Collaborative Learning

Collaborative Learning

Honours Specialist Concept Presentation

By: David KleimanMentor: Kristen Knaggs

OISE summer 2010

Presentation

Overview

Collaborative

Learning

Value

Effective Practices

Misconceptions / considerations /

difficulties

Structures

Assignments

Assessment

The Good the Bad and the Ugly

“Good” “Bad” “Ugly”

• socialization

• increased involvement / interest

• more discovery rather than rote learning

• Fosters inclusion, safety and student voice

• hard to assess and evaluate group work

• Conflict between students

• Loafing

• Classroom management challenges

• Time consuming

• Loss of teacher control. CHAOS!!

• Students learn misconceptions from each other

Value of Collaborative Learning

Student Centered

Increased student

involvement / interest

Peer teaching /

assessment

Socialization – increased value on

interpersonal intelligence

Students are accountable

for learning in class

“The research on how the brain thinks and the emergence of knowledge regarding intelligence, creativity, and learning styles all argue that social interaction is critical in the development of intelligent behaviour.”

– Bennett and Rolheiser (2001)

Beyond Monet

Misconception #1Releasing traditional

control of our classes will result in excessive socializing

or even chaos.

Why do we fear releasing control?

• Let’s try: Round RobinTeacher asks a questions with

multiple possible answersIn groups of 3-4 students take

turns sequentially stating their responses

#1 Contributes

#4 Contributes

#2 Contributes

#3 Contributes


• VariationsSet a time limitMake it a race. Which team can come up with

the most answers within the time limit?Record your answer on a piece of paper. Pass

the paper to the next group member who adds to the answer. This is called a Round Table.

#1

#4

#2

#3


• VariationsParaphrase Passport• Before the next student can

contribute their answer, they must paraphrase the previous person’s answer

#1

#4

#2

#3

The Fears of Cooperative Learning

Examine this picture depicting many of the challenges we may anticipate when introducing collaborative learning to our students.

In groups of 3 or 4 do either a round robin (oral) or round table (written) to identify as many aspects of this image as you can that highlight the challenges of collaborative learning. You may want to highlight the different types of learners present and their responses to collaborative learning.

Debunking Misconception #1“Releasing traditional control of our classes will result in excessive socializing or even chaos.”

• Well planned collaborative learning activities can be highly structured, enhance learning and become a regular part of class routine. Structures empower teachers!

• Socialization is an important part of schooling. If well managed, this can provided positive, meaningful social opportunities for students while they learn to work together

Round Robin• Examples of RR science questionsName the parts of the cell (diagnostic)What are the main topics for this unitWrite the name and formula for as many

compounds containing chlorine as possible with correct subscripts

Biotic / abiotic factors (pass around two papers)

#1

#4

#2

#3

Round Robin• Examples of RR science questionsIdentify and explain different kinds of

genetic mutationsHow can people reduce their ecological

footprints?What are some ethical concerns

surrounding bioengineering of animal species

#1

#4

#2

#3

Where does Collaborative Learning fit into the curriculum?

• Can be used EVERYWHERE!Can be used to…• Learn and reinforce Knowledge and

Understanding

• Develop oral and written Communication

• Develop skills in Inquiry(eg. designing / performing labs in teams)

• Tackle challenging questions and problems in teams for Application


• Does it fit with the goals of the Ontario Curriculum?




• Summary:The Ministry guidelines are are largely focused

on DI, and the inquiry process, but NOT on collaborative learning

Teachers are encouraged to used varied teaching techniques that move away from traditional approaches in order to reach a variety of learners.

Independent research, NOT ministry guidelines point to collaborative learning as a powerful tool to enhance the classroom experience and quality of instruction.

Misconception #2Students arrive ready to

learn in groups.

Debunking Misconception #2Students arrive ready to learn in groups.

• Working with a group is a skill and a philosophy that must be learned

• Students must be “sold” on its value

• Students must be taught and given opportunity to practice group work

• All learners are different, some may prefer independent work


• It takes time to establish a class culture of collaborative learning

• For collaborative learning structures to be effective at getting students to learn more deeply, they must become an integral part of your repertoire of routine teaching techniques.

Place Mat (opinions / inputs)

• Each member: records their ideas in their designated spacechooses 2-3 of their main ideasshares their ideas with the groupoptional: Record the key ideas in the center

Ideas fromGroup Member 1 Ideas from

Group Member 2

Ideas fromGroup Member 4


Summary of key ideas

Place Mat


Group Member 2



What can you do to foster a culture of collaborative

learning in your class?

• How to foster a culture of collaborative learning

Provide a safe environmentAllow students to get to know each other

(ice breakers)Setup the classroom in table groupsStrategically plan and regularly change

groupingsBe deliberate and explicit with your

pedagogyProvide a variety of tasks to reach different

learners



• Examples for a Science Class


Group Member 2



From an environmental perspective, why might someone

choose to be a vegetarian?


• Variations:Each group member answers a different

question and share at the end

Group Member 1:

What are some of the natural causes of the greenhouse

effect?

Group Member 2What are some of the main human impacts on climate

change?

Group Member 4What are some of the signs of

bias throughout this video? Group Member 3What questions do you have

about the facts / ideas presented?

While watching a video about Climate Change


• Variations:Each group member plays the role of a

different stake holder

Environmentalist Oil company executive

Calgary resident

Economist

Should Canada implement a cap and trade program for CO2

emissions?

Misconception #3

Group work involves more students by default

Think-Pair-Share• Quick and simple structure to

encourage thinking and participation

1. Think independently about question or problem

2. Share your ideas with a partner3. Share your ideas with the class

Think-Pair-Share

Debunking Misconception #3Group work involves students more by default

• Group work is not effective if:

A. The group can function without all members contributing

B. Individuals don’t feel accountable

C. One student can dominate or do it all

Debunking Misconception #3Group work involves students more by default

• Kagan’s PIES approach:Not all structures are equal.Look for these characteristics.

Positive interdependence

Individual Accountability

Equal Participation

Simultaneous Interaction

Structuring “Pair” in Think-Pair-Share

• To encourage PIES principles in a Think-Pair-Share, try a Timed-Pair-Share.

1. Pairs numbers off (partner 1 / partner 2)

2. Teacher announces which partner starts

3. First partners speaks for a designated length of time, other partner listens (can smile and nod, but cannot talk)

4. Switch roles

5. Why not make it a Rally Robin, or add a Paraphrase Passport?

Misconception #4Learning in groups

makes individual assessment and evaluation more

challenging.

?

Debunking Misconception #4 Learning in groups makes individual assessment and

evaluation more challenging.

• If collaborative learning truly does enhance student learning, should they not perform better on assessments we are already using?How can we make assessments

match instruction in a collaborative class?



• Collaborative learning IS assessment!

• Well planned collaborative learning structures have built in assessment, both peer and teacher

• Immediate feedback and remediation by peers!



• To encourage accountability, groups often produce a final product.

Eg. Hand in placemat. Assess group participation, evaluate group summary in the center

Group collaboratively designs and performs lab. Individual lab reports evaluated. (colour coded process)

Homogeneous, Heterogeneous or Random Groupings?

• Each has pros and cons

Grouping by Opinion

• Present an issue (eg. GMOs, Stemcells)• Students physically arrange themselves

along a continum of opinion• Fold the Line

Agree DisagreeNeutral

1 2 3 4 5 6 7 8 9 10

Leadership• Is it enough just to do this in your

class? encourage others in your department

to experiment with you

encourage a change in classroom setup

Explain not only how, but WHY

When you get comfortable, contact board science coordinator and make your class a demo class

ReferencesBennet and Rolheiser. (2001). Beyond Monet – The Artful Science of Instructional Integration. Bookation Inc. Toronto.

Kagan, Spencer. (1994). Cooperative Learning. Kagan Cooperative Learning. San Juan Capistrano, California.

Joritz-Nakagawa, Jane. Spencer Kagan's Cooperative Learning Structures. Aichi University of Education. Japan. Available at http://jalt.org/pansig/PGL2/HTML/Nakagawa.htm Accessed July 12, 2010

Methods for Assessing Group Work. Univeristy of Waterloo. Available at http://cte.uwaterloo.ca/teaching_resources/tips/methods_for_assessing_groupwork.html Accessed July 20, 2010

http://jalt.org/pansig/PGL2/HTML/Nakagawa.htm

http://cte.uwaterloo.ca/teaching_resources/tips/methods_for_assessing_groupwork.html

http://cte.uwaterloo.ca/teaching_resources/tips/methods_for_assessing_groupwork.html

Questions?

?

??

Misconceptions

Releasing traditional control of our classes will result in

excessive socializing or even chaos.

students arrive ready to learn in groups

Group size / hetero vs homogeneous groupings matterCan be harder and

more time consuming for

teacher

Group work involves

students more by defaultLearning in

groups makes individual

assessment and evaluation more

challenging.

Will collaborative learning prepare students for the

“real world” / post-secondary

education?

Considerations /

Difficulties

Misconceptions1.Releasing traditional control of our classes will result in

excessive socializing or even chaos.• Well planned collaborative learning activities can be highly structured, enhance learning and become a regular

part of class routine. Structures empower teachers!• Socialization is an important part of schooling. If well managed, this can provided positive, meaningful social

opportunities for students while they learn to work together

2.Students arrive ready to learn in groups• Working with a group is a skill and a philosophy that must be learned. Students must be “sold” on its value• It takes time to establish a class culture of collaborative learning• Students must be taught and given opportunity to practice group work• All learners are different, some may prefer independent work. Must be integrated with other approches• For collaborative learning structures to be effective at getting students to learn more deeply, they must become

an integral part of your repertoire of routine teaching techniques.

3.Group work involves students more by default• Some students may dominate, others may loaf• Group work is not effective if: (A) The group can function without all members

contributing(B) Individuals don’t feel accountable(C) One student can dominate or do it all

4.Learning in groups makes individual assessment and evaluation more challenging

• If collaborative learning helps students learn better, they should perform better on standard evaluations. • Must try as best we can to match assessment to instruction• Structures have built in immediate formative / peer / teacher assessment• End collaborative learning activities with a final product

Group size / hetero vs. homogeneous

vs. random groupings matter

Can be harder and more time

consuming for teacher

Will collaborative learning prepare students for the

“real world” / post-secondary

education?

Considerations / Difficulties

Accommodating Students with Identified Needs / ESL Students

• Helps foster student voice and confidence if safe environment established often voice of students with IEPs have been

silenced by school. Student’s whose unique skills are not valued by traditional schooling may become valuable in group work.

• Weak writers, and readers may be good oral communicators

• ESL students practice oral and written communication much more because the student voice becomes more important.

Documents

Collaborative Learning