Friday 31 August 2018

Response to reading: What kinds of activities are common among teenagers who work well with others

Link to article

Statement 1: This makes a lot of sense to me, because when students are doing physical activity, they are usually doing it together. The very act of playing a game of rugby or soccer (or whatever else) demands children to negotiate, collaboration, make decisions, play against a agreed set of rules, often being their own referees and captains. They are building social skills while doing the physical activity.. so is this causation or coalition?

Statement 2: The article talks about students who played games at home scored less on the collaboration part of the test. I don't know if my own experience agrees with that, as when students are playing games at home, they are often either
1) playing alongside a family member who they take turns and give/receive guidance from
2) playing alone, but on an online platform in a team where they must collaborate with people from across the world.
Yes, maybe they score worse on the PISA test, but surely they are still developing some collaborative skill, possibly in a way that the test didn't detect?
I think that there are different kinds of collaboration and each can't be measured using the same ruler.

This makes total sense to me. Even if it was not directly what they were measuring, a positive impact still occurs. Feelings are hard to measure with a standardised test. 

Statement 3: They are talking about feelings in this statement, not directly ability to collaborate. However, having positive feelings towards those you are collaborating with is hugely important. 

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