Collaborative Learning Structures and Techniques
How do Children
Develop?http://www.atozteacherstuff.com/Themes/Character_Education/index.shtml
http://www.gdrc.org/kmgmt/c-learn/methods.html
Susan JindrichDuring the last 10 years, there has been an
explosion in our knowledge of the ways in which humans develop and
learn. It is now known that babies are beginning to learn even
before they are born. As I have read the latest research, I often
find myself wishing I had known these things when my children were
young. We all want our children to be the best that they can be,
and with some knowledge of how children learn and the sequential
steps they must go through in many areas of development, we can
provide many experiences at home to help them reach their
potential.When educators discuss children's development, they
usually talk about physical, mental, social, and emotional
development. The following is a quick lesson in how children
develop and the stages they go through. Knowing these will help you
understand what stage they are in and what comes next. For greater
understanding of stages in the development of reading, writing, and
math skills and for an idea of what goes on in a quality child care
center, readReady To Learn. You can use that information to help
your child do the activities which will enable him/her to progress
smoothly to the next stage. Always remember that some children
progress faster than others and that the time spent in stages does
not reflect their intelligence. They may have a personality which
needs to move slower in order to enjoy life and really internalize
their learning.
How Children DevelopPhysicallyOnce born, children develop
strength from top to bottom (head, then body, then legs, then
feet); from the inside to the outside (trunk, then arms and legs,
then hands and feet, then fingers and toes); from large muscle
(jumping, hopping, running, throwing, catching, carrying, climbing,
and balancing) to small muscle (using muscles of the wrist and hand
in activities such as cutting, drawing, stringing beads, building
block towers, working with play dough) skills. THIS IS A SEQUENCE
THAT ALL HUMANS FOLLOW. (The development may vary for children with
disabilities).While children are young we need to do many
activities to strengthen their large and small muscles. Muscle
skill development and maintaining a healthy body are especially
important for future reading, writing, and math
success.MentallyWhen a child is born, he/she comes with a brain
ready and eager to learn.The brain is very much like a new
computer. It has great potential for development, depending on what
we put into it. Early experiences greatly influence the way a
person develops. Everyone who works with children has an awesome
responsibility for the future of those children. The activities you
do with them from birth to age 10 will determine how their learning
patterns develop. As children interact with their environment, they
learn problem solving skills, Critical thinking skills, and
language skills.SociallyFirst children develop a sense of self and
then a sense of belonging to a family. They begin to watch other
children and to want to interact with them. Children's play
develops through stages (playing alone, playing near others but not
with them, playing with others but not sharing, playing and
sharing, playing with a purpose, organized games). These stages
develop over time and with practice. Later, children develop the
ability to respect the rights of others and to feel empathy for
them. They learn to work cooperatively with others and to resolve
conflicts in peaceful ways. You can interact with your child in
ways that encourage cooperative behavior and respect for the rights
of others. INTERACTING WITH OTHERS IN POSITIVE WAYS IS CRITICAL TO
SUCCESS IN LIFE.EmotionallyAs babies grow, they learn that they are
not the center of the universe and that they can depend on others.
They develop a trust or mistrust of others. As toddlers, they learn
to be proud of their accomplishments and state their opinions and
desires. As they become preschoolers, children learn to separate
from their parents and adjust to the school environment. They begin
to participate in classroom activities. They learn to take turns
and to solve conflicts using words. They begin to learn to control
their emotions. They learn that it is okay to make a mistake. They
develop confidence in themselves and learn to love themselves. You
can help your children by encouraging them and showing your faith
in their abilities. HAVING CONFIDENCE IN YOURSELF AND LIKING
YOURSELF ARE CRITICALLY IMPORTANT TO FUTURE SUCCESS IN SCHOOL AND
IN LIFE.
How People Learn Best
Lakeisha and George are painting at the easel. Each of them has
a jar of blue paint and a jar of yellow paint. Suddenly George
yells, "Look, 'Keisha, I made green!" "How did you do it?" asks
Lakeisha. "I put yellow paint on top of my blue paint - yellow and
blue put together make green!" yells George. Other children gather
around to watch and ask for a turn. The teacher wonders aloud what
would happen if they mixed other colors. She allows the children to
explore colors and and help her chart their color discoveries with
words and color samples.This is an example of discovery learning or
hands-on learning. One child made a discovery about 2 colors mixing
to form a new color. Many children explored other colors to make
new discoveries. They charted them and posted the chart so they
could use it for a reference. They learned by doing. You see this
kind of activity going on daily in quality preschools and child
care centers around the country.Research has shown that people
remember things better when they learn them by doing. This is even
true for adults. Here is an example.You want to learn how to play
softball so that you can join a team. How will you learn to
play?Will you:1. Buy a book and read about how to play softball.2.
Watch a video about softball.3. Ask a friend who plays to grab a
ball, bat, and glove and teach you.Which way will help you learn
the game the best? Choice 3 is the best way for most people because
they actually get to try the game and learn the rules as they play.
They learn in a hands-on way.Hands on learning is good for both
children and adults. The learner is actively involved instead of
just sitting and listening. This is the way we want our children to
learn and we know that research backs us up. In order to learn
best, children must be actively involved in hands-on activities
every day. Some good examples of hands-on activities are: working
puzzles, making collages, painting, measuring ingredients for you
as you cook, counting out napkins to set the table,playing simple
board games together, sorting silverware into piles of forks,
knives, and spoons, looking at books, and buttoning, zipping, and
tying. You will be surprised at how much your child can do and how
fast he/she can learn.You are invited to participate with your
child in many meaningful learning experiences - experiences using
hands-on learning.
Ready to Learn
How do we prepare children to be ready to learn?There is great
interest on the part of parents in teaching children their letters
and numbers and writing skills. The following lists show the
pre-reading and pre-writing skills and beginning number skills that
every child must develop in order to learn to read, write, and do
well in math.. After that, I have listed many of the activities
that quality preschools and daycare centers do in the learning
areas (physical, mental, social, emotional) to develop these
readiness skills so that children will go to school ready to
learn.Reading skills:Reading skills develop in a sequence and we as
educators try to help each child progress along that sequence as
he/she is ready to progress. First, a child develops a love for
books. At the same time they are beginning to develop eye-hand
coordination. Next, they acquire tracking skills (the ability to
follow words and pages from left to right through a book). Then
children begin to recognize individual letters and later they
realize that letters form words. Next they begin to understand that
words remain the same from day to day. Listening skills improve at
about the same time. The child begins to hear letter sounds and
connect them with the written letters. Later, he/she begins to
string sounds together to make words. The child then learns to hear
and use the rhythm of the language. Reading ability continues to
improve as he/she receives positive feedback from interested
adults.Writing skills:This is a sequence which each child passes
through. One step follows another. A lot of practice is required at
each stage. First the child begins to develop the sequence of
drawing skills (from scribbling to making representational
drawings). Encourage them to draw often. Small muscle strength
needed for controlling writing instruments is increased through
activities using squeezing, pinching and cutting. Then the child
begins to recognize written names. Next he/she begins to imitate
letters and numbers for fun and then to write for a purpose. When
they receive positive feedback from interested adults, children's
skills will continue to improve at a fast pace.Math skills:These
skills develop with much practice and we encourage their
development as the child is ready.The child begins to count for fun
(rote counting). Then they begin to see the purpose for counting
and begin counting objects in a set (meaningful counting). Next
they begin adding to or subtracting objects from a set. They begin
comparing objects in a set. Then the child begins sorting (by size,
shape, color, etc.) and ordering (by size, first-second-third,
etc). They enjoy learning to estimate (guess how many) and predict
(what will happen next). They begin to sequence objects (red,
yellow, blue, red, yellow, ____). This is a slow process and
requires a lot of practice. At last the child begins to recognize
numbers and associate the number with a like number of objects.
They also begin to write numbers. Later, they will write the number
words. If we make this learning fun, children will enjoy learning
math through their school years.To encourage physical development
better preschools and daycare centers... Feed children meals with
good nutritional value and teach nutrition activities to children
and parents. Teach children and families about good hygiene.
Practice large motor skills (balancing, galloping, skipping,
building muscles in the arms, legs, and trunk). Build small motor
skills through practice (cutting, holding writing instruments,
drawing, painting, stringing beads, using play dough, water play).
Present activities to develop eye-hand coordination. Offer many
movement activities. Play instruments to the rhythm of the music.
Play games that involve listening to and following directions.
Don't forget to take your child for regular medical and dental
checkups.To encourage mental development they... Ask open-ended
questions (questions which encourage children to think because they
have no right or wrong answer). Give children choices. Allow and
encourage creativity (through art, music and movement, dictation,
retelling stories and creating new ones). Build language skills
(through conversations with adults and each other, word games,
reading stories, learning nursery rhymes, singing, dramatic play,
introduction of new words, providing a writing center with word
cards and writing materials, activities with puppets, listening
center activities). Provide science experiments and introduce
concepts about our world to help them make sense of it. Learn about
the neighborhood and the city through walks and field trips.
Provide many manipulative materials which encourage the development
of problem solving skills. Encourage counting objects through games
and individual activities. Ask the children for their opinions.
Make charts with their predictions and their opinions and reread
them often. Provide small group and individual activities involving
counting sets and adding or subtracting; provide manipulatives
which encourage classifying (by size, color shape, general classes
like animals or plants and by function such as library and book or
mower and grass). Read daily to the children. Help them learn
sequencing by telling stories back to you. Observe each child in
order to provide activities to encourage their individual learning.
Remember, what children know depends on the experiences they have
had.To encourage social development preschools and daycare
centers... Set up their classrooms in learning centers to enable
and encourage children to work together in small groups. Help them
develop self-esteem by accepting and respecting their efforts. Give
them jobs and responsibilities in the classroom. Teach children to
clean up and straighten up at the end of their work time. Help them
learn to respect others through adult actions, words, stories and
conversations. Encourage children to help other children in need
and to share. Give them love and encouragement. Invite them to
share their culture with others and encourage their parents to come
in to the centers. Introduce them to children of other cultures and
different abilities. Help children develop a positive attitude by
being trustworthy models. Read books and have discussions which
show parents leaving their children at school and being there when
their children arrive home. Talk about careers and jobs and why
parents have to work or go to school. Have a structured day so that
children will feel secure. Let children help make the rules for the
classroom and let them choose projects to work on. Through example
and opportunity help them learn to work and play cooperatively with
others. Give them the words to use to solve their problems with
other children.To encourage emotional development they... Help
children learn to control their own behavior through setting a
positive example. Help them learn to wait for a turn and to share
with others. Help them develop plans for activities to do while
waiting for a turn. Reassure children that it is okay to have
feelings and to express them in acceptable ways. Give them the
ability to channel their energy in constructive ways. Through
showing respect to our children we help them learn to show respect
for each other. Give children self-respect through accepting them
as they are and helping them develop their negotiating and
problem-solving skills.
Copyright 1998, Susan Jindrich.www.meddybemps.com. All rights
reserved. Used with permission.
How is knowledge processed?
Lisa Schuman and Donn C. RitchieBehaviorism1. Knowledge and
behavior. Is there a link?The learner adapts his behavior to
contingencies of events and objectives.Learning is a gradual
strengthening of the learned relationship between cue and behavior,
driven by a pattern of consequences (reinforcement). This is
calledshaping.With enough practice, the link becomes so strong that
the time between cue and behavior gets very small.2. Reality and
rulesLearning takes place when a predictable connection is
established between a cue in the environment (stimulus), a behavior
(response), and a consequence (reinforcement). Everybody has a
reinforcement history."Reinforcement history" is the sum of all
your past experiences with all the connections between cues,
behaviors, and consequences. These influence what you are likely to
do when you encounter a pattern of clues you have seen before.For
example, you file the way you have successfully done it in the
past, even if it is not the most efficient way3. Control of
learnerThe learner is in control of practicing the new behavior ,
based on new "cues", until the behavior becomes automatic.The basic
types of connection between cues and behavior:An associationA
simple connection between a unique cue and a behavior that leads to
certain consequences.For example, when a phone rings you answer
it.A chainAn association in which one behavior is a cue for the
next behavior.For example, when people recite their phone number
they cannot recite last four digits unless going through first
three digits.A discriminationThis is like an association except
more than one cue is involved and all act together to cue the
behavior.For example, when a person answers the phone, he is
responding to two cues :1. The ringing of the phone2.He is home
(not out).Cognitivism1. Knowledge and behavior. Is there a
link?Changes in behavior are carefully studied, but as indicators
to what's going on inside the learner's head.2. Reality and
rulesReality is socially imposed and universally agreed upon. The
learner mirrors objective reality by using external reality as a
mental model.For example, if you grow up in Singapore, you will
take on a reality based on the social viewpoint in Singapore. This
will affect your view of every situation you encounter.Rules
involve actions. If you run through the steps often enough, the
procedure will be integrated into a single, smooth action.3.
Control of learnerThe learner processes symbols and grasps the
meaning of the symbols. He is able to distinguish between the
knowledge of concepts and the knowledge of the procedural steps
involved with those concepts. His knowledge is organized in his
schema.For example, if a person habitually hits the snooze button
of his alarm clock when the alarm goes off, and he wants to change
this behavior, he needs to retain his knowledge of the concept
"alarm is going off", but incorporate this concept into the new
procedure of getting out of bed. The meaning or mental
interpretation of the procedure related to the concept "alarm went
off" becomes getting out of bed. The new mental interpretation is
integrated into the procedure.First, there is a rule. Then, there
is an action.New rule: When the alarm goes off, get out of bed.New
action: Get out of bed.Constructivism1. Knowledge and behavior. Is
there a link?There is a link between cues and behavior, but
behavior is an indirect indicator of the state of a person's
knowledge structure.HeuristicA kind of knowledge about thinking and
learning that guides strategies you use to the learner so he can
solve problems. You are your own "referee" in weighing out your
decisions.2. Reality and rulesLearners interpret external reality
based on individual experience.Knowledge is based on the premise
that we all construct our own perspective of the world, using
reflection of our individual experiences as a basis. We create our
own "rules" in order to make sense of our experiences. By adjusting
our mental models to incorporate our new experiences, we are
experiencing the process of learning.3. Control of learnerReality
is internally controlled. This puts the learner in control of what
he learns and how he learn it. People create their own
interpretation of objective reality, based on his schema.For
example, if a student receives a `C' in a class, his reaction might
be one of satisfaction or failure, depending on his existing
schema. If he grew up with his parents stressing that grades are
not important or that the grade of a `C' is a pretty good grade,
his schema has incorporated that knowledge. When he receives a `C',
he will feel satisfied.In contrast, if he grew up with parents who
viewed any grade lower than an `A' as incompetent, his schema will
reflect that. When he receives a `C', he will feel like he was not
successful.
What is Structured Overview?Structured Overview is verbal,
visual or written summary or outline of a topic. It can occur at
the beginning of a unit, module or new concept, or it may be used
to help relate a learned idea to the big picture. A Structured
Overview distills difficult or complex idea into simple definitions
or explanation, and then shows how all the information relates. It
is the process of organizing and arranging topics to make them more
meaningful.What is its purpose?The purpose of a Structured Overview
is to help students place new ideas in context. Because ideas are
simplified, it is easier for students to see the big picture. In
addition, connecting new ideas to information students already
understand makes it easier to retain.How can I do it?There are
three main ways in which Structured overview can be used. One is
verbal summary at the start of a new concept. The teacher starts by
highlighting the new ideas to be learned in a few simple sentences.
Then the relationship between these ideas and the ones the students
already know is discussed. The structured overview takes the role
of an advanced organizer. Another type of Structured Overview is a
written summary. The approach is the same as the verbal summary,
but students have a written record of the ideas. Generally a
combination of verbal and written Structured Overview is more
effective than either type alone. The final method is a visual
Structured Overview. Venn diagrams of concepts, semantic maps,
semantic organizers, webs, and charts are all methods visual
Structured Overview. When accompanied by explanation, visual
overviews are often very effective at helping student connect
ideas.How can I adapt it?A Visual Structured Overview can be a very
strong tool for students who are struggling with the content of a
subject. While it is used at the beginning or end of a group of
lessons with most students, it can be used more frequently if
necessary. Students who refer to a structured overview more
frequently are better able to articulate higher levels of learning
than students who do not. When students struggle with a subject,
the repeated use of a visual Structured Overview can have a strong
positive effect on learning
outcomes.http://olc.spsd.sk.ca/DE/PD/INSTR/strats/structuredoverview/index.html
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Three-step Interview Roundtable Focused Listing Structured
Problem-solving Paired Annotations Structured Learning Team Group
Roles Send-A-Problem Value Line Uncommon Commonalities Team
Expectations Double Entry Journal Guided Reciprocal Peer
QuestioningTOP
Three-step InterviewThree-step interviews can be used as an ice
breaker for team members to get to know one another or can be used
to get to know concepts in depth, by assigning roles to students.
Faculty assigns roles or students can "play" themselves. Faculty
may also give interview questions or information that should be
"found." A interviews B for the specified number of minutes,
listening attentively and asking probing questions. At a signal,
students reverse roles and B interviews A for the same number of
minutes. At another signal, each pair turns to another pair,
forming a group of four. Each member of the group introduces his or
her partner, highlighting the most interesting points.TOP
RoundtableRoundtable structures can be used to brainstorm ideas
and to generate a large number of responses to a single question or
a group of questions. Faculty poses question. One piece of paper
and pen per group. First student writes one response, and says it
out loud. First student passes paper to the left, second student
writes response, etc. Continues around group until time elapses.
Students may say "pass" at any time. Group stops when time is
called.The key here is the question or the problem you've asked the
students to consider. It has to be one that has the potential for a
number of different "right" answers. Relate the question to the
course unit, but keep it simple so every student can have some
input.
Once time is called, determine what you want to have the
students do with the lists...they may want to discuss the multitude
of answers or solutions or they may want to share the lists with
the entire class.TOP
Focused ListingFocused listing can be used as a brainstorming
technique or as a technique to generate descriptions and
definitions for concepts. Focused listing asks the students to
generate words to define or describe something. Once students have
completed this activity, you can use these lists to facilitate
group and class discussion.
Example: Ask students to list 5-7 words or phrases that describe
or define what a motivated student does. From there, you might ask
students to get together in small groups to discuss the lists, or
to select the one that they can all agree on. Combine this
technique with a number of the other techniques and you can have a
powerful cooperative learning structure.TOP
Structured Problem-solvingStructured problem-solving can be used
in conjunction with several other cooperative learning structures.
Have the participants brainstorm or select a problem for them to
consider. Assign numbers to members of each group (or use playing
cards). Have each member of the group be a different number or
suit. Discuss task as group. Each participant should be prepared to
respond. Each member of the group needs to understand the response
well enough to give the response with no help from the other
members of the group. Ask an individual from each group to respond.
Call on the individual by number (or suit).TOP
One Minute PapersAsk students to comment on the following
questions. Give them one minute and time them. This activity
focuses them on the content and can also provide feedback to you as
a teacher. What was the most important or useful thing you learned
today? What two important questions do you still have; what remains
unclear? What would you like to know more about?You can use these
one minute papers to begin the next day's discussion, to facilitate
discussion within a group, or to provide you with feedback on where
the student is in his or her understanding of the material.TOP
Paired AnnotationsStudents pair up to review/learn same article,
chapter or content area and exchange double-entry journals (see
below) for reading and reflection.
Students discuss key points and look for divergent and
convergent thinking and ideas.
Together students prepare a composite annotation that summarizes
the article, chapter, or concept.TOP
Structured Learning Team Group RolesWhen putting together
groups, you may want to consider assigning (or having students
select) their roles for the group. Students may also rotate group
roles depending on the activity.
Potential group roles and their functions include: Leader - The
leader is responsible for keeping the group on the assigned task at
hand. S/he also makes sure that all members of the group have an
opportunity to participate, learn and have the respect of their
team members. The leader may also want to check to make sure that
all of the group members have mastered the learning points of a
group exercise. Recorder - The recorder picks and maintains the
group files and folders on a daily basis and keeps records of all
group activities including the material contributed by each group
member. The recorder writes out the solutions to problems for the
group to use as notes or to submit to the instructor. The recorder
may also prepare presentation materials when the group makes oral
presentations to the class. Reporter - The reporter gives oral
responses to the class about the group's activities or conclusions.
Monitor - The monitor is responsible for making sure that the
group's work area is left the way it was found and acts as a
timekeeper for timed activities. Wildcard (in groups of five) - The
wildcard acts as an assistant to the group leader and assumes the
role of any member that may be missing.TOP
Send-A-ProblemSend-A-Problem can be used as a way to get groups
to discuss and review material, or potential solutions to problems
related to content information.1. Each member of a group generates
a problem and writes it down on a card. Each member of the group
then asks the question to other members.2. If the question can be
answered and all members of the group agree on the answer, then
that answer is written on the back of the card. If there is no
consensus on the answer, the question is revised so that an answer
can be agreed upon.3. The group puts a Q on the side of the card
with the question on it, and an A on the side of the card with an
answer on it.4. Each group sends its question cards to another
group.5. Each group member takes ones question from the stack of
questions and reads one question at a time to the group. After
reading the first question, the group discusses it. If the group
agrees on the answer, they turn the card over to see if they agree
with the first group's answer. If there again is consensus, they
proceed to the next question. If they do not agree with the first
group's answer, the second group write their answer on the back of
the card as an alternative answer.6. The second group reviews and
answers each question in the stack of cards, repeating the
procedure outlined above.7. The question cards can be sent to a
third, fourth, or fifth group, if desired.8. Stacks of cards are
then sent back to the originating group. The sending group can then
discuss and clarify any questionVariation: A variation on the send
a problem is to use the process to get groups to discuss a real
problem for which there may be no one set answer.1. Groups decide
on one problem they will consider. It is best if each group
considers a different problem.2. The same process is used, with the
first group brainstorming solutions to a single problem. The
problem is written on a piece of paper and attached to the outside
of a folder. The solutions are listed and enclosed inside the
folder.3. The folder is then passed to the next group. Each group
brainstorms for 3-5 minutes on the problems they receive without
reading the previous group's work and then place their solutions
inside the folders.4. This process may continue to one or more
groups. The last group reviews all the solutions posed by all of
the previous groups and develops a prioritized list of possible
solutions. This list is then presented to the group.TOP
Value Line
One way to form heterogeneous groups, is to use a value line.1.
Present an issue or topic to the group and ask each member to
determine how they feel about the issue (could use a 1-10 scale; 1
being strong agreement, 10 being strong disagreement).2. Form a
rank-ordered line and number the participants from 1 up (from
strong agreement to strong disagreement, for example).3. Form your
groups of four by pulling one person from each end of the value
line and two people from the middle of the group (for example, if
you had 20 people, one group might consist of persons 1, 10, 11,
20).TOP
Uncommon CommonalitiesUncommon Commonalities can be used to
foster a more cohesive group.
Groups get together and first list individual things about
themselves that define them as people). Groups then discussed each
item, finding things that 1, 2, 3, or 4 of them have in common.
When the group finds an item that all of them have in common, they
list that item under 4; when they find something that 3 of them
have in common, the list that item under 3, etc.TOP
Team ExpectationsSome of the common fears about working with
groups include student fears that each member will not pull their
weight as a part of the group. Students are scared that their grade
will be lower as a result of the group learning vs. learning they
do individually. One way to address this issue is to use a group
activity to allow the group to outline acceptable group behavior.
Put together a form and ask groups to first list behaviors
(expectations) they expect from each individual, each pair and as a
group as a whole.Groups then can use this as a way to monitor
individual contributions to the group and as a way to evaluate
group participation.TOP
Double Entry Journal
The Double Entry Journal can be used as a way for students to
take notes on articles and other resources they read in preparation
for class discussion. Students read and reflect on the assigned
reading(s). Students prepare the double entry journal, listing
critical points of the readings (as they see them) and any
responses to the readings, in general, or specific critical points.
Students bring their journal notes to class Once in class, students
may use their double entry journal to begin discussion, to do a
paired annotation, or for other classroom and group
activity.TOP
Guided Reciprocal Peer QuestioningThe goal of this activity is
to generate discussion among student groups about a specific topic
or content area. Faculty conducts a brief (10-15 minutes) lecture
on a topic or content area. Faculty may assign a reading or written
assignment as well. Instructor then gives the students a set of
generic question stems. Students work individually to write their
own questions based on the material being covered. Students do not
have to be able to answer the questions they pose. This activity is
designed to force students to think about ideas relevant to the
content area. Students should use as many question stems as
possible. Grouped into learning teams, each student offers a
question for discussion, using the different stems.Sample question
stems: What is the main idea of...? What if...? How
does...affect...? What is a new example of...? Explain why...?
Explain how...? How does this relate to what I've learned before?
What conclusions can I draw about...? What is the difference
between... and...? How are...and...similar? How would I
use...to...? What are the strengths and weaknesses of...? What is
the best...and why?
Collaborative Learning
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
Hari Srinivas [email protected]
Return to Collaborative Learning
Collaborative Learning
Think-Pair-Share
Think-pair-share is a relatively low-risk and short
collaborative learning structure, and is ideally suited for
instructors and learners who are new to collaborative learning.In
think-pair-share, the instructor poses a challenging or open-ended
question and gives learners one minute to think about the question.
Learners then pair with a collaborative group member or neighbor
sitting nearby and discuss their ideas about the question for
several minutes.The think-pair-share structure gives all learners
the opportunity to discuss their ideas. This is important because
learners start to construct their knowledge in these discussions
and also to find out what they do and do not know. This active
process is not normally available to them during traditional
lectures.After several minutes the instructor solicits comments to
be shared with the whole group. The responses received are often
more intellectually concise since learners have had a chance to
reflect on their ideas. The think-pair-share structure also
enhances the student's oral communication skills as they discuss
their ideas with the one another and with the whole group.One
variation of this structure is to skip the whole-group discussion.
Another variation is to have learners write down their thoughts on
notecards and collect them. This gives the instructor an
opportunity to see whether there are problems in comprehension.
Interactiveness in Collaborative Learning
1. Pre and Post-Tests:Before the session begins, learners can be
given a 3-5 question quiz or asked to list 3-5 points they would
cover in an essay on a particular question. If learners are
provided access to correct or sample answers, the tests can be
self-scoring. These tests can help focus learner attention on key
ideas and provide feedback to learners on whether or not they
understand the material. (This can work for online instruction,
too.)2. Attention Span Breaks:After every ten to twenty minutes of
your session pose a question that summarizes the subtopic or
foreshadows the next portion of the session. Or, you could ask
learners to vote on an opinion question relevant to your topic. In
pairs, you might ask learners to provide a written example
appropriate to your topic, collect them, and discuss a few that are
either excellent or erroneous examples.3. Reflecting on and
Improving Note-taking, a three-session technique:Provide a
triple-spaced outline of your session as a guide for learners'
note-taking. After 20 minutes, ask learners to compare their notes
with two other people in the class. Give the next 20 minutes of the
session without an outline, then ask learners to compare their
notes with the same two learners. For the next session, provide an
outline for only half the session but follow the same procedures as
above, having learners compare notes twice during the session. At
the beginning of the third session, conduct a short discussion as
to what learners learned from comparing notes. Have learners
compare notes once a week thereafter. You may want to join in and
take a look at some of their notes as well.4. Checking Learner
Understanding:After 15-25 minutes of lecturing (or after a page or
two of an online, textual session) ask learners to respond to one
or two questions. Vary the questions, sometimes asking questions
that check comprehension or summarize main points, other times
asking learners to apply, analyze, or evaluate conceptual
material.5. Think-Pair-Share:This is a cooperative learning
technique that can has dramatic results. After a bit of lecturing,
ask a multiple-choice question that is fact-based or checks learner
comprehension. After counting the vote to each choice, ask learners
to pair-up and explain their answers, then take the vote again.
Almost inevitably the number of votes for the right answer
increases dramatically.6. Making Material Relevant:After lecturing
on an idea or concept, stop and ask learners for examples from
their own experiences or readings. Or, you might show a news clip
or a movie segment and ask learners how it relates to the session
material. The variety of learner perceptions can be amazing and
provide the instructor with feedback about how learners think.7.
Changing Peoples Minds:Sessions have been shown to be fairly
ineffective at changing peoples attitudes or values. Discussion and
concrete experiences are better for meeting these types of learning
goals. When appropriate, ask learners to discuss or write you a
note at the end of class discussing how the course material has
affected their thinking or beliefs.8. Discussion Questions:At some
point during the session, groups of 2-4 learners respond to a
carefully prepared and written out discussion question. It is
extremely useful to give learners the type of discussion question
that they might find on an exam as a short answer to essay
question.9. Group Activities:A variation on discussion is to
provide a small group activity instead of a discussion question.
For example, learners could be asked to fill out a comparison chart
between philosophers discussed in the session, list the causes of
an event noted in the session, define terms used in session in
their own words, or list attributes of theories identified in the
session.10. Summarizing and Evaluating:At the end of the session or
a session segment, ask learners to summarize or evaluate the
session in a short paragraph. Take these home and flip thought
them. You will learn much.
