In an approach to teaching that focuses on connection, feedback from multiple sources would seem to make sense. In Connections-based Learning, the facets of Share the Process and Feedback Meaningfully encapsulate the CBL learning progression. In this post I will focus on the facet: Share the Process. Here we see how a CBL begins and how it supports students along the way toward their presentation of learning. The assessment here is all formative.
I see five parts to Sharing the Process. A task that opens the door to multiple points of entry is the first part of setting up a CBL. At this point, students make a proposal as to with whom they are going to connect and what that connection might look like. Students are asked to make some group guidelines about their collaboration and as the CBL continues, time is allotted for regular peer and teacher check-ins. Finally the process is shared live and/or electronically. Keep in mind, this represents half of the CBL process.
To add lucidity to the steps of a CBL, I offer an example used in my Science 9 class. The learning outcome was to:
"relate electrical energy to power consumption."
Here are the five parts outlined.
Connection criteria
The connection criteria is meant to guide students in a general way to make some choices about learning. The topic is offered and the students are given examples regarding with whom to connect. The desired criteria is shared with the students and they are encouraged to ask themselves: are there people in the community, organizations or experts that can help us do something about this topic?
In the Power Connections example, students were asked to brainstorm experts or organizations they could connect with to solve a problem or promote awareness surrounding power use.
Learning Proposal
In order to make sure students are on the right track, a learning proposal is required. Students answer questions such as:
- Who in the community, what organizations or which experts will help us do something about this topic?
- what information are we hoping to find?
- what solutions are we hoping to offer?
- what innovative ways to connect and present learning are we planning?
- Who in the community, what organizations or which experts will help us do something about this topic?
- what information are we hoping to find?
- what solutions are we hoping to offer?
- what innovative ways to connect and present learning are we planning?
The proposal isn't just a quick answering of some questions. Students are to put as much effort into the proposal as they do the presentation. Formative feedback is given regarding the proposal and all proposals are available for each other to see. I like to put the proposals up on the bulletin board to help us keep focused on where we are all going.
Collaboration Reflection
Facilitating effective collaboration is paramount in any group work. Here a look at Crockett, Jukes, and Churches 21st Century Fluencies (2011) would be beneficial. In the Crocket et al. Collaboration Fluency, a checklist is included that causes students to reflect on how the collaboration will go. In CBL, the students agree on what guidelines they will follow as the CBL continues. Again, this opens the door for formative assessment, allowing the teacher to make comments on the agreed upon guidelines and decide on what mini-lessons are required to facilitate great group work.
Collaboration Reflection
Facilitating effective collaboration is paramount in any group work. Here a look at Crockett, Jukes, and Churches 21st Century Fluencies (2011) would be beneficial. In the Crocket et al. Collaboration Fluency, a checklist is included that causes students to reflect on how the collaboration will go. In CBL, the students agree on what guidelines they will follow as the CBL continues. Again, this opens the door for formative assessment, allowing the teacher to make comments on the agreed upon guidelines and decide on what mini-lessons are required to facilitate great group work.
Throughout the CBL, providing peer and teacher check-ins is important to guide students along the way and to increase effectiveness of the process. This is not simply asking "How is it going?" but offering assistance as the students make their connections, develop questions to ask experts and organizations, and develop ways to share what they have done. An important question for the teacher to ask oneself is: What connections do I have that can move the group forward?
Process Sharing
Why does CBL focus on the process? Here is a good example of why:
Boti and Michael proposed an amazing idea. They would contact companies that sell generators and connect them with homeless shelters hoping that the companies would provide free generators to these shelters.
How can I honour and support their idea even if it might not work? Focusing on the process opens the door for this.
The boys made many attempts to connect but no one responded. When process is focused on, setbacks do not mean failures. The process and learning can still be shared and celebrated.
Innovative ideas that take risks can still be approved, honoured, and supported because everyone can share their process.
There is something special about watching students seek connections and take charge of their learning. Engagement is high. Authentic learning leads to authentic feedback. And giving and receiving that feedback is pregnant with learning possibilities and brings us to Feedback Meaningfully.
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Kelowna, B.C.: 21st Century Fluency Project.
Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st-century fluencies for the digital age. Kelowna, B.C.: 21st Century Fluency Project.
