Collaborative learning is an educational approach to teaching and learning that involves groups

of learners working together to solve a problem, complete a task, or create a product.

Collaborative learning is based on the idea that learning is a naturally social act in which the
participants talk among themselves. It is through the talk that learning occurs.

There are many approaches to collaborative learning:

1. Learning is an active process whereby learners assimilate the information and relate this
new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively engage
his/her peers, and to process and synthesize information rather than simply memorize and
regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied
backgrounds.
4. Learning flourishes in a social environment where conversation between learners takes
place. During this intellectual gymnastics, the learner creates a framework and meaning
to the discourse.
5. In the collaborative learning environment, the learners are challenged both socially and
emotionally as they listen to different perspectives, and are required to articulate and
defend their ideas. In so doing, the learners begin to create their own unique conceptual
frameworks and not rely solely on an expert's or a text's framework.

Thus, in a collaborative learning setting, learners have the opportunity to converse with peers,
present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and
be actively engaged.

Collaborative learning (CL) is instruction that involves students working in teams to

accomplish a common goal, under conditions that include the following elements (Johnson,
Johnson, and Smith, 1991):

1. Positive interdependence. Team members are obliged to rely on one another to achieve
the goal. If any team members fail to do their part, everyone suffers consequences.

2. Individual accountability. All students in a group are held accountable for doing their
share of the work and for mastery of all of the material to be learned.

3. Face-to-face promotive interaction. Although some of the group work may be parcelled
out and done individually, some must be done interactively, with group members
providing one another with feedback, challenging one another's conclusions and
reasoning, and perhaps most importantly, teaching and encouraging one another.

4. Appropriate use of collaborative skills. Students are encouraged and helped to develop
and practice trust-building, leadership, decision-making, communication, and conflict
management skills.
 5. Group processing. Team members set group goals, periodically assess what they are
doing well as a team, and identify changes they will make to function more effectively in
the future.

Collaborative learning is not simply a synonym for students working in groups. A learning
exercise only qualifies as CL to the extent that the listed elements are present.

Collaborative Learning:
An instruction method in which learners work in groups toward a common academic
goal.
Critical-thinking Items:
Items that involve analysis, synthesis, and evaluation of the concepts.
Drill-and-Practice Items:
Items that pertain to factual knowledge and comprehension of the concepts.
Formal learning groups
Teams established to complete a specific task, such as perform a lab experiment, write a
report, carry out a project, or prepare a position paper. These groups may complete their
work in a single session or over several weeks.
Individual Learning:
An instruction method in which learners work individually at their own level and rate
toward an academic goal.
Informal learning groups
Ad hoc temporary clusterings of learners within a single session.
Study teams
Long-term groups with stable membership whose primary responsibility is to provide
members with support, encouragement, and assistance in completing a learning session's
requirements and assignments.

Four Collaborative Learning Strategies

THINK-PAIR-SHARE: (1) The instructor poses a question, preferable one demanding analysis,
evaluation, or synthesis, and gives students about a minute to think through an appropriate
response. This "think-time" can be spent writing, also. (2) Students then turn to a partner and
share their responses. (3) During the third step, student responses can be shared within a four-
person learning team, within a larger group, or with an entire class during a follow-up discussion.
The caliber of discussion is enhanced by this technique, and all students have an opportunity to
learn by reflection and by verbalization.

THREE-STEP INTERVIEW: Common as an ice-breaker or a team-building exercise, this

structure can also be used also to share information such as hypotheses or reactions to a film or
article. (1) Students form dyads; one student interviews the other. (2) Students switch roles. (3)
The dyad links with a second dyad. This four-member learning team then discusses the
information or insights gleaned from the initial paired interviews.
SIMPLE JIGSAW: The faculty member divides an assignment or topic into four parts with all
students from each LEARNING TEAM volunteering to become "experts" on one of the parts.
EXPERT TEAMS then work together to master their fourth of the material and also to discover
the best way to help others learn it. All experts then reassemble in their home LEARNING
TEAMS where they teach the other group members.

NUMBERED HEADS TOGETHER: Members of learning teams, usually composed of four

individuals, count off: 1, 2, 3, or 4. The instructor poses a question, usually factual in nature, but
requiring some higher order thinking skills. Students discuss the question, making certain that
every group member knows the agreed upon answer. The instructor calls a specific number and
the team members originally designated that number during the count off respond as group
spokespersons. Because no one knows which number the teacher will call, all team members
have a vested interest in understanding the appropriate response.
Again, students benefit from the verbalization, and the peer coaching helps both the high and the
low achievers. Class time is usually better spent because less time is wasted on inappropriate
responses and because all students become actively involved with the material

Paradigm Learning’s Discovery Learning Approach

Research has demonstrated that people learn best when they are actively involved in the learning
process. Over the years, “discovery learning” has been proven to appeal to all types of learners as
it accelerates knowledge and skill acquisition and ensures long-term retention.

Paradigm Learning has developed its own unique discovery learning methodology and
techniques to apply to the development of games, simulations and Discovery Maps® for its
corporate clients.

The Discovery Learning Benefits Are Clear:

 Training time is condensed

 Programs are fun, fast paced and energizing
 Participants absorb course content via active participation
 Sessions are highly customizable
 Retention is high

How Does Discovery Learning Work? Take a Look!

Attract & Intrigue * Jump-start * Brain-churn * Discover & Conclude * Bridge & Connect

Attracting and Intriguing

First, we grab the learner's attention with sounds, visuals, power openings, game boards and
more. The learner’s response:

     "Hey…I'm interested in learning."

Jump-Starting

Next, we give participants just enough information to get the experience started.

     "OK, I'm ready to learn."

Brain-churning = Learning

Guided small-team activities get learners thinking, doing, analyzing and questioning.

     "Wow…I wonder why…if…how…?"

Discovering and Concluding

Participants discuss ideas, draw conclusions and develop insights.

     "Ah-ha, I get it!”

Bridging and Connecting

Learners transfer the experiences and insights to real workplace issues and bridge to follow-up
action on the job.

     "Now I know what to do, so I plan to…”

Paradigm Learning’s discovery learning techniques

When we build a discovery learning-based program, we choose design techniques that work best
to meet specific learning objectives, content and facilitation requirements. These may be...

Stories

"You've just bought a company!" "The CEO has just formed a project team and you're on it."
Whatever the story, learners get "hooked" right from the start. Stories also help the learning
"stick" over time. 
   
Engaging Visuals

Large, full-color Discovery Maps, game boards or wall visuals intrigue learners, make them want
to learn, and provide graphically interesting clues and metaphors that help speed discovery. 
 
Small-Team Activities

A table team environment gives people a "we're in this together" sense of commitment to the
learning and encourages active participation. A natural environment for team building is created,
providing an added benefit of our learning designs.
 
Simulated Situations

Simulations replicate a slice of “reality” from the workplace. They are time compressed and
“safe” so that learners can make mistakes and learn from them without real-world consequences. 
 
Maps and Models

Maps and models used in our programs help imprint critical content information during the
learning experience and provide a take away reinforcement tool for ongoing retention.
 
Gaming Techniques

Chips, cards, game pieces, dice, timers and more. There's nothing like a little fun and
competition to keep people focused on learning! 

The great news is that discovery learning techniques appeal to all generational learning styles —
from traditionalists to baby boomers to Generation X and Y’ers, to millennials.

Tap into the power of discovery to make your learning more fun; memorable; and, most of all,
effective.