Most obvious, each theory/model discussed in the unit on Collaborative Instruction incorporates group work in some fashion. The Cooperative Learning theory may be the theory which best promotes group work – or rather group success. Students need one another in order to complete the group’s task….enforcing positive interdependence. Particularly with the jigsaw approach – each group member must research a particular topic and in the end will be responsible for teaching their group members about the topic for which they were responsible. If one group member doesn't follow through with their research, then the others in the group will be penalized.
Also, each theory/model allows students to complete authentic activities which allow learning to take place in situations that are more real than contrived. Authentic activities also allow for multiple interpretations and outcomes. Rather than yielding a single solution, authentic activities allow for diverse and sometimes competing solutions. Students are able to solve real-world problems when these learning theories are implemented in the classroom.
Active Learning definitely comes to mind while discussing these collaborative theories. All collaborative learning models discussed fit under the Active Learning umbrella where learning becomes the responsibility of the learner.
The one theory which seems the least “collaborative” and doesn't promote group work as well as the other theories/models discussed is the Cognitive Apprenticeship theory. This constructivist approach to learning emphasizes the relationship between the expert (teacher) and the apprentice (student). The steps involved in Cognitive Apprenticeship do not blatantly state “group work” as part of the process, however, it is not to say that this approach cannot benefit from the inclusion of group work.
What are your initial reactions to these Collaborative learning theories/models? What are barriers to their use? What benefits might be expected for those who overcome the barriers?
One barrier which comes to mind is one which may be encountered when putting the Cooperative Learning theory into practice. Because students are placed into heterogeneous groups – the students which normally perform better may not do as well when grouped with students who are poor performers.
Disinterested students would also be a barrier in these Collaborative approaches. Because students must be an active participant in their learning, a disinterested student will not perform well. This will always be a problem in any type of instruction, however this problem with not only affect the disinterested student but also his/her group members.
When barriers (like the ones described above) are overcome, students will learn to work with a diverse population. The “quiet” more passive students will learn to work with more aggressive students. The “faster” learners will learn to slow down for “slower” ones and vice versa. Ultimately, students will encounter these same situations once they are out of school, so learning to work with people who are different will be very beneficial.
Would you attempt to use any of these Collaborative theories/models with the students you are currently teaching or hope to teach in the future? Why or why not?
If I were to implement one of these models, I’d likely choose the Cooperative Learning model and in particular, the jigsaw method. This method teaches students to be efficient – it also prepares students for working in groups outside of the classroom. The jigsaw method promotes discussion, peer learning, problem-solving….and the list goes on. All of which are valuable outside the classroom.
This method also allows the instructor to spend less time lecturing on a topic – teachers become facilitators. Time being of utmost importance for instructors – the time it takes to carry out this technique can generally take the same amount of time it would take to lecture on the given topic. There is little work that the instructor would need to do in advance to carry out the jigsaw method. I can also envision the jigsaw method being accomplished in the online environment. With the addition of various web 2.0 tools – the method can be successful in an online course.
What Web-based tools or resources could be leveraged to carry out these learning theories/models online?
Wikis – Google docs, Wikispaces
Online Discussion Forums (not synchronous) – Collaborize Classroom, Google groups, Discussion Forum tools are normally “built-in” as part of any learning management system.
Synchronous collaboration tools – Blackboard Collaborate, Google Hangouts, Skype, Webex
Mind Mapping – bubbl.us, MindMeister, FreeMind
Web Presentation – Prezi, Slideshare, Sliderocket, Voicethread, Google sites
