Semilang Collaborative

8/3/2019 Semilang Collaborative

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By:Iful Rahmawati MAyuningtyas Umi BRiska Alfin PYuanita Chandra

Collaborative LearningTechnique


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Central to implementing collaborativelearning effectively is constructing the learningtask itself. Miller and her colleagues warn that,a common mistake of teachers in first adopting an active learning strategy is to

relinguish structure along with control, and thecommon result is for students to feel frustated and disoriented.


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The two most critical elements inconstructing the collaborative learningsituation are:

1. Designing an appropriatelearning task

2. Structuring procedures to engagestudents actively in performing thattask.


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A. General Considerating WhenStructuring the Task

There are several general considerations to keep in mind whenstructuring the task in collaborative learning (Davis: 147-154):

First, make sure that the assignment is relevant andintegral to achieving course objectives so that it does not feel likebusy work.

Second, take care to match the task to students skillsand abilities.

Third, design the task to promote interdependence, sothat each member is responsible to and dependent upon theothers to succeed.

Fourth, try to ensure individual accountability. Individualsneed to know that they must do their share of the work.

Finally, plan for each phase of the collaborative activity,from how to form groups to how group work will be evaluated.


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B. Designing the LearningTask Prompt

What is it that we want students to learn?Most learning tasks start with a question to beaddressed or a problem to be solved. Modernresearch in cognition is confirming, John Deweys

basic premise that significant learning starts withthe learners active engagement with a problem. The problems that are presented vary discipline.


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But, Bean advices that generally speaking,learning tasks should be open-ended, requiring

critical thinking with supporting evidence orarguments. Tasks should promote controversy.Result in some type of group product, and bedirected toward a learning goal of the course.

Incorporating collaborative work intoother class activities may help deepen studentlearning.


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For example:Think-Pair-Share is an effective strategy

for breaking up a lecture and increasing studentparticipation in discussion.

Note-Taking Pairs is a technique in whichpartners cross-check notes for missinginformation and inaccuracies, thus helpingstudents create a superior, combined set of notes.


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C. Creating Tasks That Connect toBroader Course Design.

Fink observes wryly that in his experience, professorsput together courses using one of two main approaches.

The first approach is to create a list of eight to

twelve topics-drawn either from the teachers ownunderstanding of the subject or from the table of contents of a good textbook-and then develop a seriesof lectures to go with. This approach is fast end efficient,but he argues it focuses on the organization of information, paying little or no attention to how thatinformation will be learned.

Fink prefers a second, alternative approach that hedescribes as learner centered. A learner-centeredapproach requires teachers to determine what wouldconstitute high-quality learning in a given situation andthen design that quality into the course and into the

learning experience.


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There are several models for creating alearner-centered course:

Determining the learning goals and

objectives.Identifying activities that help students

achieve the objectives.Creating formative assessment strategies

to ascertain how well students areachieving the objectives in order tomake adjustments.


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Following are two models that structurecollaborative learning tasks so that they reflect a

learner-centered approach.The first uses Blooms Taxonomy of EducationalObjectives (1956), andThe second uses Angelo and Crosss TeachingGoals Inventory and Classroom AssessmentTechniques (1993).


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1. Blooms Taxonomy of Educational Objectives

Curriculum frameworks and individual teachersoften refer to Blooms taxonomy for guidance oncreating learning activities and assessment strategiesthat address multiple levels of learning. It includesthree overlapping domains: cognitive, affective, andpsychomotor.

The cognitive taxonomy is referred to mostfrequently and consists of six levels of learning,including knowledge, comprehension, application,analysis, synthesis, and evaluation.


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Using taxonomy as a guiding frameworkfor designing a learner-centered course might

involve:*Identifying the most important educational

objectives.*Crafting learning activities that focus on the

corresponding level of learning.*Creating Evaluation strategies that assess

learning at the appropriate level.


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Knowledge : it involves remembering previouslylearned material such as definitions, principles,and formulas. Task prompts typically containwords such as define, recall, recognize,

remember, who, what, where, how, and when.>> Round Robin: to ensure students are

actively listening during lecture, form smallgroups and ask students to generate a list as

they recall important pieces of information froma recent lecture.


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Comprehension : it involves understanding the meaning of remembered material, usually demonstrated by restating or citing examples. Typical words used for assignmentsinclude describe, compare, contrast, rephrase, put in your own words, and explain the main idea.

>> Team Matrix: form pairs or small groups and ask

students to discriminate between similar concepts bynoticing and marking on a chart the presence or absence of important, defining features.


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Application: it involves using information in anew context to solve a problem, answer aquestion, or perform a task. Prompts includewords such as apply, classify, use, choose,write an example, and solve.

>> Role Play: create a scenario and askstudents to act out or assume identities thatrequire them to apply their knowledge, skills,or understanding as they speak and act from adifferent, assigned perspective.

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