There is an age old adage that says, "two heads are better than one."
Consider collaboration is recent history: Watson and Crick or Page and Brin (Founders of Google).
But did you know it was a collaborative computer club about basic programming at a middle school that brought together two minds that would change the future of computing?
Yes, those two were, of course, Bill Gates and Paul Allen, the founders of Microsoft.
Collaborative learning teams are said to attain higher-level thinking and preserve information for longer times than students working individually. Why?
Top 20 Collaborative Learning Tips and Strategies For Teachers
1. Establish clear group goals
Effective collaborative learning involves the establishment of group goals, as well as individual accountability. This keeps the group on task and establishes as unambiguous purpose. Before beginning as assignment, it is best to define goals and objectives to save time.
2. Establish flexible group norms
Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960's studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down not not questioned.
If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms should change with situation so that groups do not become rigid and intolerant or develop sub-groups.
3. Keep groups midsized
Small groups of three or fewer usually lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create "freeloading" where not all members participate. A moderate size group of four or five is ideal.
4. For larger tasks, create groups roles
Decomposing a difficult task into parts to saves times. You can then assign different roles. A great example in my own classroom was in the science lab, fifth grade students assumed different roles of group leader, recorder, reporter, and fact-checker. The Students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
5. Build trust and promote open communication
Successful interpersonal communication must exist in terms. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other. Students found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
6. Consider the learning process itself as part of assessment
Assessing the process itself provides motivation for students to learn how to behave in groups. Its shows students that you value meaningful group interaction and adhering to norms.
7. Create a pre-test and post-test
A good way to ensure the group learns together would be to engage in a pre and post test. In fact, many researches use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom's taxonomy to further hone in on specific skills.
Individuals should also complete surveys evaluating how well the group functioned. 'Debriefing' is an important component of the learning process and allows individuals to reflect on the process of group learning.
8. Consider using different strategies, like the Jigsaw technique.
The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups.
This type of collaboration allows students to become 'expert' in their assigned topic. Students then return to their primary group to educate others. Strategies here including using clusters, buzz groups, round-robin, learning cells, or fishbowl discussions.
9. Allow group to reduce anxiety
When tackling difficult concept, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allows for positive learning experience. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions
The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is often useful here. students should work together on the task and maintenance functions of a group. Roles are important is group development. Task functions include:
• Initiating Discussions
• Clarifying points
• Summarizing
• Challenging assumptions/devil's advocate
• Providing or researching information
• Reaching a consensus
Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as sensing group feelings, harmonizing, compromising and encourage, time-keeping, relieving tension, bringing people into the discussion, and more.
11. Use real-world problems
Experts suggest that project-based learning using open-ended questions can be vary engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills
Design assignments that allows room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem-solving. Mark Alexander explains one generally accepted problem-solving procedure:
• Identify the objective.
• Set criteria or goals.
• Gather data.
• Generate options using data and objectives.
• Evaluate the options using data and objectives
• Reach a decision
• Implement the decision
13. Consider demographics
Equally, balanced gender groups were found to be most effective.
Some research suggest that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.
14. Keep in mind the diversity of groups
Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tent to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
15. Include different types of learning scenarios
Studies suggests that collaborative learning that focus on rich contexts and challenging questions produces higher-order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem-solving, and collaborative writing.
16. Use Scaffolding or diminished responsibility as students begin to understand concepts.
At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, proving a list of question to consider. Allow groups to grow in responsibility as times goes on. In you Classroom, this may mean allowing teams to develop their own topics or product as time goes on.
After all, increased responsibility over learning is a goal in collaborative learning.
17. Technology makes collaborative learning easier
Collaboration had the same result via technology as in person, increased learning opportunities. Try incorporating free savvy for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoint occurred more frequently through online interactions.
18. Be wary of "Group think"
While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
19. Avoid "bad group work"
As with any learning strategy, its important to have a balanced approach. Cynics usually have a valid point. A New York Times article, cities some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some time to write notes before the groups begin. This may be a great way assess an individual grade.
20. Value diversity
Collaborative learning relies on some buy-in. Students needs to respect and appreciate each other's viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourage independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together were able to reach complex solutions.
By definition, learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned new ideas. If manages correctly, it is a powerful tool that can allow educators to tap into new ideas and information.
