Peer-supported Learning

Arches Utah display, Philadelphia Flower Show 2016

It’s peer-supported learning time. And we’ve been peer-learning all along … so you might be thinking, what else is there to say about it?! Take this week and try to dig further into this question … what does peer-based learning have to do with learning in schools? Outside of schools? And what are the implications for equity?

I love the badges you all made … and I think they speak volumes about the kinds of peer learning we have either been experiencing or wish to experience in our teaching and learning. A few that I noticed so far include:

 organic Organic Connected Learning

creativeplay Creative Play

Transparency_c3d24ceb-9ecc-4be9-9fab-15bbd0a6b6f0 Transparency

whospeaks Who Speaks

powerinwords Power in Words

communitybuilder Community Builder

Now that we have these great badges, you can apply for a badge from one of your fellow ED677ers. The community badging forum at P2PU is pretty unique in that it is created so that whomever created the badge can give you the badge, and then once you have the badge, you become an “expert” in that and can give that badge to others.

The week ahead …

Reading/Watching: Once again, I encourage you to go back again to Garcia, et al. Teaching in the Connected Learning Classroom to think about peer-supported learning with Cindy O’Donnell-Allen, Katie McKay, Lacy Manship, and their awesome students (starting on page 25).

This is also a helpful webinar discussion about peer learning called Connecting to Something Bigger: The Power of Open, Peer-to-Peer Learning that brings in a few people you met already from the NWP as well as some potential new folks and organizations like Kristen Swanson of EdCamp and Mimi Ito of the Connected Learning Alliance.

Mimi Ito’s research, Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (often referred to as HOMAGO) is referenced in the video above and underscores some of the critical elements of peer-based learning.

Blogging/Making: This week I’d like us to give each other peer response on our inquiry questions. Here is one way to work on this — feel free to suggest others.

  1. Work to refine your inquiry question(s). What is the key question you’ve been exploring this semester? What answers are you discovering? What further questions arise?
  2. Share your inquiry question (or questions … although try to focus in on one or two) with us in this shared google document.
  3. Give feedback to 3 others in the class. Here are suggestions how:
    • Technical how-to:
      1. Google doc has a handy commenting tool. You can use that and mention the person in your comment with a + sign and their email (ie.
      2. You can also just type directly under their inquiry. Use a different color to distinguish and please include your name as an identifier.
      3. Since we will work at different paces, please come back a few times this week to make sure that you and others got responses.
    • Process how-to:
      1. Look at the questions posted by each person and consider what they have written and shared already this semester (via their blogs, twitter, etc.).
      2. Do you have further questions for them to might help them to further develop their inquiry? These could be questions about things you’d like to understand better and also things that their question raises for you.
      3. Do you have further suggestions for them that might help them to further their inquiry? Suggestions could come in the form of resources, reflections, and/or ideas from your own work.
      4. Feel free to respond back to the response that you get – even a simple thank you is fine. You are welcome to add more or simply blog in response.

On your blog, reflect on this process and on the peer-learning we’ve been doing together all semester already. In what ways does it support your learning? How does it connect to your interests and your small moves in being more openly networked? What about production and shared purpose have been important in learning from peers? And what are the implications for connected learning and equity for the learners you serve?

Finds: I was looking for some stories by youth themselves about how peer-based ways of learning, connected to larger networks and opportunities, supported their goals and interests. Here are a couple I found at the CLTV website … can we find more? (Don’t worry so much about quantity this time around … let’s all try to find some examples of youth learning with peers that support them in connecting their learning in powerful ways. Share them on your blog and/or via twitter.)

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