When you were in school, did you ever dread doing group assignments? Did you feel you’d much rather do the work independently than with a committee where there was always one person who wouldn’t pull their weight?
Well, even though those assignments may have been uncomfortable, there’s a good reason why your teacher put you in a group to write a report on the moons of Jupiter or to explain the lasting consequences of the Gold Rush. The big reason is that, according to neuroscientists, when we learn with others, we encode the information more deeply and feel more motivated to act.
A big reason is that you are discussing the material with others. You are also engaging with the material more actively, and active learning is shown to provide better outcomes.
“We work better when we are in a group, and we can share our ideas and refine our ideas with other people,” said Gillian Roehrig, a University professor in the Department of Curriculum and Instruction, told Minnesota Daily.
Students working on a group project.via Canva/Photos
However, social learning isn’t just something that can benefit us in 3rd-period science; it’s a tactic we can all use to learn anything, whether it’s taking a cooking class in a group setting, going to a Bible study where we exchange ideas with others, or taking flying lessons with a group of future pilots.
So, if there is a skill you’d like to pick up, it’d be best to take it in a class, primarily where you work closely with others, rather than an online class where it’s you and the computer screen.
Why do humans learn better in groups?
NeuroLeadership Institute posits that humans learn better in groups because we have evolved to encode social information automatically. After all, it has always been vital to our survival as individuals and species. “The more we feel connected to the group, the greater our chances of staying safe — and so over time, our brains have become more responsive to what we learn in the presence of a group,” Chris Weller at NueroLeadership Institute writes.
Learning within a group also helps us because we associate the new information with the social interactions that occur while working in the group. The new facts are encoded in our brains alongside memories of shared jokes or debates with another group member, which lead to a deeper understanding.
A group of people learning how to cook.
We are also more likely to go the extra mile in studying the information because of the social pressure to look good in front of the group. That way, social learning works like positive peer pressure, like when people pledge to work on goals together. A study found that you have a 65% chance of completing a goal if you tell someone else you’re committing to it. If you have regular check-ins with a partner, your chance increases to 95%.
According to Cornell University, social earning is also good for self-esteem, exposes people to diverse perspectives and improves higher-level thinking, oral communication and leadership skills.
In a world where more people are taking classes online and working from home, it’s important to remember how important it is to work together. Humans evolved to collaborate, so let’s be sure that as we embrace modern technology, we don’t forget that human connection is one of our greatest strengths.
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Thank you for sharing your enthusiasm for learning and for letting me know you’re a learning geek! I really appreciate hearing that—and your excitement makes me excited too. You mentioned “Education,” and I see you’re interested in connecting poems to learning and maybe exploring how poems can spark creative or thoughtful responses. If you’re curious about how to use poetry as a launchpad for writing or creative projects, you’re in the right place.
If you try out one of the sparks below and write something, it will help you get even more out of the poem. After you create your response, come back and look at the poem again, but this time, read it the way a writer does—looking for what you might want to borrow, remix, or question. Let’s dive in and let your “learning geek” side shine!
Here are three sparks for you to choose from. Each one is a different way to respond to the idea of education, learning, or discovery that you might find in many poems or stories. Feel free to write, draw, compose music, or create anything you like! You can use the “Lead line” anywhere in your work—at the start, in the middle, or at the end.
Imagine a day where you discover something new that changes how you see the world. Capture that moment in a story, comic, or poem. You might use this line:
“I never knew that…”
[the world could be so big]
[people had so many stories]
[my questions could matter]
[one idea could spark another]
[a mistake could teach me]
Think about someone who taught you something, big or small. Tell the story of that lesson—real or imagined—in any form you want. Try using this line:
“Because of you, I learned…”
[how to listen]
[what kindness looks like]
[to ask better questions]
[that failing is okay]
[a new way to see]
Describe a place where you feel most curious or ready to learn—maybe a classroom, a backyard, a library, or somewhere surprising. Bring this place to life with words or art. You might use this line:
“Here, I wonder about…”
[what’s just beyond the door]
[the stories hidden in shadows]
[how things come together]
[the questions nobody asks]
[where imagination begins]
Now it’s your turn! Here’s what you can do:
Would you like to see how to show your thinking or learn what I noticed from the poem or idea that led to these sparks? I can explain the connections and the ideas behind each spark if you’re interested—just let me know!
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Paul Allison is a nationally-known educator and EdTech expert… (more)
Paul Allison is a nationally-known educator and EdTech expert… (more)
Questions for Exploration
How does creativity play a role in learning?
What is the relationship between effort and understanding?
How do different parts of the brain work together during learning?
Recommendations:
The next section will help you get started on writing about your chosen question by giving you some focused questions to think about. This can help you organize your ideas and make your writing stronger! Do you want to see the next section (Questions for Writing)? And which question above do you think you’d like to write about? Try it yourself! We can’t wait to see what you have to say about your chosen topic. Start your composition right over there on the left side. Add to Document, come up with a working title, and let it fly!
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Paul Allison is a nationally-known educator and EdTech expert… (more)
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Questions for Writing
What does creativity mean to me, and how do I see it showing up when I try to learn something new?
What are some examples of creativity helping me (or others) understand difficult ideas?
Why might creativity be important for learning, even in subjects that seem mostly about facts or rules?
Recommendations:
The next section will walk you through MAPS (Mode, Media, Audience, Purpose, Situation) to help you shape how and why you’re writing about creativity and learning. This can help your writing feel more focused and powerful! Would you like to see the MAPS section next? Try it yourself! Remember, these examples are just a starting point—choose the questions that spark your own curiosity. We can’t wait to see what you have to say! Start your composition right over there on the left side. Add to Document, come up with a working title, and let it fly!
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MAPS: Mode, Media, Audience, Purpose, Situation
Mode (Genre):
Media:
Audience:
Purpose:
Situation:
When you consider MAPS, you’re setting yourself up for success before you even start writing. It’s like drawing a treasure map for your ideas—where are you headed, who will you meet along the way, and what do you want to discover? Try it yourself! Pick a mode and media that sound exciting, think about your audience, and let your purpose shine through your words. We can’t wait to see your unique take on creativity in learning—so start writing, add your thoughts to the document, and have fun exploring!
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Paul Allison is a nationally-known educator and EdTech expert… (more)
Let’s take a close look at this image together and think about what it might be trying to communicate, especially since it’s the very first thing you see in the article.
Put together, this image seems to suggest that the article will be about thinking, creativity, problem-solving, or how our brains work—maybe even about how we come up with new ideas or handle mental challenges.
- Think about the title of the article and the first few sentences—do they match what this image is showing you?
- What do you feel or think about when you look at this image?
- What do you think the author wants you to start wondering or feeling as you begin reading?
Would you like to share what the article is about or see some ways to connect this image to what you just read? Let me know if you want to explore this a bit more!
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Questions for Exploration
Before we move on, please choose one item from the list above and explain why you might want to write about it.
Ready for the next step? The next section is called “Questions for Writing”—it will help you get started with your chosen topic by turning your ideas into powerful, guiding questions. If you want to see those, just let me know!
Try it yourself! Remember, these are just examples to help you get started. Pick one topic, give it a go, and let’s see what you have to say! Start your composition on the left, add a title, and let your ideas fly! We can’t wait to see what you create. Would you like to see the next section?
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Your reflection that “this might be true in some circumstances and not in others” shows a healthy skepticism and a nuanced approach to learning. You are clearly considering the context and variables that might impact whether in-person, collaborative learning is more effective than online, solo learning. This is significant because it demonstrates your willingness to challenge generalizations and adapt recommendations to the realities your students or colleagues may face.
You wrote, “if there is a skill you’d like to pick up, it’d be best to take it in a class, primarily where you work closely with others, rather than an online class where it’s you and the computer screen.” This statement suggests that you value the interpersonal, collaborative aspects of learning environments. To extend your thinking, consider examples where the social component of a class—such as immediate feedback, peer modeling, or collaborative problem-solving—might accelerate skill acquisition. Conversely, there may be circumstances where online learning provides unique advantages, like flexibility for different learning paces, access to specialized resources, or reduced social anxiety for some learners.
Your comment invites a deeper look into what “best” means in different contexts. For instance, would a highly motivated, self-directed learner thrive equally well (or better) in an online environment? Or, are there certain types of skills—like communication, leadership, or teamwork—that inherently require real-time, in-person interaction to master effectively?
Let’s use interpretive questions to help you synthesize and redefine the core issue:
- What did you learn from observing or experiencing both collaborative in-person classes and online solo classes, especially regarding your statement that “it’d be best to take it in a class, primarily where you work closely with others?”
- What does your observation—that “this might be true in some circumstances and not in others”—mean for your present and future actions as a teacher or learner?
- How does your belief about the effectiveness of working closely with others fit with your overarching goal for your students’ or your own professional development?
Which of these questions are you most drawn to, and why? You can hit the Reply With AI button to write your reply.
Learn more about Investigative questioning and add your comments to an article by Arnaud Chevallier, Frédéric Dalsace, and Jean-Louis Barsoux here: https://writingpartners.net/documents/282?scroll_to=1198
Would you like to dig deeper into the question you select, or would you prefer to explore another interpretive question that could shed further light on your thinking?
Remember that you can hit Reply With AI to continue our conversation together. Or hit Reply to follow up on your own train of thoughts or areas of inquiry. You can also edit the text on the left side or add to the document.
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Your writing reveals a thoughtful tension between the value of a “blank slate” for personal learning—“just the noise of one’s own brain”—and the benefits of learning “in a class, primarily where you work closely with others.” What’s significant here is your openness to different learning modalities and your recognition that context is key: “this might be true in some circumstances and not in others.” You’re not settling for easy answers; instead, you’re inviting deeper consideration of what really makes learning effective.
By describing the computer screen as a space “without the noise of others, just the noise of one’s own brain—intellect, emotions, values,” you highlight an often-overlooked benefit of online or solo learning: the chance for deep introspection and self-directed exploration. At the same time, you point to the strengths of collaborative, in-person learning, raising the question of when and why one approach may be better than the other.
Your reflections open up important avenues for synthesis. For example, you might consider how a learner’s personal motivations, learning style, or the nature of the skill itself could influence which environment is most effective. Is it possible that certain skills—like critical thinking or emotional self-regulation—are best developed in solitude, while others—like teamwork or negotiation—require the “noise” of others?
Let’s use interpretive questions to push your thinking further and help you define what this problem is really about:
- What did you learn from your experience or observation of learning “without the noise of others, just the noise of one’s own brain,” compared to learning “where you work closely with others”?
- What does your nuanced view—that “this might be true in some circumstances and not in others”—mean for your present and future actions as a teacher or learner?
- How does your belief that “it’d be best to take it in a class, primarily where you work closely with others” fit with your overarching goal for your students’ or your own professional development?
Which of these three interpretive questions are you most drawn to, and why? You can hit the Reply With AI button to write your reply.
Learn more about Investigative questioning and add your comments to an article by Arnaud Chevallier, Frédéric Dalsace, and Jean-Louis Barsoux here: https://writingpartners.net/documents/282?scroll_to=1198
Would you like to dive deeper into the question you choose, or continue exploring another interpretive angle that could further clarify your thinking?
Remember that you can hit Reply With AI to continue our conversation together. Or hit Reply to follow up on your own train of thoughts or areas of inquiry. You can also edit the text on the left side or add to the document.
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Questions for Exploration
1. Why does the image (and possibly the article) only show white people?
2. How does the lack of diversity in the image affect how people feel about participating in activities like this?
3. What are some reasons or explanations for why the creators might have chosen to only include white people in their images and stories?
Recommendation:
The next section will help you ask deep, guiding questions to start writing about the topic you choose. This can help you develop your ideas and make your writing more meaningful and personal. Would you like to see the next section, “Questions for Writing”?
Try it yourself! Remember, these examples are just possibilities. Pick the topic that speaks to you most, and start composing. We can’t wait to see what you have to say about your chosen topic. Start your composition right over there on the left side—add to document, come up with a working title, and let it fly! Which question do you want to write about, and why?
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Questions for Writing
1. What do you notice first when you look at the image? Why do you think that stands out to you?
2. How do you think someone from a different background might feel when they see this image?
3. Why do you think the creators chose to include only white people in their images and stories? What reasons or explanations can you imagine?
4. What message do you think this image sends to viewers? How might it be different if there were more diversity shown?
5. If you could change the image or story, what would you do differently? Why?
These questions are designed to get you thinking like a writer—helping you dig deeper into your topic, consider different perspectives, and imagine new possibilities. Reflecting on these questions may help you discover what you really want to say and how to say it best.
Would you like to see the next section, “MAPS: Mode, Media, Audience, Purpose, Situation”?
Try it yourself! The questions above are just a starting point—pick the ones that help you get your ideas flowing. We can’t wait to see what you have to say about your chosen topic. Start your composition right over there on the left side—add to document, come up with a working title, and let it fly! Ready for MAPS?
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MAPS: Mode, Media, Audience, Purpose, Situation
1. Mode (Genre):
2. Media:
3. Audience:
4. Purpose:
5. Situation:
Thinking through MAPS can help you get clarity about how you want to express your ideas, where to share them, and what you hope to achieve. It’s a way to give your writing direction and purpose right from the start.
Try it yourself! The choices you make with MAPS will shape your entire project. Pick your direction and start drafting! We can’t wait to see where your creativity takes you—begin your writing on the left, add a title, and let your voice be heard!
Is there a particular mode, media, audience, purpose, or situation you want to focus on for your project? Let us know your thoughts!
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Alright, you brought a lot to the table with this! I see how that article sets it up, talking about how group work can be uncomfortable but really helps people learn deeper. They relate it back to all kinds of learning, too—not just school, but cooking classes or Bible study. When they mention how humans evolved to connect and learn together, that’s a key move: making the whole topic feel bigger than just a school assignment.
Would you like me to dive more into how the article uses examples and research to make these points strong?
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