WHAT IS COLLABORATIVE LEARNING?
Collaborative learning is also referred to
as "cooperative learning" and is a social instructional model
included within constructivist learning methods. Previous 20th Century learning models put a
concentration on individualistic learning goals and outcomes, but collaborative
learning utilizes small groups in order for learners to address problem solving
as a team, essentially creating a community of learners (Ormrod, 2011). This community of learners shares in
accountability in accomplishment of the desired goal or goals. Collaborative learning is most commonly
utilized from peer to peer within the classroom setting, but it is not exclusive
to student collaboration. The
collaborative process can also include student to teacher, parents to student,
or parents to practitioner (Harasim, 2012).
Vygotsky
Vygotsky
was a Soviet psychologist who made many scientific contributions within cognitive learning theories. Vygotsky's theory was different from previous cognitive theories in that though he
agreed that brain maturation played a part in development, he also believed
that there was a direct correlation with characteristics affecting
particular experiences (Ormrod, 2011). Vygotsky
believed that children had the ability to perform more difficult tasks
when assisted by one or more individuals within the same peer group with higher
proficiency. In order to test this
theory, Vygotksy determined the child's actual developmental level, which is
the upper limit of proficiency of a given task that the learner can perform without
assistance. Vygotsky determined the
learner's level of potential development as the upper limit that the learner could
perform with support from one or more individuals within the same peer
group. It was suggested by Vygotsky that
children be assessed at both his/her level of proficiency when performing tasks
alone as well as with additional support. The range
of task performance that can only be achieved through additional support is
referred to as the zone of proximal development (ZPD). Vygotsky concluded that children learn most
effectively when challenged with tasks that can only be completed with support
and scaffolding within his/her zone of proximal development. In other words, according to Vygotsky,
children construct knowledge most effectively when problem solving as part of
collaborative learning.
Click here
to learn more about Vygotsky and his contributions to the study of cognitive
development.
cognitive development.
Family Tree
of Collaborative Learning
Collaborative
learning falls within the theoretical school of
constructivism/interpretivism.
Within
collaborative learning, the learner is able to take his/her prior knowledge
based on his/her interpretation of the world and build upon it with new
knowledge. Processing of knowledge is
embedded, creating meaningful learning within authentic tasks (real-world
connections). Students are able to
create building blocks of information, assembling knowledge through various
sources, including using his/her peers as viable learning resources. These
blocks of information are flexible with the ability to be applied from multiple
perspectives.
Click on video below to learn more about technology within the collaborative classroom.
Basic Principals of Collaborative
Learning
Lessons
within collaborative learning methods consist of activities in which the
student is able to apply flexible real-world concepts as opposed to a
predetermined "correct" meaning.
This is often accomplished through exploration of the desired topic. Emphasis is placed on the exploration instead
of reaching the "correct answer."
The focal point remains context over absolute conclusion.
Another
characteristic is that learning is considered an active process (building of
knowledge) and not one of merely acquiring knowledge (Ormrod, 2011). The instruction within the lesson is a means
of support in building upon knowledge rather then communicating content -
process over product. This is often
accomplished through assigning real-world tasks for the learner to solve,
resulting in the learner having a dominant role within the lesson as the
teacher moderates. By doing this, the
learner is actively constructing knowledge about the relevance of the concept
to his/her life.
Collaborative
learning allows for students to utilize peers as viable learning
resources. As students work in small
groups, the body of information can be explained in multiple ways. As one student speaks or shares ideas, other
students may be able to add to the idea pool or contribute to the topic. As students share ideas, students also store
information and construct knowledge, making sense of the world all while
learning about learning. In other words,
collaborative learning is related to metocognition.
Characteristics
of Collaborative Learning
Just as the best learning programs
weave text, video, and diagrams together to appeal to students with different
learning styles, collaborative learning often incorporates a variety of
activities (paraphrasing, debating, and outlining being just a few examples) so
that all students’ needs are met. Successful collaborative lesson plans should
include:
The teacher should:
o Ask
a question of problem that is to be solved.
o Create
a rubric with explicit goals and expectations for the learner.
o Assign
the task to be assessed
o Allow
for reflection at the end of the lesson to eliminate any gaps in understanding.
Students should:
o Work
(collaborate) together in small groups (2-5 members)
o Group
should be focused on common task
o Use
cooperative techniques to accomplish the common task
o Be
interdependent when engaged in activities so that students can all take an
active role in learning
o Individuals
within group are to be held accountable for his/her own portion of the task to
be completed
Implications
of collaborative learning are:
o Authentic
assessment - assessments focused on quality or quantity. For example, portfolios are becoming a
popular method of authentic assessment.
Portfolios allow for samplings of student work to gauge understanding and
progress. Within these portfolios may be
comments embedded into portfolio or teacher narration (Linn, 1994). Click hereto learn more about authentic assessment.
o Learning
through exploration - Though there is still some debate as to the significance
of teacher scaffolding within the lesson, what is understood upon is that
lessons within collaborative learning are flexible in approach regarding goal
setting. Priority and focus is on the
actual process instead of the product itself.
Though the destination of the lesson may be explicit, the learner is
free to take his/her own path to that destination. These choices by the learner are instrumental
in the construction of his/her knowledge within his/her interpretation of the
world. Click here
to learn more about exploration within collaborative learning.
o Problem-oriented
activities - Problem-solving is often a focal point within
collaborative learning. Problem-solving
activities promote exploration to find solutions by the learner. Problems-solving activities are also more
labor intensive and time consuming, encouraging the use of a variety of skill
sets before solving. Click here
to learn more about problem-oriented activities.
o Rich
learning environments - No longer does education within the classroom
consist of the teacher, a textbook, and a pencil and paper. The new constructivist models can consist of
any combination of the following : information bank for informational content
(e.g., boos, encyclopedias), symbols pads
for short-term memory support (e.g., notebooks, laptops), construction
kits to facilitates kinesthetic learning and building (e.g., Legos, toys),
phenomenaria for exploration (computer similation), and task managers to assess
and give feedback (e.g., teachers, tutors) (Perkins,1991) .
Click here
to learn more about rich learning environments for active learning.
Practical Example of the Collaborative
Learning Model:
Problem solving within mathematics provides a wealth of opportunity for social construction within the learning environment. This is accomplished through sharing mathematical ideas within culturally organized activities. The social interaction between group members in addressing problems through sharing ideas and strategies aligns with Vygotsky's zone of proximal development, using peers as a viable learning resource in accomplishing more difficult tasks then when accomplished alone with investigation and exploration.
Please click below to view a video of how math is used within collaborative learning.
Collaborative Web 2.0 Tools
(Click on link to access tool)
This Web 2.0 tools enables the use to paste text from other
webpages or documents without altering text formatting or images. Graphics and videos can also be used and/or
embedded.
This Web 2.0 tools enables the user to mark up, fill out, add-on or
collaborate on PDFs, Word documents, PowerPoint slides, and web pages.
This Web 2.0 tool enables students to publish posts and participate in discussion with the safety of a classroom blogging community. Teachers have control over content on student blogs and there is no need for a student email address.
ePals
This collaborative technology enables schools to connect and learn within a secured, project-based network. Learners can conveniently connect locally, nationally, or even internationally.
This collaborative technology enables schools to connect and learn within a secured, project-based network. Learners can conveniently connect locally, nationally, or even internationally.
Social networking for schools (Twitter for classrooms)
References:
Harasim, L. (2012). Learning Theory and Online Technologies. New York, NY. Routledge.
Linn, R. (1994). Performance assessment: Policy promises and technical measurement standards.
Educational Researcher, 23(9), 4-14.
Ormrod, J.E. (2011) Educational Psychology: Developing Learners.
Boston, MA.
Allyn
& Bacon.
Perkins, D. (1991). Technology meet constructivism: Do they make a marriage?
Educational
Technology, 31(5), 18-23.
/reference/article/learning-and-teaching-mathematics/ on 6/11/2014
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