Collaborative Learning

Training on Senior High School
Competency-Based Learning
_________________________
Facilitator
_________________________
Date
DEPARTMENT OF EDUCATION
Collaborative
Learning (CL)
DEPARTMENT
DEPARTMENT OF
OF EDUCATION
EDUCATION
Objectives
1. Define Collaborative Learning and explain its features;
2. Identify the key benefits of and challenges on using
Collaborative Learning;
3. Determine strategies/ activities that promote the
concept; and
4. Craft lesson plans utilizing Collaborative Learning
approach
Scavenger Hunt
Scavenger Hunt
1. Scavenge into your own things and look for the following:
A. Ten (10) products that demand less shopping effort with low cost, e.g., candy, water,
deodorant, medicine, bread. These are called convenience products.
B. Ten (10) products that demand more shopping effort and are costlier than
convenience products, e.g., shirt, pants, shoes, glasses. These are called shopping
products.
C. Three (3) products that demand extensive shopping effort and are expensive, one of a
kind, e.g., cellphone, signature, watch. These are called specialty products.
2. Line up the products according to the order above.

3. No product shall be duplicated in a line.
4. The group with complete products and longest line formed wins.
Scavenger Hunt
1. What was your impression about the activity?
2. What specific role did you play as member of the group?
3. What was your group’s goal?
4. What did you learn from the activity?
5. What made you win the game? (to be answered by the
winning group)
Now, what do you think is collaborative learning?
Collaborative Learning
Group Definition
What then is Collaborative Learning?
As a group, come up with a definition of

Collaborative Learning.
Write your definition on a manila paper.
After 5 minutes, post your output on the
designated wall.
Ask a member of the group to share your
definition. DEPARTMENT OF EDUCATION
Collaborative Learning
is the grouping and pairing of students for the
purpose of achieving an academic goal. - Gokhale,
1995
is constructing knowledge through interaction with
other learners – e.g. discussion, co-operating on
tasks
Interaction may be face-to-face or computer-
mediated.
Collaborative Learning involves
group goals, as well as personal goals
building and relying on good relationships

with others
contributing your ideas to the group and

learning from one another.
Getting to KNOW CL better
Have you ever introduced Collaborative
Learning in your class?
What do you think are the benefits of using

Collaborative Learning?
What difficulties did you encounter in using
Collaborative Learning?
Battery Chart
BENEFITS CHALLENGES
+ _
Benefits of Collaborative Learning
1. promotes interdependence;
2. encourages learners’ responsibility for learning;
3. increases individual accountability as part of
group;
4. reinforces learning for individuals through
peer teaching;
Benefits of Collaborative Learning
5. develops communication skills, decision-making,

leadership skills
6. increases group cohesion; and
7. gives opportunity for teachers to observe and assess

learning during the group activity.
Challenges on the Use of CL
1. Class number dependency

2. Dominating and extremely passive participants
3. Varying response time and level of participation
4. Irrelevant and counterproductive conversations
5. Presence of free-riders/ Hitch-hikers
6. Unequal sharing of work
Why use CL
“Research has consistently found that

students who gain most from cooperative
work are those who give and receive
elaborated explanations” (Gokhale, 1995,
citing Webb, 1985).
Why use CL
“Students are capable of performing at
higher intellectual levels …”
Group diversity in terms of knowledge and
experience contributes positively to the
learning process (Gokhale, 1995, citing
Vygotsky, 1978).
Why use CL
Per Bruner (1985), it improves problem-solving
strategies.
It makes it possible for the learners to internalize
both external knowledge and critical thinking skills
and to convert them into tools for intellectual
functioning.
(Gokhale, 1995).
Why use CL
Learners learn from each other’s

knowledge, skills, and experiences.
CL is more beneficial if the purpose of
instruction is to enhance critical thinking
and problem-solving skills.
(Gokhale, 1995).
For collaborative learning to be effective…
The instructor
 must view teaching as a process of
developing and enhancing students’
ability to learn.
 must view that his role is not to transmit
information, but to serve as a facilitator
for learning (Gokhale, 1995).
Key factors Affecting Work Group
(University of Sydney Learning Center)
How can you make CL happen?
1. Establish Team Norms

Team norms are guidelines or rules
governing how group members agree
to work together.
2. Preparation
Establish groups
Select the academic and collaborative
objectives
3. Instruction
must be based on solid content
Group members should understand the:
 objectives
 instructional tasks
 criteria for success
Review and assign student roles
Student Roles
Organizer – provides the group with the overall process
structure
Recorder – writes down important information (e.g.
directions)
Checker - makes sure that all team members understand
the concepts and teams’ conclusions.
Questioner- generates questions and involves all students.
Encourager – models and reinforces appropriate social
skills.
Summarizer – restates the team’s
DEPARTMENT conclusions or answers.
OF EDUCATION
Student Roles
Spokesperson – represents the group and presents group
work to rest of the class.
Timekeeper – keeps group on task and on time.
Team Facilitator – moderates discussions, keeps the team on
schedule, ensures that work is completed by all, and makes
sure that all have opportunity to participate and learn.
Elaborator – relates the discussion with prior concepts and
knowledge.
Research Runner – gets needed materials and is liaison
between the teacher and the team.
Assessment
may include paper and pen achievement test
develop a way to assess both group and individual
accountability
schedule a time for students to explain to the class
how they completed a task or solved a problem
Sample Rubrics for Collaborative Objectives
Category 4 3 2 1
Contribution to Consistently and actively works Works toward group goals Works toward group Works toward group
Group Goals toward group goals; willingly without occasional goals without occasional goals only when
Score: _____ accepts and fulfills individual prompting; willingly accepts prompting prompted
role within the group. and fulfills individual role
within the group.
Consideration of Shows sensitivity to the feelings Shows and expresses Shows sensitivity to the Needs occasional
Others and learning needs of others; sensitivity to the feelings of feelings of others; reminders to be
Score: _____ values the knowledge, opinion others; encourages the encourages the sensitive to the
and skills of all group members. participation of others participation of others feelings of others
Contribution of Consistently and actively Contributes knowledge, Contributes information Contribute information
Knowledge contributes knowledge, opinions opinions and skills without to the group with to the group only when
Score: _____ and skills without prompting or prompting or reminding occasional prompting prompted
reminding and reminding
Working and Sharing Helps the group identify Willingly participates in Participates in needed Participates in needed
with Others necessary changes and needed changes; usually changes with occasional changes when
Score: _____ encourages group action for does the assigned work and prompting; often needs prompted and
change; does assigned work rarely needs reminding. reminding to the encouraged; always or
without reminders assigned work. often relies on others
TOTAL SCORE _____ DEPARTMENT OF EDUCATION to do the work.
Let’s play the Insta-list Game.
Cite some activities which you think

can be used in Collaborative Learning.
Share to the group how to do it.
Strategies & Activities
TDAR (Think, Discuss, Act, Reflect)
 Think (Analysis of the problem)
 Discuss (Share ideas on how to solve the
problem)
 Act (Act collaboratively)
 Reflect (Reflect on the results made by the group)
THINK-PAIR-SHARE
 A CL strategy that requires learners to (1) think
individually about a topic or answer to a question;
and (2) share ideas with classmates.
Numbered Heads Together
 a CL strategy that offers an alternative to the whole-class
question-and-answer.
 The teacher has learners number off (e.g. 1-4), asks a
question, and then tells the learners to “put their heads
together” to develop a complete answer to the question.
 When the teacher calls out a number, the learners with
that number raise their hands to respond.
PROJECT MANAGEMENT
 a CL strategy that requires the whole team to think

of the entire project and all of its systems together.
This emphasizes connections and improves
communication among learners and stakeholders
throughout the life of a project.
PEER TEACHING
 a CL strategy that involves learners taking on a

teaching role in the school setting. This strategy can
be: reciprocal teaching, peer tutoring and
cooperative learning.
Group Research
 a CL strategy that involves careful and organized

study about a specific topic done by a pair or group
of persons.
Jigsaw
 a CL strategy in which the teacher splits the class

into mixed groups to work on small problems that
the group collates into a final outcome.
Computer-Mediated Collaboration
Live Conferencing
Technology Enhanced Writing Platforms
Online Collaborative Learning
Web Based Collaborative Writing
Web Based
Video Clip: Web Based
What can you say about the video?

Can you possibly do that activity too for Senior High
School Learners?
Can you think of other web tools that could make use
of collaboration as an approach in learning?
Web Based Tools
Application
• LesLesson Planning
Lesson Planning
Prepare a Lesson Plan utilizing
Collaborative Learning as an
approach in achieving the
competencies required in your
respective areas.
References
1. Gokhale, A. A. (1995) Collaborative Learning Enhances critical
Thinking Journal of Technology Education,
2. Bonnano, H., Jones, J., & English, L. (1998). Improving group
satisfaction:making groups work in a first year undergraduate
course. Teaching in Higher Education
3. http://www.thirteen.org/edonline/concept2class/coopcollab/
4. http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-
v7n1.html
5. Bower, M., & Richards, D. (2006). Collaborative learning: some
possibilities and limitations for students and teachers. In
Proceedings of the 23rd Annual Ascilite conference: Who’s
learning? Whose technology?
References
6.Gokhale, A. A. (2002). Collaborative learning enhances critical
thinking. July 3, 2002, http://scholar.lib.vt.edu/ejurnals/JTE/jte-
v7n1/gokhale.jte-v7n1.html
7. Vygotsky, L. (1978). Mind in society: The development of higher

psychological processes. Cambridge: Harvard University Press.
8. Webb, N. (1985). Student interaction and learning in small

groups: A research summary. Learning to Cooperate,
Cooperating to Learn, 148-172.
“I can do things
you cannot, you
can do things I
cannot; together
we can do great
things.”
Mother Theresa
DEPARTMENT
DEPARTMENT OF
OF EDUCATION
EDUCATION
Thank you.

Collaborative Learning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Collaborative Learning

Uploaded by

Copyright:

Available Formats

Training on Senior High School

2. Line up the products according to the order above.

As a group, come up with a definition of

building and relying on good relationships

contributing your ideas to the group and

What do you think are the benefits of using

5. develops communication skills, decision-making,

6. increases group cohesion; and

7. gives opportunity for teachers to observe and assess

1. Class number dependency

“Research has consistently found that

Learners learn from each other’s

1. Establish Team Norms

Cite some activities which you think

Share to the group how to do it.

 a CL strategy that requires the whole team to think

 a CL strategy that involves learners taking on a

 a CL strategy that involves careful and organized

 a CL strategy in which the teacher splits the class

Video Clip: Web Based

What can you say about the video?

7. Vygotsky, L. (1978). Mind in society: The development of higher

8. Webb, N. (1985). Student interaction and learning in small

You might also like