u003c/p>\n\u003c/blockquote>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess found that students who participated in well-planned, controversial political discussions benefitted in multiple ways. One big benefit was that discussions allowed students to realize, often for the first time, that their peers disagreed with them, a key part of being a citizen in a democracy. The researchers worry that the twenty-first-century polarized climate creates many more like-minded schools in which teachers and students see the world more or less the same way—a big problem for democracy. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">For like-minded schools, encouraging discussions about opposing points of view becomes even more important. Students who practiced discussion also became more interested in politics in a social way, and shared political thoughts with family, friends, and coworkers. And perhaps most importantly, students who participated in Best Practice discussions were more likely to display the kind of interest in political activities—from reading the news to listening to people with different views to being more interested in politics in general—that predict future civic and political engagement. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">McAvoy and Hess argue strongly for more classes serving a wider range of students to engage in the kind of deliberations that prepare young people for participating in democracy. “Democratic education requires teachers to create a political classroom in which young people develop the skills, knowledge, and dispositions that allow them to collectively make decisions about how we ought to live together,” they wrote.\u003c/span>\u003c/p>\n\u003ch2 class=\"p1\">\u003cspan class=\"s1\">Debate Team for the Twenty-first Century \u003c/span>\u003c/h2>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In his first years as debate coach, high school English teacher Scott Wunn approached debate team in the same way he did when he coached wrestling: both wrestling and debate were competitions that required intense focus and fierce collective energy in order to win. They appeared to be individual competitions, but couldn’t be further from the truth—both fed off the energy and experience of the whole group. Both required resistance training and development of core skills to succeed. And in order to win a debate or a wrestling match, the opponent must not be ignored or circumvented, but overcome. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But in the 10 years he coached debate at a high school in Des Moines, Iowa, Wunn found the more he immersed himself in the team, the more he learned. Unlike wrestling matches, each academic debate was unique and brought new challenges—how to make a point, a counterpoint, how to support an argument—and Wunn found himself a more well-rounded thinker. His teaching practice improved, and so did his research skills. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ca href=\"https://www.amazon.com/Building-Better-Citizens-Civics-Education/dp/1475843445\">\u003cimg class=\"alignleft size-full wp-image-54971\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg\" alt=\"\" width=\"178\" height=\"283\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC.jpeg 178w, https://ww2.kqed.org/app/uploads/sites/23/2019/12/BBC-160x254.jpeg 160w\" sizes=\"(max-width: 178px) 100vw, 178px\">\u003c/a>Helping students prepare to argue both sides of an assigned topic nuanced his worldview, providing Wunn with what he calls “a stronger understanding of the gray area of life.” Debate and wrestling weren’t as alike as he first thought, and he figured that the skills he was gaining must also be happening with his students. Over the years, a more complex view took shape regarding the skills that debate provided for kids, bigger than simply winning or losing a well-planned argument. Wunn noticed that debaters picked up crucial skills that colleges and businesses alike said they were looking for in young people, like the ability to collaborate with team members and think critically about a topic—often this happened not in the library but on their feet, responding to an opponent during a debate. The twenty-first-century skills making headlines were developed naturally during the process of researching, preparing, and participating in a debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">In addition, the new millennium brought digital technology to debate topics and gave debaters greater access to information than ever before. Access to the internet made student arguments more nuanced and more complex, the depth of analysis more robust. Information gave students power; debates at the turn of the new century, Wunn said, became much more real, and students found the immediacy of bringing current events scraped off the web into their debates intoxicating.\u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">All of these collective factors put together have ignited a large debate revival, one that’s remodeled itself for the new century. Wunn became executive director of the National Speech and Debate Association in 2003, and began working to transform the association, adding 60,000 students nationwide to the association’s membership as well as adding a popular new category of debate that focuses on issues surrounding current events. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Under Wunn’s direction, an after-school club with a reputation for incubating future Alex P. Keatons—argumentative young men in nubucks and ties, interested in the intricacies of international policy—has opened its once-closed circle to increasing numbers of young women and people of color. The association hosts an annual national tournament with more than 3,000 students participating, and now sponsors a global debate team of 12 high schoolers that travel the world. They’ve qualified for the World Schools Debating Championship, what Wunn called the “Olympics” of debate. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Though Wunn has been working toward debate domination for more than 15 years, he said the biggest surge of interest has come in the last four or five as polarization has increased and political rhetoric in the public eye has gotten more heated. In debate, Wunn noted, debaters must be prepared to argue both sides of an issue in order to win, which he said gives them a piece currently missing from political conversations they might encounter on social media. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">More educators have reached out to the group because they’re concerned about civic engagement skills and civil discourse, as well as teaching students the importance of face-to-face communication. It didn’t hurt that Parkland activist David Hogg kept referring to himself as a “debate nerd,” either. Every middle and high school in Broward County, Florida, where Parkland is located, has a debate program, and debate instruction begins in fourth grade. With a new category called Public Forum, Wunn has worked to make debate more classroom-friendly. Teachers can have two teams of two students debate a current event topic such as immigration or health care for 40 minutes and still have time left over for reflection and discussion. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Some have suggested that debate not be relegated to social studies class or an after-school club, but be integrated into every subject. Economist Robert Litan has argued for a “counterintuitive” solution to nationwide polarization and cable TV shouting matches: “debatify” more subjects, and allow students to treat other subjects—science, literature—with the same rigorous research and argumentation practices given to world politics and policies. Litan argues that debate isn’t only fun, but also provides a kind of resilience training for hearing other points of view. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">Expanding debate’s reach isn’t easy, as it still remains largely an activity for whiter, wealthier kids. But recent research has shown the promise of debate in urban minority communities; in one 2011 study of the Chicago Urban Debate League, debaters were more likely “to graduate from high school, performed better on the ACT, and showed greater gains in cumulative GPA relative to similar comparison students,” even after researchers controlled for self-selection into the activity. \u003c/span>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">But Wunn wants to make debate even more inclusive. In Wunn’s perfect world, all young people, no matter their background, would be equipped with the skills debate provides—civil discourse and the ability to see and understand key arguments about both sides of pressing issues. Debaters don’t flinch when information is thrown at them, he said. They know how to use information, how to substantiate their arguments, how to understand the legitimate positions of all sides. To be citizens of the twenty-first century, to have the focus to overcome opponents, to win. Like the verbal version of wrestling—except with more informed citizens and a more equitable democracy as the prize at the end of a match.\u003c/span>\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003cimg class=\"alignleft size-full wp-image-54970\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/Holly-Headshot-Select-150dpi-e1575357056430.jpg\" alt=\"\" width=\"250\" height=\"292\">\u003cem>Holly Korbey is an education and parenting journalist and the author of \u003ca href=\"https://www.hollykorbey.com/buildingbettercitizens\">Building Better Citizens\u003c/a>. Her work has appeared in The Washington Post, The New York Times, The Atlantic, The Boston Globe, and others. She is a regular contributor on education for Edutopia and MindShift. Follow her on Twitter \u003ca href=\"https://twitter.com/HKorbey\">@hkorbey. \u003c/a>\u003c/em>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cdiv>\u003c/div>\n\u003c/div>\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>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation","authors":["4445"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20533","mindshift_21233","mindshift_20784","mindshift_1040","mindshift_21022","mindshift_21314","mindshift_419","mindshift_20615"],"featImg":"mindshift_54975","label":"mindshift"},"mindshift_46021":{"type":"posts","id":"mindshift_46021","meta":{"index":"posts_1591205157","site":"mindshift","id":"46021","score":null,"sort":[1470294188000]},"guestAuthors":[],"slug":"how-listening-and-sharing-help-shape-collaborative-learning-experiences","title":"How Listening and Sharing Help Shape Collaborative Learning Experiences","publishDate":1470294188,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p2\">\u003cem>\u003cspan class=\"s1\">Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate \u003c/span>\u003cspan class=\"s1\">School of Education and holds the Nomellini-Olivier Chair in Educational \u003c/span>\u003cspan class=\"s1\">Technology. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD are both \u003c/span>\u003cspan class=\"s1\">researchers and instructors at Stanford University’s Graduate School of \u003c/span>\u003cspan class=\"s1\">Education.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In order for collaborative work to be effective, students need to be mindful about listening, joint attention, sharing, coordinating and perspective taking. ","status":"publish","parent":0,"modified":1470294188,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1344},"headData":{"title":"How Listening and Sharing Help Shape Collaborative Learning Experiences | KQED","description":"In order for collaborative work to be effective, students need to be mindful about listening, joint attention, sharing, coordinating and perspective taking. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Listening and Sharing Help Shape Collaborative Learning Experiences","datePublished":"2016-08-04T07:03:08.000Z","dateModified":"2016-08-04T07:03:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46021 http://ww2.kqed.org/mindshift/?p=46021","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/04/how-listening-and-sharing-help-shape-collaborative-learning-experiences/","disqusTitle":"How Listening and Sharing Help Shape Collaborative Learning Experiences","path":"/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \"\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them\u003c/a>,\"\u003c/em>\u003cem> (c) 2016 by Daniel L. Schwartz, Jessica M. Tsang and Kristen P. Blair. Used with the permission of the publisher, W. W. Norton & Co. The following is from the chapter \"L is for Listening and Sharing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning more together than alone\u003c/strong>\u003c/p>\n\u003cp>With listening and sharing learners try to construct joint understandings. Listening and sharing are the cornerstones of collaborative learning. We can learn more working together than working alone.\u003c/p>\n\u003cp>A little history lesson: The study of cooperation arose after World War II as part of a research program on conflict resolution (Deutsch, 1977). Negotiation depends on cooperation, and negotiation is a preferable resolution to conflict than war. From this starting point, one reason to use cooperative learning is to help students develop better skills at cooperating (e.g., Johnson & Johnson, 1987). Subsequent research discovered a second reason to use cooperative learning: when students collaborate on class assignments, they learn the material better (we provide examples below). Ideally, small group work can yield both better abilities to cooperate and better learning of the content.\u003c/p>\n\u003cp>Simply putting students into small groups, however, does not guarantee desirable outcomes. Success depends on listening and sharing. Here is a description of students who did not collaborate well.\u003c/p>\n\u003cblockquote>\u003cp>Sagging in his chair, Daryl gazed away, pointing his outstretched legs toward another group. Elizabeth, disgusted, looked down as she paged through the anthology. Across from them, Josh and Kara talked animatedly. When I stopped at their group, Kara told me the group had chosen Raymond Carver’s poem “Gravy.” Elizabeth complained that no one was listening to her and that she hated “the dumb poem they both want.” . . . Finally came the day of their presentation. . . . Kara and Josh had taken over the presentation. The other two never really found their way into the project. (Cohen & Lotan, 2014, p. 25, citing Shulman et al., 1998)\u003c/p>\u003c/blockquote>\n\u003cp>Kara and Josh did the lion’s share of the content work, and it may have been very good. Nevertheless, they did not listen to Elizabeth, and Daryl did not share any thoughts at all. The example resonates with people because most of us have been Daryl, Elizabeth, and Kara and Josh at some point. Fortunately, listening and sharing as cooperative techniques can alleviate frustration and, more importantly, allow group learning to surpass what would be possible by a single student (Slavin, 1995). Effective collaborative learning yields gains in motivation and conceptual understanding. Ideally, it also helps students learn how to cooperate in the future.\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>\u003cstrong>1. How Listening and Sharing Works\u003c/strong>\u003c/p>\n\u003cp>Everything is more fun with someone else!! Well, at least it should be. Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise—I can do this better alone than together. But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.\u003c/p>\n\u003cp>\u003cstrong>Joint Attention\u003c/strong>\u003c/p>\n\u003cp>To collaborate, people need to pay attention to the same thing. If two children are building separate sand castles, they are not collaborating. They are engaged in parallel play. The abilities to maintain joint attention are foundational and emerge around the first year of life. Infants and parents can share attention to the same toy. Next, infants learn to follow the parents gaze to maintain joint visual attention. Finally, the infants learn to direct their parents’ attention (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). Visual attention provides an index of what people are thinking about. If you are looking longingly at an ice-cold beer, it is a good bet that you are thinking about an ice-cold beer.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/The-ABCs-of-How-We-Learn/\">\u003cimg class=\"size-full wp-image-46022 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/08/ABCs-e1470241751579.jpg\" alt=\"Schwartz_comp17b\" width=\"250\" height=\"377\">\u003c/a>Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention. In one study, Schneider and Pea (2013) had partners complete a circuit task, where participants had to figure out which circuit controlled which outcome in a simulation. They collaborated remotely over headsets. They saw the same image on their respective computers, so it was possible to maintain joint visual attention. In one condition, the authors used eye tracking: a moving dot showed each participant where the other was looking, so it was easier for them to maintain joint visual attention. These partners exhibited better collaboration, and they learned more from the task than did partners who did not have the eye-tracking dot to support joint attention.\u003c/p>\n\u003cp>\u003cstrong>Listening\u003c/strong>\u003c/p>\n\u003cp>Thoughts can be much more complex than an eye gaze. It also helps to hear what people are thinking. A common situation is that people refuse to listen to one another because they are too busy talking or they just discount other people’s ideas. The How-To section describes a number of solutions.\u003c/p>\n\u003cp>\u003cstrong>Sharing\u003c/strong>\u003c/p>\n\u003cp>Sharing operates on two levels: sharing common goals and sharing ideas. First, if people do not share some level of common goal, they will collaborate to cross-purposes. Two professors of mathematics may agree to design homework together for a large class, but if one professor aims to increase students’ interest in the field while the other aims to weed out the faint of heart, they will have a hard time reaching consensus. Second, if nobody shares ideas, collaboration will not go very far. In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.\u003c/p>\n\u003cp>\u003cstrong>Coordinating\u003c/strong>\u003c/p>\n\u003cp>Have you ever had the experience of a group discussion, in which you just cannot seem to get your timing right? Either you always interrupt before the speaker is done, or someone else grabs the floor exactly when the other person finishes and before you jump in. Collaboration requires a great deal of turn-taking coordination. When the number of collaborators increases, it is also important to partition roles and opportunities to interact. You may hope coordination evolves organically, which it might. But it might turn into a Lord of the Flies scenario instead. It can be useful to establish collaborative structures and rules.\u003c/p>\n\u003cp>\u003cstrong>Perspective Taking\u003c/strong>\u003c/p>\n\u003cp>A primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).\u003c/p>\n\u003cp>An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did.\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 class=\"p2\">\u003cem>\u003cspan class=\"s1\">Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate \u003c/span>\u003cspan class=\"s1\">School of Education and holds the Nomellini-Olivier Chair in Educational \u003c/span>\u003cspan class=\"s1\">Technology. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD are both \u003c/span>\u003cspan class=\"s1\">researchers and instructors at Stanford University’s Graduate School of \u003c/span>\u003cspan class=\"s1\">Education.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46021/how-listening-and-sharing-help-shape-collaborative-learning-experiences","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1028","mindshift_121","mindshift_20784","mindshift_1040","mindshift_21021","mindshift_20821","mindshift_21022","mindshift_79"],"featImg":"mindshift_46027","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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