How does the social nature of learning shape

our student’s identity and ability to build

knowledge?

Tony Barrett

Kristen Sendahl said:Kristen Sendahl said:

Our vision is more Our vision is more obstructed obstructed

by what we think we know by what we think we know

than by our lack of than by our lack of knowledge.knowledge.

How does the social nature of learning shape

our identities?

We are social beings

• Like most higher primates, humans are social by nature

• Baby chimpanzee • Our offspring• Similar to the way fish are

aquatic creatures• Our language

Social Theory-Anthony Giddens

• Structures•Social Structures•Language Structures•Belief Structures

• Agency – We make choices within these structures– Within cultural traditions we receive

many messages

What does “The Thinker” What does “The Thinker” represent?represent?

• Isolated Isolated • Detached Detached • Learning is a solitary endeavor Learning is a solitary endeavor • Reflection is an important part of learningReflection is an important part of learning

• Activity>learning >identity Activity>learning >identity • A common questionA common question

– What do you do for a living?• Activity or doing >learning >identityActivity or doing >learning >identity

Activity

LearningIdentity

Broader Learning Structures

• Learning is fundamentally social because Learning is fundamentally social because humans are social beings humans are social beings

• Thomas Kuhn’s Thomas Kuhn’s Structures of Scientific Structures of Scientific RevolutionRevolution

• Learning occurs situated in communitiesLearning occurs situated in communities

• Computer Science: artificial intelligence Computer Science: artificial intelligence and expert systemsand expert systems

Situated Learning (1991)Situated Learning (1991)

• Legitimate Legitimate peripheral peripheral participationparticipation

• Apprenticeships Apprenticeships – MidwivesMidwives– TailorsTailors– Naval Naval

quartermasters quartermasters – Meat cuttersMeat cutters– Nondrinking Nondrinking

alcoholics alcoholics

M M

A A A A

M= Master A=Apprentice N= Novice

A A

N N N

N N N N N N A A

A

A

A

N

N

N

A A N N

AA

N N

A A N A

NN

N

Defining Features of Apprenticeships

1. Intentionality – Visible – Explicit practice– Meaningful questions– Apprentice’s engagement increases– Communities of Practice may spin off

Defining Features of Apprenticeships

2. Multiple Relationships– Don’t rely on a single relationship– More advanced students working with

newer students– Personal chemistry – Practice and study in groups

Defining Features of Apprenticeships

3. Collective responsibility – Mutual expectations agreement– Formal and informal safety nets– Defined goals– Tension and conflicts are inevitable

Defining Features of Apprenticeships

4. Recognition – To improve our mentoring practice

– To learn and discuss one another’s apprenticeship practices and philosophies

– Best practices determined by how students have benefited

Defining Features of Apprenticeships

5. Respect, Trust and Reciprocity– Apprentices can add new insights – Know one’s self and each other well– Communicate clearly– Provide regular feed back– Take time

Source: The Formation of Scholars: Rethinking Doctoral Education in the Twenty-First Century by G. E. Walker, et al. 2008

Communities of Practice Communities of Practice (1998)(1998)

• LearningLearning• MeaningMeaning• Identity Identity • Learning as Learning as

enculturation enculturation • Better at analysis Better at analysis

than prescriptions than prescriptions • How learning How learning

occursoccurs

Characteristics of a Community

1. Common cultural and historical heritage – Shared goals– Belief systems– Collective stories – Negotiated meaning

• Both historical and dynamic • Contextual and unique

Characteristics of a Community

2. Part of something larger – Sense of purpose– Sense of identity for individual and the

larger community– Communities legitimate participation in

society is where communities and identities are formed

Characteristics of a Community

3. Reproducibility – New members brought in– Engage in mature practice with peers– Exemplars of mature practice – Passion

Source: From Practice Fields to Communities of Practice by S. Barab & T. Duffy, Indiana University 1998

Communities can be cultivated

• The goal of community design is to bring out collective and individual identity of members

• Shepherding the community’s evolution rather than creating from scratch

• Focus on actual practice: the dialogue between insiders and outsiders

• Allow for different levels of participation• Provide private and public spaces for

interaction

Cultivation of Communities (Continued)

• Focus on what the community values• Weave the familiar with new and

exciting• Provide a rhythm for community to meet

Source: Cultivating Communities of Practice by Wenger, McDermott & Snyder (2002)

In In The Courage to TeachThe Courage to Teach Parker Parker Palmer wrotePalmer wrote

““Teaching is ultimately an act of hospitality”Teaching is ultimately an act of hospitality”

Hospitality suggests a Hospitality suggests a graciousgracious preparation preparation

The most important thing a teacher brings The most important thing a teacher brings to a class is their authentic presence.to a class is their authentic presence.

Presence has a sense of immediacy and Presence has a sense of immediacy and passionpassion

How does the social nature of learning build

knowledge?• Knowledge implies a Knower

• Someone with experience

• From knowing about to knowing how

• No substitute for authentic presence authentic presence of someone who speaks with of someone who speaks with experience in an authentic situationexperience in an authentic situation

Authentic Presence and Authentic Presence and PracticePractice

• Traditional Apprenticeship- elbow learning– Modeling – Scaffolding – Fading– Coaching

Authentic Presence and Authentic Presence and PracticePractice

• From Traditional to Cognitive Apprenticeships

• Identify processes and make visible to students

• Situate abstract tasks in authentic contexts so students see the relevance of the work

• Vary situations and articulate common aspects so students can transfer what they learn

Source: Cognitive Apprenticeships: Making Thinking Visible By Collins, Brown, & Holum 1991

I never teach my pupils; I I never teach my pupils; I only attempt to provide only attempt to provide the conditions in which the conditions in which

they can learn.they can learn.

Albert EinsteinAlbert Einstein