One of seven posts about collaboration and why it nearly always fails to deliver results, inspired by Morten T Hansen's Collaboration.
The quality of the teacher is the number one factor in the improvement of an education system, collaboration is the key factor in improving the quality of that teacher.
Collaboration helps increase academic success, yet most collaboration doesn't work. The Microsoft-supported ITL Research revealed in a large-scale study:
"Innovative teaching happens more in environments where teachers collaborate. In schools where teachers report more frequent collaboration with one another on teaching practices, innovative teaching scores tend to be higher... Teachers told us that collaboration can be an important mechanism for sharing teaching practices and for mutual support toward improving them."
Anecdotally, this has also been the prime driver in the continued growth and success of the TeachMeet movement since 2006, and EdCamps since then, providing environments in which teachers, for whatever reason, feel comfortable sharing. We'll explore over this series of posts what makes collaboration work sometimes, and fail others.
In education, the ITL Research mentioned earlier offers some light as to how further barriers might be approached.
"If innovative teaching is not yet commonplace, under what climates and conditions does it flourish? For a host of reasons, ecosystems (be they educational or biological) have strikingly different features in different places. Accordingly, we might expect different approaches and conditions to be driving factors in the different parts of the world represented in this research. We report here on factors that emerge as salient across countries, drawing from both survey data and qualitative reports.
Collaboration relies on a supportive culture, alignment of incentives, and times built into teachers’ schedules during which collaboration can take place."
And when John Hattie undertook his study of 800 reviews he found that the most effective teaching practices included a reliance on "the influence of peers, feedback, transparent learning intentions and success criteria... using various strategies, attending to both surface and deep knowing:
- Reciprocal teaching (teachers enabling students to learn and use self-learning)
- Feedback (specific response to student work)
- Teaching students self- verbalization or self/questioning
- Meta-cognition strategies (awareness Problem-solving and knowledge of one’s teaching
In short - the most effective teaching requires the most effective collaboration. The challenge, I believe, is that in education, as in the world of business, many or most collaborations are not effective.
Morten T. Hansen spent years trying to work out why leaders sabotage themselves by promoting more collaboration in their organisation:
"In their eagerness to get people to tear down silos and work in cross-unit teams, leaders often forget that the goal of collaboration is not collaboration in itself, but results. Leaders need to think differently, focusing on what Hansen calls disciplined collaboration."
In Collaboration he examines companies like Hewlett Packard, Proctor & Gamble, Apple and BP to find out how the best teams know when to collaborate, and when not to.
In education, the sign of a bad collaboration might be summed up flippantly with the line: "Oh no, not another wiki…" The web is littered with "collaborations" that may have made the teachers involved feel fluffy and warm, but which added little to the results of the learning process.
Morten T Hansen outlines from his decade of research six key reasons for most collaboration's failure, and over the next six blog posts, we'll explore each one in turn.
Pic from Andrew Wong