Thinking about ‘Teamwork’ in the Classroom

This week I am going to reflect on the concepts of problem-based learning (PBL) and case-based learning (CBL). PBL is defined as an “active learning pedagogical approach” that concerns producing and resolving a “challenging open-ended problem.”[1] This pedagogical approach is contrasted to more traditional classroom orientations, such as the lecture form in which the Professor, designated as the one with knowledge, bestows knowledge on the students who receive, memorize, and internalize that knowledge. PBL, on the other hand, is conceptualized as being more applicable to the real-world, better suited for larger groups, and, also, in its very design, incorporates student participation. The largest upside is this last point, as it is student participation or “teamwork” that is a skill that has to be modeled and practiced in the classroom, in order that students, when they reach the workplace, are productive employees capable of working beneath, alongside, and in charge of others. Thus, there are seven further characteristics associated with increasing teamwork capabilities: creating a common purpose, defining a clear goal, generating psychological safety (which is closely tied to making risk palatable and thus increasing innovation), defining clear roles for each member, instituting proper, respectful communication, practicing conflict resolution when it arises, and encouraging accountable interdependence. My interest with this post is to reflect on how problem-based learning can be applied to the social sciences and humanities, instead of engineering projects. It seems to me that the task, at least as I approach the classroom, is slightly different. Without denigrating teamwork and its associated skills, I aim to cultivate critical thinking, skepticism, research skills, as well as what it means to engage in political conversation with others. These skills are surely crucial in Engineering projects as well, however, it seems worth reflecting on a bit more how this might work in practice.

Oftentimes my pedagogical practice is far less about construction than deconstruction. What I mean by this is that the most common starting point in an undergraduate course is getting the students to identify themselves in the reading. How are they positioned in relation to the text, where do they stand in the world, and, also, how do they engage in conversation with others who are located differently? This is not to say this is a static process but constitutes in some ways what Antonio Gramsci refers to as taking an ‘inventory’ of oneself. In a political conversation, then, the first step is not the construction of a common goal, but perhaps recognizing the impossibility of a common goal. Put slightly differently, what if there is no political ‘we’? What ‘we’ am I a member of? What does it mean that my ‘goals’ might be incommensurable with others (in the classroom or the text)? These questions may all have answers, or they may not, but in any case, it is difficult for me to abide by the fact there can be assumed a priori a common goal in-class discussion.

Through discussion, then, goals will be more elusive and changing. As students engage with the texts, and I may interject and guide discussion as a participant, students will practice skills of close reading and be attentive to the conversation (at least this is what is hoped for). Psychological safety is assured through mutual respect, although this is not equated with comfortability (see my last post on the concept of safe spaces). Class is typically designed so that students are at times listening, speaking, writing and taking notes, or presenting. Accountable interdependence is one of the seven characteristics that I think is important as well for my classroom, as this sort of class structure that I am describing requires that students do read the text closely before class. I do not ask that they ‘master’ the text, but if it occurs that half of the class (or more) has not read the class, the class discussion will surely suffer. In other words, I think PBL is not at odds with the type of pedagogy that I am describing, but I think it is slightly different.

Now, another line of inquiry one could pursue would be what would it mean to generate a PBL exercise for my classroom? I recall at a previous institution we simulated the invasion of Iraq, with some students taking the perspective of the CIA and others the State Department. Many of my peers quite enjoyed the opportunity to ‘role-play’ and ‘play-out’ the institutional tensions between the two bureaucracies conflicting goals. The simulation was thus designed to ‘apply’ the reading in order to exemplify how ‘real’ these tensions were. Surely, this is part of priming students for when they occupy positions in similar institutions as well. This might be an example of PBL in which students are divvied up into groups, given a problem, and then tasked with coming up with a ‘plan’ to ‘solve’ the problem. However, while I see the pedagogical objective in such exercises, I am not sure they can, or at least oftentimes, risk failing to cultivate critical thinking. Another, quite different, example may help draw the contrast between potential approaches to PBL. In another class, we students were tasked with creating an ‘Archive’ of our readings. The Archive was quite welcoming of our interpretations. During our readings, we were asked to write down lines that spoke to us, as well as the thoughts we had while reading. We were tasked with not only reading lines of text but reading what was outside the text, so to speak. How were we in the text? What lay in between or just outside what was written? We kept our own individual Archives and after a number of weeks, the Professor cut off a long strip of white construction paper, maybe 25-30 feet in length (about the length of the entire classroom). He put the paper down in the middle of the classroom and we started writing entries of our Archive on this collective Archive. We then had a conversation about the readings and reflected on this collective work. I think both these examples can roughly be called PBL exercises in which various aspects of ‘teamwork’ are cultivated, but the latter operates on a principle of deconstruction, but which ultimately ‘constructs’ many lines of inquiry. I do not mean to suggest PBL is not worthwhile, but I do think it is worth reflecting on how pedagogical orientations travel across disciplines and towards what ends.

References:

[1] Homero Murzi et al., “Working in Large Teams: Measuring the Impact of a Teamwork Model to Facilitate Teamwork Development in Engineering Students Working in a Real Project,” International Journal of Engineering Education 36 (January 8, 2020), p. 275.

 

What Constitutes the ‘Classroom’?

This week’s readings concern an issue I continuously grapple with, which is how to create a space for cultivating critical thinking and, simultaneously, how to make it inclusive for all students. I want to put into conversation Brian Arao and Kristi Clemens reflections on the problems with safe spaces with Paulo Freire’s provocation that there is no clear division between teaching and learning. As an aspiring ‘teacher’, two of the things I grapple with most are: 1) how to get students to engage closely with the text, including putting themselves ‘into’ the text and 2) how to get students to enter into critical dialogue with each other.

Arao and Clemens touch on a really important problem with commonly held interpretations of ‘safe spaces’ in classrooms, which is that this is often equated to making students comfortable (Arao and Clemens, p. 135). As someone who engages in political inquiry, it has been my experience that most students hesitate to engage with each other directly, preferring instead to direct their questions or points to me, the instructor. This creates difficulties when the desired engagement is for students to have conversations with each other and put into play their own assessment of assigned texts in a critical manner. In other words, rather than too much political disagreement, one of my main difficulties is too little. This obviously is not to say that I desire ‘disrespect’ or combativeness in a classroom, but it is to say that more often than not the difficulty is getting the conversation going in the first place.

The encounter with this difficulty most often materializes as silence. I will frame the reading, usually historically and contextually in relation to other texts we have read, then I will ask a pertinent question, which oftentimes does not have a ‘right’ or ‘correct’ answer but is meant to get students to engage with the main arguments. Usually, it is the case that conversation will follow and students will respond, but my main difficulty has been then getting students to respond to each other’s differing points and to get them to have a dialogue.

A common practice I do around the 5-6 week mark in a course is to have the students anonymously write-in how they view the class is going. I do this so I can have a sense of how they are experiencing the class, obviously, but I also ask them to provide suggestions of what they like from other classes, which may entail any number of things. I promise I will review their collective comments and we will reconvene to have a conversation about potentially changing various things about the class. It has been my overwhelming experience that students appreciate this and feel afterward they have more design over the class. However, one of the most common comments I get is that the class structure is unusual: they are not used to being asked to discuss the text. In addition, the most common comment is a deep anxiety that they do not have the ‘right’ answers. I think that this speaks to what Freire means when he writes that students conceive of themselves as objects who will receive ‘knowledge’ and who will then go on to regurgitate said ‘knowledge’ which usually amounts to merely ‘facts’ and ‘information’ (Freire, p. 30).

One of the most difficult things I confront, then, in nearly every class is challenging students on what their conception of what constitutes an education. Are they merely customers purchasing a piece of paper that provides them professional accreditation? Or, are they actively engaged in learning a series of practices which they will take with them, and which will transform them as people? If students understand the answer as the latter, they usually are far less anxious about having the ‘right’ or ‘wrong’ answer and understand themselves and their participation as being crucial to the class. It is also my experience that if students are less concerned about the ‘grade’ at the end of an assignment and are more focused on the skills the assignment seeks to practice, they usually are more likely to get the grade they desire. What oftentimes gets in the way of ‘education’, then is the students’ expectations (which is certainly not only their own individual expectation) that their knowledge is measured by a ‘grade’ rather than the grade being an, admittedly, incomplete measure of what they learned.

I think this speaks in many ways to Freire’s provocation which is: how do we use our classrooms to cultivate an ‘epistemological curiosity’ that students will take with them wherever they go and exceeds whatever class material may be assigned? I am very curious to hear what others do in order to produce this epistemological curiosity, as well as the practices which gets to what Freire is gesturing towards with producing a particular “relationship with the text” (Freire, p. 34). So often it is my experience that students do not see themselves in the text and/or they see the text as separate from their daily lived experience. How do we bring this knowledge into the classroom in such a way that students are self-reflexively questioning their own presuppositions in conversations with others and the text? These are the sorts of questions I have when doing my class prep. Finally, I think this gets at what I was signaling with during my last post, which is how does this alter our understanding of the location of the classroom? In other words, how does encouraging the students to bring in their own experiences, and putting them into critical dialogue with others in the class, as well as the assigned text, alter how we approach, experience, and understand the classroom as a space of ‘learning’?

References:

Arao, Brian, and Kristi Clemens. “From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice.” In The Art of Effective Facilitation: Reflections from Social Justice Educations, edited by Lisa Landreman. Stylus Publishing, 2013.

 

Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rown and Littlefield Publishers, 1998.