How to tackle "interaction vs depth of learning" in group projects

More than ever, arts are needed as core curriculum. The arts give a place for expression and knowledge of yourself in a way that straight academics cannot do. More than one introvert has found themselves through the artistic process.

Just because a student engages more in class doesn't mean the teacher should focus on that student "over others". Sure, give them credit for something, but support the silent ones as well. This may seem like common sense on paper, but what matters is "when it happens".

Flipped classroom just means they reserve things like reading and lectures on video as homework and reserve class time for working on problems etc with the teacher there to assist. It can be collaborative or not. It helps to eliminate parent done work, copied work and increases understanding.

As an introvert I don't believe learning has to cater to me. A good teacher will provide times favorable to both introverts and extroverts and it won't hurt them. Project based may be one way, however, should be exposed to various methods and encouraged, with supports, to puth past their comfort zones. Being open-minded and balanced is key to helping all students find success.

Project based learning doe snot need to be group oriented. PBL is one of the main strategies/methodologies used in the classroom. Some students like to collaborate. It is a good skill to learn, but not the only one. And students frequently choose whether they want to work individually or in a group.

Introverts (or deep thinkers) complain that blabber mouths placed in groups often dominate group discussions without providing deeper thinkers time to adequately contemplate ideas-let alone share their individual thoughts. Then when it is time to "share out" ideas, the often knee jerk ideas of the blabber mouths are shared by the lecturer/leader. This process is a turn off for some learners. These practices have shown how important it is to check the easy and lazy impulse to let some kid, usually a male, dominate a discussion. It's so much easier to just let him fill up the airtime, but it's often just noise, accomplishing nothing.

I've always detested these terms and the implication they imply. Good teachers know that one size doesn't fit all and that many kids die in the midst of some of the requests that these terms suggest. I've always pitched this: Much of collaborative learning leaves the majority of the owrk resting with a few in the group. Some choose to do nothing, and others don't feel that they are heard at all. Much needs to be said about kids learning to work on their own. Many just can't function unless they are in a "group" situation. It's called balance, intuitiveness and knowing the needs of what each kid needs. I'm not into torturing kids who want to work on their own, rather than waste a lot of their time in a group situation where the focus oftentimes was on the interaction rather than the depth of learning. Students need a variety of learning opportunities. But it is the job of educators to do their best to meet the needs of students, not satisfy the latest "buzz word".

This is how we've developed the misguided cultural/social belief that the loudest, most dominating person in the room is the best leader and has the most important things to say.

I can understand how group work can help kids learn cooperation and such but it has to be well supervised and well handled so that young extroverts learn the valuable lesson of how to listen to introverts. For their part, introverts can also learn how to reach out of their comfort zone.

Introversion is a valid preference for dealing with the world. It isn't a sentence. Like most things, balance is key. When teachers provide a balance of independent, partner/group and direct teach classroom time, learning is enhanced. Introverts benefit from working with others occassionally and extroverts benefit from working alone. Like many things in education, the pendulum swings all the way one direction or the other, missing the sweet point in the middle.