SESSION GUIDE ON SHS COMPETENCY – BASED LEARNING

TITLE: Collaborative Learning Approach

No. of participants: ____ Male: ________ Female: _________
DURATION: 4 hours

I. OBJECTIVES

At the end of the Session, the participants should be able to:

1. explain the definition and features of Collaborative Learning;
2. identify the key benefits of and challenges in using Collaborative Learning;
3. determine strategies/ activities that promote the concept; and
4. manifest appreciation of Collaborative Learning as a learning approach through crafting of lesson plans

II. KEY UNDERSTANDING AND CONTENT

 Collaborative learning is purpose-directed knowledge construction of pairs or groups through face to face interaction or through technology mediation.
 The key benefits of collaborative learning are that (1) it promotes interdependence; (2) it encourages learners’ responsibility for learning; (3) it increases
individual accountability as part of group; (4) it reinforces learning for individuals through peer teaching; (5) it develops communication skills, decision-making
and can increase group cohesion; and (6) it gives opportunity to observe and assess learning during the group activity.
 The challenges arising from the use of collaborative learning are: (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; (6) Unequal sharing of work.
 The strategies that may be utilized under collaborative learning are: (1) TDAR (Think, Discuss, Act, Reflect); (2) Think-Pair-Share; (3) Numbered Heads
Together; (4) Project Management; (5) Peer Teaching Strategy; (6) Group Research & Thesis Writing; (7) Jigsaw and so many other activities.
 Appreciation of collaborative learning may be displayed by the teacher’s production of a simple lesson plan using this approach.

III. EXPECTED OUTPUTS

 Lesson Plan utilizing Collaborative Learning Approach

IV. REFERENCES
 https://clt.curtin.edu.au
 DepEd Order 42 s. 2016
 (Gokhale, A. A. (1995) Collaborative Learning Enhances critical Thinking Journal of Technology Education,
 Bonnano, H., Jones, J., & English, L. (1998). Improving group satisfaction:making groups work in a first year undergraduate course. Teaching in Higher
Education
 http://www.thirteen.org/edonline/concept2class/coopcollab/
 (http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html)
 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?
 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
 Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
 Webb, N. (1985). Student interaction and learning in small groups: A research summary. Learning to Cooperate, Cooperating to Learn, 148-172.
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 http://www.thirteen.org/edonline/concept2class/coopcollab/
 http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html

V. SESSION GUIDE
MATERIALS TIME
OBJECTIVES KEY LEARNING POINTS METHODOLOGY
/ SLIDE DURATION
NUMBER
Explain the Entry 1: Introduction:
definition and  CL is an approach in which 60 minutes
features of learners’ various performance (Make sure that you have checked all the needed materials on their
Collaborative levels work together in small condition and availability.)
Learning; groups toward a common
goal. The learners are DO: (Greet the participants. Present the Title of the session.)
responsible for one another’s
learning as well as their own. Slide 2
The success of one learner is
the success of all learners.
 CL is a situation in which two
or more people learn or
attempt to learn something
together. SAY: Good morning. This is a great day. We are going to have a
 CL is based on the model that session on COLLABORATIVE LEARNING as an approach to
knowledge can be created teaching Senior High School content.
where members actively SAY: Before we dive into the pool of activities on Collaborative
interact and share Learning, let us first read and be led by the following objectives of our
experiences. session.
 The main characteristics of CL DO: (Present the Objectives of the Session.)
are:
a) a common task or activity; Slide 3
b) small group learning,
c) cooperative behavior;
d) interdependence; and
e) individual responsibility
and accountability
(Lejeune, 1999).
CL is anchored on important
assumptions about learners and

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the learning process:
 Learning is an active,
constructive process.
 Learning depends on rich
contexts.
(Brown, Collins and Duguid,
1989).
 Learners are diverse.
 Learning is inherently social.
(Golub, Jeff. 1988)
At the end of the session the participants should be able to:
 Define Collaborative Learning and explain its features;
 Identify the key benefits of the approach;
 Discuss challenges on the use of approach;
 Determine strategies and activities that promote the concept;
and
 Craft lesson plans utilizing Collaborative Learning approach
These are the objectives that will lead us throughout the session.
PRIMING ACTIVITY:
ACTIVITY 1: Scavenger Hunt
Slide 4
SAY: This time, we will do Scavenger Hunt.
DO: (Form 4-5 groups.)
SAY:
We are going to hunt today! Please follow these instructions in
scavenging:
Each of you will be counting off 1 to 5 and please remember your
numbers. All 1’s go together to form Group 1,all 2’s go together to
form Group 2 and so on and so forth.
(Give the participants ample time to transfer to their assigned places
and meet the other members of the group. Grouping strategy and
number of groups may vary depending on the number of participants
and on the facilitator)
SAY:
Now that you are with your groupmates let us have the instructions
on how we do Scavenger Hunt.
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 Slide 5

First scavenge into your own/ personal things and please look for the
following consumer products:

1. Ten (10) products that demand less shopping effort, low cost, for
example, candy, water, deodorant, medicine, bread. These are
called convenience products.

2. Ten (10) products that demand more shopping effort, that are
costlier than convenience products, like shirt, pants, shoes,
glasses. These are called shopping products.

3. Ten (10) products that demand extensive shopping effort and are
expensive, one of a kind, like cellphone, signature, watch. These
are called specialty products.

Second, line up the products according to the order above.

Rule : No product shall be duplicated in a line.
The group that has completed the products and formed the longest
line wins.
DO: (Give the groups 5 minutes to scavenge and line-up products,
then let them leave their lined products for you to determine the
longest line formed.)

DO:
(Appreciate the groups on their efforts and declare the winner)

SAY:
Group ___ is the winner having the longest line formed. They are our
best scavengers!

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 Slide 6

ANALYSIS

SAY:
After the Scavenger Hunt, let us answer the following questions:

DO: (Allow each of the groups to give their input. In case no

participant seemed to answer the question, make sure to prepare the
Magic Jar where numbers are picked and shall give the input.
Mental Note/ Board Note taking is necessary so that processing
of inputs will be facilitated properly.)

ASK:

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?

Slide 8

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(Elicit opinion/ idea about Collaborative Learning. Post responses of
participants)

DO:
The participants will post their responses on the Idea Wall.
(Activity 1 is intended to know the depth of understanding of
participants on the Approach)

SAY:
Now here is your group definition of the approach Collaborative
Learning.
(State the processed/ summarized definition of the group)

ABSTRACTION:

ASK/SAY:
What then is collaborative learning? Let us consider the definitions
given by some authors and researchers on this Learning approach.

Slide 9

According to Gokhale – Collaborative Learning

- is the grouping and pairing of learners for the purpose of
achieving an academic goal.

What are the main words on this definition? We have grouping,

pairing, purpose, academic goal.

What do we mean by that?

When we say Collaborative Learning, it refers to –
(Solicit answer from the group.)

An intentional activity by a pair or a group to achieve an academic

goal.

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Let us read the next definition.

Collaborative learning is -
- constructing knowledge through interaction with other
learners – example discussion, co-operating on tasks

On this definition, constructing knowledge and interaction are the

main words and which are reiterated on the third definition that
collaborative learning is an –
- interaction that may be face-to-face or technology mediated

So from this definition, we will know that when we talk about

collaborative learning we are talking about a purpose-directed
knowledge construction of pairs or groups through interaction
whether face to face or through technology mediated schemes.

If we go back to our definition a while ago, we would notice that we

were able to present the point using other terms.

So what then are involved in collaborative learning?

(Allow participants to have an input on this regard and mental note or
board –note the responses. Then present the slide.)

Slide 10

SAY:
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
Collaborative learning involves everyone in the group with self- set
goals aligned to the group goals and that becomes possible only with
good built relationship among the members of the team/ group
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 centered on learning from each other through experience –rich
exposures in the completion of assigned tasks.

Identify the key Entry 2: Identify the key

benefits of benefits of the CL Slide 11 90 minutes
collaborative approach.
Learning; A paper by Johnsons (1989) and
Pantiz (1999) summarizes
benefits into four major
categories, as follows:

Discuss Social benefits:

challenges arising  CL helps to develop a social ASK:
from the use of support system for learners.
the approach;  CL leads to build diversity As we can read, we need to respond to the questions on this slide
understanding among learners where the first one is ‘Have you ever worked in a group?’
and staff.
 CL establishes a positive Well, I expect that everyone would say YES simply because we have
atmosphere for modelling and actually done several group/ collaborative activities already. Now let
practicing cooperation, and us go to the next question: ‘Have you ever introduced Collaborative
 CL develops learning learning in your class?’
communities. Slide 12
Psychological benefits:
 Learner-centered instruction
increases learners’ self-
esteem.
 Cooperation reduces anxiety,
and
 CL develops positive attitudes
towards teachers.
Academic benefits: Let us look at the next slide which is a Battery Chart. As a group, you
 CL promotes critical thinking will be given 3 minutes to list down all the positive gains or benefits
skills. we get as we indulge on collaborative learning. On the negative side
 Involves learners actively in let us list down the negative issues or challenges we face when we
the learning process. utilize collaborative learning.
 Classroom results are
improved. SAY:
 Large lectures can be Each of the groups will be given a Manila paper, marking Pen and
personalized. metacards to do the Battery Chart Activity. You are given 3 minutes
 CL is especially helpful in on this.List down your positive and negative or challenging
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 motivating learners in specific
curriculum.
 Alternate learner and teacher
assessment techniques; and
 Collaborative teaching
techniques utilize a variety of
assessments.
The key benefits as elaborated by
Gokhale (1995) are the following:
experiences in collaborative learning using the Battery Chart.
DO:
(Process the output by identifying common answers. Then present
the next slide.)
ASK/SAY:
This time, let us peep into the benefits and challenges of this
approach. What do you think are the benefits that could be derived
from this learning approach?

Collaborative learning (Note responses of the participants , allow interaction in the

 promotes interdependence; processing of the inputs and be sure to summarize responses)
 encourages learners’
responsibility for learning; DO:
 increases individual (Present the slide on Key Benefits of CL)
accountability as part of
group; ASK:
 reinforces learning for
individuals through peer What do you think are the benefits of collaborative learning?
teaching;
 develops communication (Note responses of the participants , allow interaction in the
skills, decision-making and processing of the inputs and be sure to summarize responses then
can increase group cohesion; present slide)
and
 gives opportunity to observe Slide 13
and assess learning during
the group activity.

Slide 14

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Discuss challenges arising on
the use of the CL
approach.
Faculty Challenges:
 Time to develop activities
and teach group dynamics
 Time in class for learners to
work on small group projects
 Irregular learner attendance
 Uncertainty regarding how to
grade group projects
 Concern with possible failure
of an “experimental” activity
assigned for the first time.
Learner Challenges :
 Hitch-hiking: Some learners
attempt to take advantage of
other learners’ work.
 Introversion: Some learners
are introverted.
 Communication apprehension:
The key benefits as elaborated by Gokhale are the following:
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;
5. develops communication skills, decision-making and can increase
group cohesion; and
6. gives opportunity to observe and assess learning during the
group activity.
Let us look back at our posted outputs. (Connect the outputs to the
next slide on challenges.)
Slide 15
SAY:
These are challenges on the use of Collaborative Learning as
presented by Gokhale. The following are some of them:
1. Class number dependency
The number of learners we have in our class will always
determine how fitting the chosen collaborative strategy used. It is
appropriate then as teacher-facilitators that we should have good
planning every time we use one collaborative strategy or activity.
Could you give an example on this? (Facilitator should get ready
with an example in case no one from the group would be giving
input.)
2. Dominating and extremely passive participants
Sometimes there are cases when members of the group do not
equally give the same level of energy in the accomplishment of a
task. Facilitators should be very mindful on this one so that we tap
shoulders of learners when necessary. We need to engage them
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 Many learners may not have through our rules, rubrics and agreements.
the confidence or 3. Varying response time and level of participation
communication skills to 4. Irrelevant and counterproductive conversations
interact effectively with a 5. Presence of free-riders
group. 6. Unequal sharing of work
 Time: Due to work, class, and Rules, agreements, rubrics could boost the participation of our
personal obligations and learners, the engagement level of every learner and even the way
schedules, learners may have they maximize use of their time in the completion of their task.
difficulty meeting outside
class. (The participants may add to the list during or after the presentation)
 Irregular learner attendance With all the benefits we get we have the following reasons why we
 Concern about their grade due need to use Collaborative Learning.
to reliance on group
participation DO: Present the slides on ’Why Use CL’
These challenges can be Slide 16
summarized as follows:
 Class number dependency
 Dominating and extremely
passive participants
 Varying response time and
level of participation
 Irrelevant and
counterproductive The learners‘ concepts are broadened with the exploratory
conversations opportunities they have as they collaborate. The different learning
 Presence of free-riders approaches like inquiry, problem, project- based, and blended
 Unequal sharing of work learning could in a way use collaboration to enrich the content of
topics given to learners.
Slide 17

Collaborating provide option-rich opportunities for learners and as

presented in the Learning Relationship Session, It is important that
learners mingle with other learners as these learners could provide
ample opportunity of polishing our concepts through connections.
These connections become possible through collaboration.
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 Slide 18

Even Bruner had emphatically stated the importance of cooperative

learning. Connections, internalization and intellectual polishing
become possible through collaboration.
Slide 19

Our learners get more benefits when we utilize well-planned

collaborative learning . Slide 20

The role of the teacher here can never be deleted as all these can be
effectively implemented with the presence of a good teacher-
facilitator.

SAY:
We have actually fully presented the details of collaborative including
the benefits we get if we utilize this approach in learning but let us try
to go deeper on this.
SAY:
What are the key factors affecting collaboration?

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 Slide 21

Let us look at this diagram. The quality of group product depends

upon the quality of group process, the quality of individual
contributions and the level of knowledge and level of skills in the
group. The quality of group process depends on the quality of group
collaboration and quality of group learning. The quality of individual
contributions depends of the level of commitment and level of
interpersonal skills of the individuals in the group, as well as the level
of knowledge and skills in decision-making. Inasmuch as all these
affect collaborative work, all of these should be considered in
structuring collaborative tasks that are aligned to the target
competencies.

Determine Entry 3: Determine strategies/ SAY: How can you make Collaborative Learning work in the 60 minutes
strategies/ activities that classroom. Here are the steps on how to do it.
activities that promote the concept
promote the Slide 22
concept; and • TDAR (Think, Discuss,
Act, Reflect)
• Think-Pair-Share
• Numbered Heads
Together
• Project Management
• Peer Teaching Strategy SAY:
• Group Research & First, establish team norms. Team norms are rules to follow on how
Thesis Writing group members would work together. Examples of norms are:
• Jigsaw
 Always treat one another with respect.
 Always encourage new ideas and value consideration of all
suggestions.
 Always justify our opinions to the team.
 Always make decisions as a team.

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 Slide 23

SAY:
Second, prepare for grouping. Establish groups and identify the
group‘s academic and collaborative objectives.

Slide 24

SAY: What are these student roles? Proceed to Slides 25 to 26.

Slide 25

Slide 26

SAY: How can you assess “Collaboration“ efforts of learners? Here

are a few tips on Slide 27.

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 Slide 27

SAY: A sample rubric to assess collaboration is shown on next Slide.

Slide 28

SAY: The criteria used by said rubric are contribution to group goals,
consideration of others, contribution of knowledge and working and
sharing with others.

Activity 3: INSTA-LIST GAME

Slide 29

SAY: We are all done with the concepts about Collaborative Learning
so let us start browsing the universe on the different CL strategies we
can provide our learners.

DO: Utilize the same groupings to do the Insta-List Game.

SAY:

On the Insta-List game each of the groups will be given a manila

paper, metacards, masking tape and marking pens. Each of the

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groups will list as many strategies, activities, games you are familiar
with and be ready to share them to the whole group. The group with
the most number of collaborative strategies, activities and games
wins.
DO:

Process the output then present the next slides. Recognize the
winning group with the most number of strategies and activities.

DO:

Run through Slides 30 to 36 to discuss the most commonly used

strategies. (The facilitator explains each of the strategies and
activities and gives participants the opportunity to share their own
way of doing the activity in case they have used it in the past.)

SAY:

Here are some of the strategies, activities and games that utilize
collaborative learning approach:

1. TDAR (Think, Discuss, Act, Reflect)

2. Think-Pair-Share
3. Numbered Heads Together
4. Project Management
5. Peer Teaching Strategy
6. Group Research & Thesis Writing
7. Jigsaw

Slide 30

Slide 31

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 Slide 32

Slide 33

Slide 34

Slide 35

Slide 36

SAY: There are other innovative and non-traditional strategies that

are already being utilized under CL such as: (Present Slide 37.)

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 Slide 37

SAY:

 Computer-Mediated Collaboration – the use of network-enabled

computers (desktops, laptops, tablets, mobile phones) to share
results, explanations and discussions among remote learners;
 Live Conferencing – the use of real time video conferencing that
allows face-to-face meetings without the time commitment and
expense of travel.
 Technology Enhanced Writing Platforms – the use of softwares to
easily upload, edit, download and share documents
simultaneously
 Web Based Collaborative Writing- the use of webpages
(customized or readily available on the internet) to share, edit and
download documents.

SAY:
This time let us view one clip on web-based collaborative learning on
how we do it. Click video on Slide 38.

Slide 38

ASK:

 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?

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 DO:

(The facilitator will process the inputs and capsulize the learnings.)

Slide 39

SAY:

Wiki, as shown on the video is just an example of web-based tool that

can be used for collaboration. Other web-based tools are blogs and
social bookmarking .
 Blog- (a truncation of the expression “web log”), is a discussion or
informational website produced by a person or a small group to
journalize like a diary, their activities, thoughts, comments and
opinions about a topic or interest. It often contains discrete and
informal opinionated content.
 Social bookmarking – is a centralized online service which allows
users to add, annotate, edit and share web documents by merely
providing the links or by tagging. These bookmarks are usually
public but can be saved privately, shared thru private networks.
Manifest Entry 4: Lesson Planning APPLICATION 60 minutes
appreciation of
collaborative Slide 40
learning as a
learning approach
through crafting of
lesson plans

DO:
(All participants will be given two 2“ x 2“ differently colored sheets –
blue and pink.)
ASK:
This time we will use the blue and pink sheets in front of you. Raise
the Blue sheet if your answer is NO and raise the poink sheets if your
answer is YES.

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Have you ever readied a DLL? A Lesson Plan?

Did you have inputs on DLL writing in your 4-day Common Topics
Training?
On the Deepening part Training you had, did you ever had an
encounter doing one?

As expected almost if not all of you had the opportunity to learn on

the nitty-gritty part of DLL/ Lesson Planning.

DO:
(Teacher Facilitator) Present sample lesson plan utilizing
Collaborative Learning approach in accordance with the provisions of
Deped Order 42, 2016. Explain vital parts showing Collaborative
Learning as an approach to teaching in Senior High School.

SAY:
We have already shown you the parts of the lesson and how
Collaborative Learning is utilized focused on target competencies in
our area. This time, as an output, we need to ask you to prepare a
lesson plan using the target comtetencies in the subject-
specializations in your track. Choose one topic. You are given one
hour. A DLL template will be given to you on this regard.

Slide 41

CLOSURE:

Slide 44

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 SAY: As a closing, let me remind you of the message Mother
Theresa: “I can do things you cannot, you can do things I cannot;
together we can do great things.”

Slide 45

SAY: This ends this session. Thank you for listening.

Prepared by:

JOSEPH RAYMOND T. SALVADOR ROSEMARIE R. SARENAS MA. CRISELDA G. OCANG

San Pablo City Science HS Dulong Bayan SHS Regional Office 1
City Schools of San Pablo City Schools of Bacoor City of San Fernando (La Union)

Checked By:
REYNALDO DANTES
SEPS-CO

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