How can you incorporate what you
learnt about teaching and learning in
the classroom in promoting collaborative learning.
Collaborative learning is based on the view that knowledge is a
social construct. Collaborative learning can
be an effective method to motivate students, encourage active learning, and
develop key critical-thinking, communication, and decision-making skills. But
without careful planning and facilitation, it
can frustrate students and instructors and feel like a waste of time. With
knowledge in the collaborative learning activities the following principles can
be employed to improve collaborative learning in the classroom.
·
Decide how you will divide students into groups. Division based on closeness or students’ choice
is quickest, especially for large classes; however, it means that students end
up working together with friends or always with the same people. To vary group
composition and increase diversity within groups, randomly assign students to
groups by counting off and grouping them according to number. For some group tasks, the diversity within a
group (gender, ethnicity, level of preparation) is especially important, and
you might want to assign students to groups yourself before class.
- Decide
on group size. The
size you choose will depend on the number of students, the variety of
voices needed within a group, and the task assigned. Groups of not more
than six members tend to balance
well the needs for diversity, productivity, active participation, and
cohesion.
- Recognize
the instructional objective. Determine
what you want to achieve through the activities, both academically for
instance knowledge of a topic and socially example listening skills in the collaborative
learning process.
- Set ground rules.
For maximum benefit in a collaborative learning rule must be set before
the process begins. Rules could
include; contributing to the team effort, listening to teammates,
helping other team members.
- Assign
group tasks that encourage involvement, interdependence, and a fair
division of labor.
All group members should feel a sense of personal responsibility for the
success of their team mates and realize that their individual success
depends on the group’s success. Randomly select one person to speak for
the group, or assign different roles to the group members so that they are
all involved in the process.
- Allow
sufficient time for group work. Give
students ample time to enable them share ideas and discuss things
thoroughly. This will enable students of different abilities to be able to
contribute.
- Monitor and assist as needed.
Move among the groups to ensure that they are actively engaged in their
roles and following designated procedures. Intervene as necessary to
promote positive interdependence among group members. Frequently
reinforce positive group interaction.
- Develop a
positive classroom environment. Devise ways for
students to become acquainted to the lesson and classroom setting.
Model and encourage polite, respectful behavior toward others.
Reward students for such social skills as helping others, giving and
accepting praise, etc.
- Evaluate each group's
performance. Grades might be assigned based upon the
average the effort/quality of performance of individual members in the
execution of their duties. In many cases, each group decides how it will
demonstrate what has been learned. Each group's work is judged on
its own merit rather than in comparison with the outcomes of other
groups. Recognition might also be given to groups that were the
quietest, quickest, neatest, most creative, etc.
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