Collaborative and cooperative learning
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Collaborative learning involves students working together to achieve learning goals or complete projects. It is a natural social process where students share ideas and solve problems together. Collaborative learning allows for freedom, creativity, and diverse outcomes. It is based on principles like making students the focus, emphasizing interaction and practical application, working in groups, and addressing real-world problems. Benefits include improved higher-order thinking and preparation for social and work situations. Cooperative learning is a more structured approach where students work in teams under more direction from the teacher.
Collaborative and cooperative learning
- 1. Cooperative and Collaborative Learning Lopez, Maryan Joy
- 3. Collaborative Learning Lopez, Maryan Joy Informal method of teaching and learning where students join together to further certain learning goals or create a major project.
- 4. Lopez, Maryan Joy It is based on the idea that learning is a natural social act in which the participants talk, share, plan together or create a major goal.
- 5. Lopez, Maryan Joy It takes place any time students work productively together, whether they are practicing a basic skill or solving a complex problem.
- 6. Lopez, Maryan Joy Gallavan and Juliano (2007) point out that collaborative learning allows freedom and creativity; groups function in various ways and produced assorted outcomes.
- 7. Lopez, Maryan Joy Collaborative activities are most often based on four principles: The learner or student is the primary focus of instruction. Interaction and "doing" are of primary importance Working in groups is an important mode of learning. Structured approaches to developing solutions to real-world problems should be incorporated into learning.
- 8. Lopez, Maryan Joy Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts, or find solutions to problems. This often occurs in a class session after students are introduced to course material through readings or videos before class, and/or through instructor lectures.
- 9. Lopez, Maryan Joy Similar to the idea that two or three heads are better than one, many instructors have found that through peer instruction, students teach each other by addressing misunderstandings and clarifying misconceptions.
- 10. Lopez, Maryan Joy The benefits of collaborative learning include: Development of higher-level thinking, oral communication, self- management, and leadership skills. Promotion of student-faculty interaction.
- 11. Lopez, Maryan Joy 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.
- 12. Examples of collaborative learning or group work Lopez, Maryan Joy
- 13. Lopez, Maryan Joy 1. Stump your partner • Students take a minute to create a challenging question based on the lecture content up to that point. • Students pose the question to the person sitting next to them. • To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to create tests or exams. They can also be reviewed to gauge student understanding.
- 14. Lopez, Maryan Joy 2. Think-pair-share/ Write-pair-share • The instructor poses a question that demands analysis, evaluation, or synthesis. • Students take a few minutes to think through an appropriate response. • Students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrived at an answer different from their own and convince their partner to change their mind. • Student responses are shared within larger teams or with the entire class during a follow-up discussion.
- 15. Lopez, Maryan Joy 3. Catch-up • Stop at a transition point in your lecture. • Have students turn to a partner or work in small groups to compare notes and ask clarifying questions. • After a few minutes, open the floor to a few questions.
- 16. Lopez, Maryan Joy 4. Fishbowl debate • Ask students to sit in groups of three. • Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice. • Debrief by calling on a few groups to summarize their discussions.
- 17. Lopez, Maryan Joy 5. Case study • Create four to five case studies of similar difficulty. • Have students work in groups of four or five to work through and analyze their case study. • Provide 10-15 minutes (or adequate time to work through the cases). • Walk around and address any questions. • Call on groups randomly and ask that students share their analysis. Continue until each case study has been addressed.
- 18. Lopez, Maryan Joy 6. Team-based learning (adapted fromL.K. Michaelsen in Davis, 2009. p.215) • Start a course unit by giving students some tasks to complete, such as reading or lab assignments. Consider assigning these to be completed before class. • Check students' comprehension of the material with a quick multiple-choice quiz. Have students submit their answers. • Assign students to groups and have them review their answers with group members to reach consensus. Have each group submit one answered quiz.
- 19. Lopez, Maryan Joy • Record both the individual student assessment scores and the final group assessment score (both of which are used toward each student's course grade). • Deliver a lecture that specially targets any misconceptions or gaps in knowledge the assessments reveal. • Give groups a challenging assignment, such as solving a problem or applying a theory to a real world situation.
- 20. Lopez, Maryan Joy 7. Group problem solving • There are many instructional strategies that involve students working together to solve a problem, including inquiry based learning, authentic learning, and discovery learning. While they each have their own unique characteristics, they all fundamentally involve: • Presenting students with a problem. • Providing some structure or guidance toward solving the problem. Note, however, that they are all student-centered activities in which the instructor may have a very minimal role. • Reaching a final outcome or solution.
- 21. Cooperative Learning Lopez, Maryan Joy It is a type of collaborative learning where students work together in a small teams in a more highly prescribed manner.
- 22. Lopez, Maryan Joy In cooperative learning, learners tend to be more closely directed and managed by the teacher. Gallvan and Juliano (2007)
- 23. Why Use Cooperative Learning? Lopez, Maryan Joy
- 24. Lopez, Maryan Joy • Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes. • Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.
- 25. Lopez, Maryan Joy • Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time. • Cooperative learning processes prepare students to assess outcomes linked to accreditation.
- 29. Thank You Lopez, Maryan Joy