UNIT 3
3.3 Collaborative Learning / Teaching Strategies

COLLABORATIVE LEARNING/TEACHING STRATEGIES

Collaborative learning can be defined as: students working together to achieve a common goal utilizing their individual strengths. Although implementing collaborative learning is, at first, more demanding than usually anticipated. It is well worth the effort because it immediately helps to establish a sense of "community" both in the traditional and in the cyberclassroom. One of the quickest ways to establish this connection is through workgroups, where hopefully an environment of collaboration and mutual support is nurtured.

In the Journal of Family & Consumer Sciences, V,.93, No. 4, 2001, I read an excellent article about "Active Learning: The Key to Our Future" by Diana Cone, Ph.D. It was stated that the challenge of a teacher when sharing knowledge, is the importance of interaction between learners and teachers. One of the most important skills for employees in the new millenium will be to know how to work with other people who might be different from them. This is diversity! Collaborative learning promotes team problem solving, encourages learning in a global context, and hones students' creativity. The student becomes an active participant in the learning process rather than a passive recipient of information.

Our goal in discussing collaborative learning techiques, is for you to incorporate this strategy into your class curriculum . The first step is to determine the concept of the project. Next, determine how the group will be formed. Is it teacher selected, student self selected, or group selected. Research shows that collaborative work groups of four or five individuals is optimum. The group now determines the appropriate roles for each member. The group should select a facilitator/spokesperson, timeline monitor, group process observer, researcher and recorder/editor. (Link roles - The facilitator nurtures creative ideas and perspectives, asks questions that direct thinking, and avoids creating dependence upon themselves and is the spokesperson for the group. (Gunnels-Future Choice (206) 781-3804 ). The timeline monitor tracks progress and records milestones. The group process observer keeps a journal of the group's interaction for continual process improvement sessions, the recorder/editor reviews all written work before submission; and the researcher gathers additional information through study or interview methods.

After selecting the roles, the group brainstorms the topic and determines strategies and makes work assignments. Remember collaborative learning has to be task centered with specific goals, delineated roles, and precise time lines. The following guidelines from the book Educational Psychology for Effective Teaching by Kenneth Henson and Ben Eller offer a useful framework.

  1. Design both academic and social learning objectives for success.
  2. Explain purpose clearly and completely with written copies. Ask the group to paraphrase the objectives and the importance of the activity to their learning.
  3. Describe the emphasis on the observer's role to record the process and the implications of the role on the group's ultimate success.
  4. Start with focused assigned tasks, but transition to the group identifying the project tasks and assigning specific individuals based on their skills/abilities to complete the tasks most effectively.
  5. Assess if the group has a good mix of skills. What additional resources including personnel are needed. The greater the mix of skills, knowledge and cooperative spirit the greater the potential for success.
  6. Identify student roles/responsibilities and provide feedback of progress.
  7. Track group's process and individual contributions.
  8. Use materials that promote interdependence and reward success.
  9. Act as a resource provider to all the groups.

For an excellent resource on "Virtual Learning Teams", go to the following website: Virtual Learning Teams http://www.psdcorp.com