Creativity most often comes from prior learning and is simply an improvement on something that already exists. A lot of qualitative research is conducted in the form of focus groups, so that individuals with similar interests can bounce ideas off each other, leading to a creative synergy. Brainstorming, likewise, is done in groups for the same reason.

Even students who like to go away on their own and reflect on what they have learnt, are basing that knowledge on shared experience from peers, adults and teachers.

Even with exploration of objects on their own, unless they seek confirmation (further information, facilitating or scaffolding from teachers/adults) then their understanding will be incomplete.

Most learning, even in small children, is learned socially, either by adults modelling how to do something or by passing information to the child. Children quickly appreciate that others may have valid ideas about mastery of certain tasks and if they are prepared to do some research among their peers or adults, it is probably going to quicker to achieve their goal collaboratively, rather than on their own.

I’m sure people are familiar with the video that tells us teachers that we are preparing students who will do jobs that haven’t been created yet. The business environment is a highly social one. If we think of Maslow’s hierarchy of needs, the desire to meet esteem needs is high in most individuals, and nowhere more than in the workplace. Corporates spend a lot of money on team building sessions - there’s no ‘I’ in team remember - thus recognising that corporate success can depend on the teamwork of employees and that teamwork is built on the foundation of effective social interaction between employees. As teachers I would suggest that our two main objectives are to encourage students to be lifelong learners (adaptability in the face of the only constant in our lives - change!) and ultimately prepare them for the world outside the school walls, which most will encounter - only a few ill remain in academia after university. If we think of how the business world has changed in most developed countries our students are destined for a service industry of some type. Not only will they need exceptional social skills with colleagues and fellow workers, but also customers. In teaching Business to my students, when I gave feedback I would ask them, ‘Am I a satisfied customer’? It was interesting to note their reaction to this as it was an angle they hadn’t considered. It worked quite well until they turned it round on me and said they felt their feedback wasn’t appropriate and that they weren’t satisfied clients of mine!

Also, strongly associated with 21st Century learning (and possibly all learning by extension) is the idea of students becoming lifelong learners. Activities that provide for social interaction provide students with an opportunity to share ideas and explore new ways of thinking together - in other words to gain creative synergy.

As children move through school it becomes important for them to learn the skills of co-operation and participation in groups. A lot of very important skills are learnt hear. Sharing of ideas and tolerance for other points of view. This is important, not only from a learning point of view, but in appreciating that even if people don’t agree their opposing view must be respected.

Communication is a vital skill and increasingly important in the 21st Century, especially with the proliferation of social media. If students are to be effective 21st Century learners, they need exposure and skillful teaching, plus facilitating to ensure they master these communication tools