KYAMBOGO UNIVERSITY

FACULTY OF SCIENCE

PROGRAM: BACHELORS OF SCIENCE WITH EDUCATION

COURSE CODE: EPS 2202
COURSE NAME: GENERAL METHODS AND EDUCATIONAL TECHNOLOGY
YEAR 2 SEMESTER 2
TASK : GROUP ASSIGNMENT
INSTRUCTOR : DR. LUDIGO CHRISTINE
DATE: 22-NOV-2022
GROUP MEMBERS

NAME REGISTRATION SIGNATURE

BUUVI BRIAN
KIIZA JOSHUA BLESSING
LURENZI ARAFAT
KIZZA REAGAN KITUUSE
NUMBERR
20/U/ESB/9016/PD
20/U/ESB/12551/GV
20/U/ESB/9014/PD
20/U/ESB/9021/PD

SSEMAKULA GRACE 20/U/ESB/9019/PD

ONGYEER EMMANUEL 20/U/ESB/12726/GV

SHIBUTA EMMANUEL 20/U/ESB/9041/PD

MIGADDE JULIUS 20/U/ESB/9004/PD

KABWERU COLLIN 20/U/ESB/12521/GV

MUGIDE SOPHIE 20/U/ESB/9040/PD

WANDERA JOB LIVINGSTONE 20/U/ESB/9020/PD

LOGWE MARTIN LOKIRU 20/U/ESB/9039/PD

COLLABORATIVE APPROACH
Collaborative group work involves pupils working together in a group and presenting the work
as shared effort where each member has accountability for the product. In other words, it
demands a lot of individual input. For instance, if a group of pupils is asked to produce a
newspaper, the task could be divided into as many parts as there are group members. Each pupil
will work on one part of the task; the group outcome cannot be achieved until every group
member has successfully completed his or her pieces of work (S. M. Scott, 1994).
Therefore, collaborative group work is a teaching approach that places emphasis on each
individual contribution to the group product. In other words, each individual task or input will
have an impact on the group work.
Characteristics of collaborative learning
Shared knowledge among teachers and students. The teacher has vital knowledge about
content, skills, and instruction, and still provides that information to students. However,
collaborative teachers also value and build upon the knowledge, personal experiences, language,
strategies, and culture that students bring to the learning situation.

Shared authority among teachers and students. In collaborative classrooms, teachers share
authority with students in very specific ways. In most traditional classrooms, the teacher is
largely, if not exclusively, responsible for setting goals, designing learning tasks, and assessing
what is learned.

Teachers as mediators. As knowledge and authority are shared among teachers and students,
the role of the teacher increasingly emphasizes mediated learning. Successful mediation helps
students connect new information to their experiences and to learning in other areas, helps
students figure out what to do when they are stumped, and helps them learn how to learn.

Heterogeneous groupings of students. The perspectives, experiences, and backgrounds of all

students are important for enriching learning in the classroom. As learning beyond the classroom
increasingly requires understanding diverse perspectives, it is essential to provide students
opportunities to do this in multiple contexts in schools. Critical characteristic of collaborative
classrooms is that students are not segregated according to supposed ability, achievement,
interests, or any other characteristic.

Considerations for using collaborative learning

Introduce group or peer work early in the semester to set clear student expectations.
Establish ground rules  for participation and contributions.
Plan for each stage of group work.
Carefully explain to your students how groups or peer discussion will operate and how students
will be graded.
Help students develop the skills they need to succeed, such as using team-building exercises or
introducing self-reflection techniques.
Consider using written contracts.
Incorporate  self -assessment and  peer  assessment for group members to evaluate their own and
others' contributions.

Merits of collaborative approach

Development of higher-level thinking, oral communication, self-management, and leadership
skills.
Improves confidence. Collaborative learning can benefit individuals who are introverted because
a supportive group atmosphere can help them build confidence.
Inspires creativity. Combining different views and ideas can result in creative solutions to
collaborative learning assignments
Increase in student retention, self-esteem, and responsibility.
Exposure to and an increase in understanding of diverse perspectives.
Preparation for real life social and employment situations.
Allows people to have fun. Learning as a group is often more enjoyable and less tedious than
reading training materials, listening to a lecture or watching an instructional video alone.
Demerits of collaborative approach
The first disadvantage is that learners don't always cooperate in the groups. There could be
arguing with group members.
People need to go at different speeds. Some groups may go too fast for one person and that
person feels lost, so he/she just copies. It allows work to get done without knowing that every
person in that group actually understands what was done.
Someone may try to take over the group. Not all people are given an equal voice in a group.
Some people end up feeling overlooked or unappreciated.
It is not fair. Finally, when you put students into groups, many of the hard working students do
all of the work and the lazy students do nothing and still receive the same grade