Good afternoon readers,
With introductions out of the way, let us get underway with our first cooperative teaching strategy blog post! I have decided to begin by touching upon the topic of brainstorming: specifically, in a paired student setting to jumpstart writing. According to research from educators G. Wehrli and J.G. Nyquist (2003), brainstorming is a process that enables thinkers to develop numerous ideas for a specific purpose. One of main benefits, and caveats, of brainstorming is that these ideas are not tempered or evaluated until all ideas are exhausted. This is important for students to consider because this continual flow of thought-generation can lead to new thoughts without hesitation or apprehension. All too often do teachers and students alike become "stuck" on a single idea and the conditions of that idea. Brainstorming is the chance to simply produce ideas--some of which may be used, and others discarded.
There are numerous advantages to brainstorming that can improve student learning. In addition to serving as a helpful critical thinking and problem-solving opportunity, brainstorming can also increase student ability to think creatively as a "key part of the creative process" (Van Patter, 2005). While many students today struggle with the task of thinking outside of the box or accepting that the first idea might not be the "best" idea, brainstorming helps students learn it is okay to consider, collaborate, and look at an issue in different ways. Some of the advantages to brainstorming include actively engaging students in their own thinking and learning, making connections to different ideas and modes of thinking, and allowing for open-ended responses. Wehrli and Nyquist (2003) also note in their research that when applied with a partner, brainstorming can promote "peer learning" and communication synergy skills. The popular expression, "two brains are better than one" certainly seems to apply here.
Of course, there are some challenges to brainstorming that a teacher must keep in mind as well. While author and educational presenter Bruce Van Patter (2005) notes that brainstorming can work to great effect in the right conditions, those conditions must be met. He explains that conditions include an openness to acceptance, a positive classroom tone, and a focus on the complexity of the topic. Before beginning a paired brainstorming session--perhaps to discover a topic for a joint Language Arts essay--students should be taught the rules and expectations of the session. An emphasis on an atmosphere in which "asking questions, fielding answers, showing enthusiasm, [and] keeping the "what if" spirit thriving" (Van Patter, 2005) is essential. Similarly, students must be taught the importance of probing questions and deeper thinking that does not simply scratch the surface of the problem. Otherwise, the brainstorming exercise will not yield the same potential for success. After generating these ideas, students can then narrow and refine them individually or in their partner settings to develop sharper thoughts and solutions.
With an overview of the brainstorming strategy now examined, what, then, might be the value of paired brainstorming, specifically in the context of writing? Many teachers, especially Language Arts teachers, can attest to a reticence of some students when it comes to putting their thoughts down on paper. When working with a partner who can help support, supplement, and articulate ideas, that sense of pressure is greatly reduced. Furthermore, if student ideas are brought back together into small groups or a whole class setting, groups can help "reach consensus" (Wehrli & Nyquist, 2003) together in deciding which ideas might be best suited to tackling a specific problem. Students may also be surprised at the sheer writing content they are able to produce in a short amount of time when brainstorming, especially with a supportive partner. With a graphic organizer, such as a bubble map or semantic visual aid, students can even use these ideas to create an outline for the paper or project on which they are working.
Last but not least, technology can be a great resource when implementing the paired brainstorming strategy. A study published in the Journal of Applied Psychology discusses the role that technology can play when facilitating a brainstorming session (Dennis & Valacich, 1993, pg. 531). The research suggested that students who participated in electronic brainstorming sessions developed more ideas than those who did not. The authors of this study believe that a lack of "process losses"--including piggybacking of other thoughts and fear of contribution--was lessened in the digital format (Dennis & Valacich, 1993, pg. 532). This insight might prove particularly useful today with our advances in technology. For example, students are able to collaborate electronically through a Google Application like Google Docs to build upon each other's thinking in real-time without having to be in the same room, school, or even state.
I hope this post proved useful to you, and that you feel prepared to try brainstorming to jumpstart writing in your classroom. As always, provided below are the references used in this post, as well as a brief video highlighting the implementation of Google Apps to facilitate brainstorming. I have also included a link to a Professional Learning Board page that delineates how to initiate such a process in your classroom. Until next time!
Professional Learning Board: How Can I Facilitate Brainstorming in the Classroom?
Sincerely,
Ryan
References
Dennis, A.R., & Valacich, J.S. "Computer brainstorms: More heads are better than one." Journal of Applied Psychology. 78.4 (1993): 531-37. Web. 9 July 2016.
Van Patter, B. (2005). Brainstorming: Helping your students generate ideas. Retrieved July 09, 2016, from http://www.brucevanpatter.com/brainstorming.html
Wehrli, G., & Nyquist, G.J. (2003). Teaching strategies/methodologies: Advantages, disadvantages, cautions, and keys to success. Creating an Educational Curriculum for Learners at Any Level.
With introductions out of the way, let us get underway with our first cooperative teaching strategy blog post! I have decided to begin by touching upon the topic of brainstorming: specifically, in a paired student setting to jumpstart writing. According to research from educators G. Wehrli and J.G. Nyquist (2003), brainstorming is a process that enables thinkers to develop numerous ideas for a specific purpose. One of main benefits, and caveats, of brainstorming is that these ideas are not tempered or evaluated until all ideas are exhausted. This is important for students to consider because this continual flow of thought-generation can lead to new thoughts without hesitation or apprehension. All too often do teachers and students alike become "stuck" on a single idea and the conditions of that idea. Brainstorming is the chance to simply produce ideas--some of which may be used, and others discarded.
There are numerous advantages to brainstorming that can improve student learning. In addition to serving as a helpful critical thinking and problem-solving opportunity, brainstorming can also increase student ability to think creatively as a "key part of the creative process" (Van Patter, 2005). While many students today struggle with the task of thinking outside of the box or accepting that the first idea might not be the "best" idea, brainstorming helps students learn it is okay to consider, collaborate, and look at an issue in different ways. Some of the advantages to brainstorming include actively engaging students in their own thinking and learning, making connections to different ideas and modes of thinking, and allowing for open-ended responses. Wehrli and Nyquist (2003) also note in their research that when applied with a partner, brainstorming can promote "peer learning" and communication synergy skills. The popular expression, "two brains are better than one" certainly seems to apply here.
Of course, there are some challenges to brainstorming that a teacher must keep in mind as well. While author and educational presenter Bruce Van Patter (2005) notes that brainstorming can work to great effect in the right conditions, those conditions must be met. He explains that conditions include an openness to acceptance, a positive classroom tone, and a focus on the complexity of the topic. Before beginning a paired brainstorming session--perhaps to discover a topic for a joint Language Arts essay--students should be taught the rules and expectations of the session. An emphasis on an atmosphere in which "asking questions, fielding answers, showing enthusiasm, [and] keeping the "what if" spirit thriving" (Van Patter, 2005) is essential. Similarly, students must be taught the importance of probing questions and deeper thinking that does not simply scratch the surface of the problem. Otherwise, the brainstorming exercise will not yield the same potential for success. After generating these ideas, students can then narrow and refine them individually or in their partner settings to develop sharper thoughts and solutions.
With an overview of the brainstorming strategy now examined, what, then, might be the value of paired brainstorming, specifically in the context of writing? Many teachers, especially Language Arts teachers, can attest to a reticence of some students when it comes to putting their thoughts down on paper. When working with a partner who can help support, supplement, and articulate ideas, that sense of pressure is greatly reduced. Furthermore, if student ideas are brought back together into small groups or a whole class setting, groups can help "reach consensus" (Wehrli & Nyquist, 2003) together in deciding which ideas might be best suited to tackling a specific problem. Students may also be surprised at the sheer writing content they are able to produce in a short amount of time when brainstorming, especially with a supportive partner. With a graphic organizer, such as a bubble map or semantic visual aid, students can even use these ideas to create an outline for the paper or project on which they are working.
Last but not least, technology can be a great resource when implementing the paired brainstorming strategy. A study published in the Journal of Applied Psychology discusses the role that technology can play when facilitating a brainstorming session (Dennis & Valacich, 1993, pg. 531). The research suggested that students who participated in electronic brainstorming sessions developed more ideas than those who did not. The authors of this study believe that a lack of "process losses"--including piggybacking of other thoughts and fear of contribution--was lessened in the digital format (Dennis & Valacich, 1993, pg. 532). This insight might prove particularly useful today with our advances in technology. For example, students are able to collaborate electronically through a Google Application like Google Docs to build upon each other's thinking in real-time without having to be in the same room, school, or even state.
I hope this post proved useful to you, and that you feel prepared to try brainstorming to jumpstart writing in your classroom. As always, provided below are the references used in this post, as well as a brief video highlighting the implementation of Google Apps to facilitate brainstorming. I have also included a link to a Professional Learning Board page that delineates how to initiate such a process in your classroom. Until next time!
Professional Learning Board: How Can I Facilitate Brainstorming in the Classroom?
Sincerely,
Ryan
References
Dennis, A.R., & Valacich, J.S. "Computer brainstorms: More heads are better than one." Journal of Applied Psychology. 78.4 (1993): 531-37. Web. 9 July 2016.
Van Patter, B. (2005). Brainstorming: Helping your students generate ideas. Retrieved July 09, 2016, from http://www.brucevanpatter.com/brainstorming.html
Wehrli, G., & Nyquist, G.J. (2003). Teaching strategies/methodologies: Advantages, disadvantages, cautions, and keys to success. Creating an Educational Curriculum for Learners at Any Level.