Collaborative Learning

LOR G. HEMADY
Division of Caloocan
Maypajo High School
Collaborative Learning
Students work together in
small groups and learn
through interaction with each
other while the teacher
coaches the process.
5 Major Phases

1. Teacher clarifies goals, provides a hook and

introductory information
2. Organize student teams with clearly defined
roles
3. Facilitate team activities, including academic
learning, social skills & cooperative
behavior
4. Assess student knowledge throughout the
process and/or by team presentations
5. Recognize both group & individual efforts
such as active participation and taking
responsibility for learning
Curriculum issues
Prescriptive Curriculum Experiential Curriculum

Teacher-centered  Student-centred
Linear & rational   Coherent & relevant
Part to whole organisation   Whole to part organisation
Teaching as transmitting  Teaching as facilitating
Learning as receiving  Learning as constructing
Structured environment  Flexible environment
Learning in context
Educational goals
 Involvement
 Co-operation and
teamwork
 Community
responsibility
Assumptions about learning
 Learning is an active constructive process
 Learning depends on rich contexts
 Learners are diverse
 Learning is inherently social
Approaches

Collaborative learning

Co-operative learning

Writing groups
Peer teaching

Learning communities Problem-based learning

Discussion groups
 RQ

Widespread use

 Based on theory and validated by research

 Amount, generalizability, breadth and
applicability
 Variety of co-operative learning methods
available
Why use cooperative learning?

 promote student learning and

academic achievement
 enhance student satisfaction
with their learning experience
 help students develop skills in
oral communication
 develop students' social skills
 promote student self-esteem
 increase student retention
 develop a community of learners
5 Elements of cooperative
learning
1. Positive interdependence
2. Face-to-face interaction
3. Individual and group accountability
4. Interpersonal and small group skills
5. Group processing
Positive interdependence
 Each group member's
efforts are required and
indispensable for group
success

 Each group member has

a unique contribution to
make to the joint effort
because of his or her
resources and/or role and
task responsibilities
Face-to-face interaction
 Orally explaining how
to solve problems
 Teaching one's
knowledge to others
 Checking for
understanding
 Discussing concepts
being learned
 Connecting present
with past learning
Promote each other's success
 Individual and group
accountability
 Keeping the size of the group
small.
 Giving an individual test to
each student.
 Randomly examining students
orally.
 Observing each group and
recording the frequency with
which each member-
contributes to the group's
work.
 Assigning one student in each
group the role of checker.
No hitchhiking! No social loafing
 Having students teach what
they learned to someone else. No freeloading
 Interpersonal and small group
skills
 Social skills must be
taught:
 Leadership

 Decision-making

 Trust-building

 Communication

 Conflict-management
skills
Mutual understanding
 
 Group processing
 Group members discuss
how well they are
achieving their goals
and maintaining
effective working
relationships
 Describe what member
actions are helpful and
not helpful
 Make decisions about
what behaviours to
continue or change
 RQ

Jigsaw Approach
Jigsaw Approach
Jigsaw approach
Learning communities
 Sociocultural and constructivist views of
learning (Lave & Wenger)
 Two important questions:-
1. What social engagements and processes provide the ‘proper’
context for learning?
2. What forms of co-participation might be required when
engaging learners in these forms of learning.
Community types
 Learning community: focus on learning together,
sharing, developing relationships
 Communities of practice: focus on developing
professional practice
 Community of enquiry: focus on enquiring about
and issue/area
 Knowledge community: focus on developing
knowledge
References
 Johnson, D.W. and Johnson, R. T. (1990) Cooperation and Competition:
Theory and Research, Edina, MN; Interaction Book Company
 Lave, J. and Wenger, E. (1991) Situated learning; legitimate peripheral
participation, Cambridge University Press
 McConnell, D. (2006) E-learning groups and communities, SRHE/OU
Press
 Salmon, G. (2005) E-moderating, Open University Press
 Smith, B. L. & McGregor, J. (1992) What is collaborative learning? –
National Center on Postsecondary education