Collaborative Learning

Collaborative Learning Honours Specialist Concept Presentation By: David Kleiman Mentor: Kristen Knaggs OISE summer 2010

PresentationOverview Collaborative Learning Misconceptions / considerations / difficulties Value Structures Effective Practices Assignments Assessment

The Good the Bad and the Ugly

Students are accountable for learning in class Socialization – increased value on interpersonal intelligence Student Centered Value of Collaborative Learning Peer teaching / assessment “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 Increased student involvement / interest

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

Why do we fear releasing control? • Let’s try: Round Robin • Teacher asks a questions with multiple possible answers • In groups of 3-4 students take turns sequentially stating their responses #1 Contributes #2 Contributes #4 Contributes #3 Contributes

Why do we fear releasing control? • Variations • Set a time limit • Make 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 #2 #4 #3

Why do we fear releasing control? • Variations • Paraphrase Passport • Before the next student can contribute their answer, they must paraphrase the previous person’s answer #1 #2 #4 #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 questions • Name the parts of the cell (diagnostic) • What are the main topics for this unit • Write the name and formula for as many compounds containing chlorine as possible with correct subscripts • Biotic / abiotic factors (pass around two papers) #1 #2 #4 #3

Round Robin • Examples of RR science questions • Identify and explain different kinds of genetic mutations • How can people reduce their ecological footprints? • What are some ethical concerns surrounding bioengineering of animal species #1 #2 #4 #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

Where does Collaborative Learning fit into the curriculum? • Does it fit with the goals of the Ontario Curriculum?

Where does Collaborative Learning fit into the curriculum?

Where does Collaborative Learning fit into the 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 #2 Students 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

Debunking Misconception #2Students arrive ready to learn in groups. • 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 space • chooses 2-3 of their main ideas • shares their ideas with the group • optional: Record the key ideas in the center

Place Mat

Debunking Misconception #2Students arrive ready to learn in groups. • How to foster a culture of collaborative learning • Provide a safe environment • Allow students to get to know each other (ice breakers) • Setup the classroom in table groups • Strategically plan and regularly change groupings • Be deliberate and explicit with your pedagogy • Provide a variety of tasks to reach different learners

Place Mat (opinions / inputs) • Examples for a Science Class

Place Mat (opinions / inputs) • Variations: • Each group member answers a different question and share at the end

Place Mat (opinions / inputs) • Variations: • Each group member plays the role of a different stake holder

Misconception #3 Group work involves more students by default

Think-Pair-Share • Quick and simple structure to encourage thinking and participation • Think independently about question or problem • Share your ideas with a partner • Share your ideas with the class

Think-Pair-Share

Debunking Misconception #3Group work involves students more by default • Group work is not effective if: • The group can function without all members contributing • Individuals don’t feel accountable • 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. • Pairs numbers off (partner 1 / partner 2) • Teacher announces which partner starts • First partners speaks for a designated length of time, other partner listens (can smile and nod, but cannot talk) • Switch roles • Why not make it a Rally Robin, or add a Paraphrase Passport?

Misconception #4 Learning 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?

Debunking Misconception #4 Learning in groups makes individual assessment and evaluation more challenging. • Collaborative learning IS assessment! • Well planned collaborative learning structures have built in assessment, both peer and teacher • Immediate feedback and remediation by peers!

Debunking Misconception #4 Learning in groups makes individual assessment and evaluation more challenging. • 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 Neutral Disagree 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 departmentto 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

References Bennet 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

Questions? ? ? ?

Misconceptions Considerations / Difficulties Releasing traditional control of our classes will result in excessive socializing or even chaos. Will collaborative learning prepare students for the “real world” / post-secondary education? students arrive ready to learn in groups Group work involves students more by default Group size / hetero vs homogeneous groupings matter Learning in groups makes individual assessment and evaluation more challenging. Can be harder and more time consuming for teacher

Misconceptions • 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 • 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. • 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 • 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

Considerations / Difficulties Will collaborative learning prepare students for the “real world” / post-secondary education? Group size / hetero vs. homogeneous vs. random groupings matter Can be harder and more time consuming for teacher

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.

Collaborative Learning