"People learn best when they work with others on projects that really matter." — Geoff Mulgan
Wise Words on HUMAN NATURE
There is a lot of teaching going on out there. So we assume there must be a lot of learning.
Not.
Millions of people sitting in classrooms around the world are being TALKED AT by a teach-er. The words broadcast from the podium might make it into the learners’ ears, but not always into their brain or memory bank for later recall, integration and utilization. Such a waste of time and energy.
Upon the subject of education, not presuming to dictate any plan or system respecting it, I can only say that I view it as the most important subject which we as a people can be engaged in. — Abraham Lincoln
When Geoff Mulgan talks about the high UK school drop-out rate, he points the finger of responsibility at the standard classroom “lecture” paradigm. That form of pedagogy puts a premium on the learn-er’s ability to
sit still
listen
memorize (learn for the test)
work alone
FACT: This paradigm fails to engage a majority (~2/3) of students.
Mulgan prescribes a “studio school” paradigm that includes three essential elements:
Working cooperatively with others in teams
Doing project-based work that demonstrates deep mastery of the material by producing a high-quality portfolio of work
Doing work that “matters” (importance/relevance as defined by both learner and teacher)
In the studio school, the learner co-owns responsibility for acquiring necessary knowledge and skill to complete their portfolio project. The teacher acts less like a sage on the stage and more as a guide on the side, facilitating the learning process and serving as a resource when students are struggling with their learning and performance burdens.
Of course the studio school is simply an updated version of ye olde workshop where apprentices worked hard and learned together under the guidance of the master/expert. That pedagogical paradigm worked very well for centuries until it was disrupted and replaced by the industrial assembly-line mass education model.
Once again, we discover that change/innovation is not always “progress”. Our current farming/food production paradigm would be another case study of de-volution.
Both/and not either/or. Yes, group projects can motivate and encourage cooperation. But a lot of education is about abstractions that might best be learned by listening to someone who already understands them and then engaging with them quietly, individually, and with perseverance. A "studio school" can produce expert craftspeople, but engineering requires more of an understanding of why something works than that it does. You've either learned the underlying rules that can remain invisible to a craftsperson or you haven't. It is hard, personal work. For many, it will never produce the immediate satisfaction of "projects." It requires a love of learning beyond the satisfaction of getting something done. Ironically, our short-term-results-oriented capitalism is all about "getting something done," while building a future requires a confident grasp of the absract.
That bit about the UK dropout rate? It's not just a UK problem. I bet if you asked most adults about their school experience, you'd hear a lot of the same frustrations. Sit still, shut up, memorize, repeat. It's like we're training kids to be robots instead of, well, humans.
I love this idea of a "studio school" though. It reminds me of this amazing art teacher I had back in the day. Instead of lecturing us about brush techniques, she'd set us loose on these wild projects and float around the room, offering advice and encouragement. I learned more in that class than in any of my "sit and listen" courses.
Thank you for sharing Baird.
I hope you do have a fantastic week ahead.