A SEMINAR

ON
COLLABORATIVE LEARNING: EMERGING TREND
OF LEARNER CENTERED TEACHING
Submitted to: Submitted by:
Department of Education Navjot Kaur
Kurukshetra University, Roll No. 0
Kurukshetra !."hil. Education
DEPARTMENT OF EDUCATION
URUSHETRA UNIVERSIT!" URUSHETRA
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CONTENTS
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RE/EREN&E.

COLLABORATIVE LEARNING: EMERGING TREND OF LEARNER
CENTERED TEACHING
I)t*odu+tio)
#n $raditional Education methodolo1ies, $eachers direct the learnin1 process ,
.tudents assume a receptive role in their education. 0ith the advent of "ro1ressive
Education in the 2
th
century , the influence of psycholo1ists, education have
emphasi3ed on stren1th of active learnin1, 1roup 4ased learnin1, interactive learnin1
, also takin1 care of learner5s dynamic potentialities. $eachin1 is not tellin1. .tudents
need to 4e en1a1ed in the lesson to 4e attentive , learn efficiently. 'earner centred
teachin1 is an approach of teachin1 that focus on student learnin1 rather than on 6hat
teacher is doin1. #t is not one specific teachin1 method. !any different instructional
techni7ues can 4e used such as colla4orative learnin1, cooperative learnin1, peer
teachin1, 1roup projects, individuali3ed learnin1 and so on.
Co,,-bo*-ti.e Le-*)i)/
&olla4orative learnin1 refers to an instructional method in 6hich 1roups of
learners 6ork to1ether to solve a pro4lem, complete a task or create a product to6ards
a common 1oal.
(ccordin1 to +erlach, 8&olla4orative learnin1 is 4ased on the idea that learnin1
is a naturally social act 6hich the participants talk amon1 themselves 9+erlach,
22:;. $he learners are responsi4le for one another5s learnin1 as 6ell as their
o6n.<
#t is just one form of learner centered teachin1 practiced in classroom. %ther
forms include=
#ndividualised 9criterion 4ased 1radin1 system;
&ompetitive 9norm 4ased 1radin1 system;
-ere, the learnin1 occurs throu1h active en1a1ement amon1 peers, either face
to face or computer discussions 9online forums, chat rooms etc.;.
/or e>ample= ( 1roup of students discussion1 a lecture or students from
different schools 6orkin1 to1ether over the internet on a shared assi1nment,
like desktop pu4lishin1.
C0-*-+te*i1ti+1 o2 Co,,-bo*-ti.e Le-*)i)/
(ccordin1 to 'ejeune, 222, the main characteristics are=
Commo) Go-,: Developin1 , sharin1 a common 1oal.
Sm-,, G*ou3 Le-*)i)/: +enerally ?@A peopleB lar1er teams have difficulty in
keepin1 everyone involved.
Coo3e*-ti.e Be0-.iou*: Each mem4er empo6ers the other to speak,
contrti4ute , consider other5s contri4utions too.
I)te*de3e)de)+e: !em4ers 6ork as a team to succeed to1ether.
I)di.idu-, Re13o)1ibi,ity: .hared responsi4ility 4y respondin1 , 6orkin1 to
understand other5s 7uestions, insi1hts , solutions.
A++ou)t-bi,ity: #ndividual as 6ell as mutual accounta4ility to do the assi1ned
role.
St*-te/ie1 o2 Co,,-bo*-ti.e Le-*)i)/
$he most commonly employed strate1ies of colla4orative learnin1 techni7ues
are=
%4 T0i)5'3-i*'10-*e67*ite'3-i*'10-*e
$his strate1y has dramatic results 6hen employed in classroom. (fter a 4it of
lecturin1, a !&C is asked or learner comprehension is checked. (fter countin1
the vote to each voice, learner is asked to pair up , e>plain their ans6ers, then
take the vote a1ain. (lmost inevita4ly, the num4er of votes for the ri1ht
ans6ers increases dramatically.
.tudents remains en1a1ed , their metaco1nition is enhanced 9they 4ecome
more a6are of 1aps in their thinkin1;.
#4 T0*ee Ste3 I)te*.ie7: .tudents in partners, intervie6 each other, then report 6hat
they learn to another pair helps
.tudent net6ork 6ith each other , develop communication skill.
&4 8i/'S-7 Te+0)i9ue: #n Di1sa6, 1roup mem4er are 4roken into smaller 1roupsB each
small 1roup 6orks on some aspect of the same pro4lem, 7uestion or issue. $hey then
share their part of the pu33le 6ith the lar1e 1roup.
#deal for la4oratory , desi1n projects.
$he su4@1roups colla4oration allo6 students to 4ecome Ee>pert5 in the
assi1ned topic. .tudents then return to their primary 1roup to educate
others.
(4 Rou)d Robi)6Rou)d T-b,e: #deas are 1enerated 4y speakin1 in order, movin1 one
student to the ne>t.
.tructures 4rainstormin1 sessions
"articipation of all students is ensured.
:4 G*ou3 G*id: #nstructor creates a 1rid or matri> 4ased on several cate1ories. .tudents
use the +rid to classify course concepts. (fter 1rid completion, instruction sho6s
correct versionB students compare their 6ork, ask 7uestions , revise their ideas.
.tudents process , reco1ni3e information 6hich is 4etter than simply
re@readin1 it.
Co,,-bo*-ti.e Le-*)i)/ A+ti.itie1
#t is important to understand the various methods of colla4orative learnin1 to
ma>imi3e success in a classroom. $he o4jectives of a teachers 6ill effectively
determine the type of colla4orative learnin1 method needed in the classroom.
Ob;e+ti.e Met0od P*o+edu*e
1. ERecall5 , performin1
step@4y@step skills
+roup $utorin1 ,
"eer $utorin1
$ask is assi1ned to 1roupsB
students su4mit their
performance status, 1et
revie6ed. +ap is filled 9if any;
, then apply to practical real
6orld situation.
2. "romotin1 active
participation,
increased motivation
+roup pro4lem
solvin1
.tudents 6ork to1ether to solve
a pro4lem, includin1 in7uiry
4ased learnin1, authentic ,
discovery learnin1.
3. $o stimulate interest
, to provoke 1ood
discussion 6hen
1roup is slo6 in
participation
&oncentric circles from t6o concentric circles.
#nterior 1roup discusses a topic
6hile the e>terior 1roup
o4serves. Reverse roles as
needed.
4. $o develop critical
thinkin1 , co1nitive
understandin1
&ase study .tudents investi1ate , analyse
the situation, pro4lem or issueB
share their analysis till the
6hole case study has 4een
addressed.
5. /or 1reater 1roup
participation
+roup Discussion "reparin1 to develop discussion
outlineB leader 1uides the
discussion , encoura1e every
mem4er to participate
6. $o stimulate interest
, provoke 4etter
discussion
"anel discussion &onversational discussion
amon1 selected mem4ers of a
1roup 6ith a leader , rest as
audience.
7. $o 4rin1 outDe4ate ( pro , con discussion of a
difference of opinion
on a controversial
7uestion in an open
friendly manner.
controversial issue to convince
audience rather than displayin1
skill in attackin1 opponent.
8. 0hen specific
information is desired
.ymposium ( topic 4roken into various
phasesB each part is presented
4y e>pert in a concise speech.
2. $o 1et ne6 ideas ,
release individual thinkin1
up ideas
)rainstormin1 Each 1roup mem4er contri4ute
ideas , storm a pro4lem 6ith
4rains
0.$o develop clear
insi1ht into feelin1 of
learner
.imulationF Role
"layin1
Role is defined to every 1roup
mem4er 4ased on a 1iven
theme. Enactin1 the scene,
o4servin1 , discussin1 thin1s
as specific 4ehavior.
De1i/)i)/ G*ou3 <o*5 A11i/)me)t1
&olla4orative learnin1 is likely to 1o more smoothly if an appropriate conte>t is
4uild up in an educational settin1. $his means=@
=%4 St*u+tu*i)/ Co,,-bo*-ti.e Le-*)i)/ T-151: Desi1nin1 tasks that ensures
colla4orative , foster the kind of thinkin1 important for learnin1. #t includes
a; .et learnin1 1oals 9kno6led1e, skills, a4ilities etc.;
4; $ask "rompts 9Cuestions that induce desired kind of thinkin1;
c; 0hat kind of interaction should take placeG 9Di1sa6 !ethod Round ta4le
etc.;
=#4 O*ie)ti)/ > T*-i)i)/ Stude)t1 to P-*ti+i3-te: $o ensure full participation of 1roup
mem4ers, students are oriented 4y=
a; &reatin1 1roup roles
4; &onductin1 a pre@test etc.
=&4 Fo*mi)/ G*ou31: &omposition of the 1roup influence ho6 they function 6ell in a
4alanced 6ay. +roups provides (cademic .upport as 6ell as a social structure outside
the academic 6orld.
Ty3e1 o2 G*ou31:'
I)2o*m-, G*ou3 Fo*m-, G*ou3 B-1e G*ou3
have short lifetime 9fe6
minutes to class period;
last several days to
several 6eeks
last the entire semester
are 1enerally created
7uickly or ad hoc
re7uire more plannin1
as to si3e ,
re7uire plannin1 as to
si3e , composition of
composition of 1roup 1reater structured 1roup
have ne6 mem4ers 6ith
each ne6 class day
have the same 1roup
mem4er throu1hout ,
e>istence
have a constant
mem4ership
are especially useful
durin1 lecturesB make
learner remain attentive
have a specific purpose have a specific
purposeFtask to
complete
Homo/e)ou1 G*ou3 Hete*o/e)eou1 G*ou3
the mem4ers of the 1roup fall on almost
similar academic a4ilityB same 1enderB
same ethnic 4ack1round or similar
socio@economic status
!em4ers of the 1roup fall on diverse
ran1e of a4ilities irrespective of the
1ender or any 4ack1roundFstatus
are 1enerally student selected 1roups are either instructor assi1ned or
randomly assi1ned 1roups
ensures productive result on account of
similar standards of 1roup mates
ensures opportunities for peer tutorin1 ,
supportB improve cross@1ender , cross@
ethnic relations.
=(4 F-+i,it-ti)/ Stude)t Co,,-bo*-tio): #nstructor facilitates student colla4oration 4y=
&larifyin1 colla4oration e>pectation
!onitorin1 1roup 6ork on class or online.
/ollo6in1 interactionist model
&larify the o4jectives
#ntroducin1 , e>plainin1 the activity
%ut line the procedure
+ive e>amples if needed
Remindin1 1roups of 1round rules for 1roups selection
"rovide $ask "rompt , .et $ime 'imit
%4serve, !onitor , #nteract
=:4 G*-di)/6E.-,u-tio): #nstructor create a detailed e>planation of his e>pectations ,
then do evaluation
9a; /or 1roup 1radin1 as 6ell as individual accounta4ility, scores are provided.
94; "eer , self assessment is incorporated to check in on assi1nment pro1ress as 6ell as
1roup dynamics
9c; $he com4ined 1radin1 and assessment 1enerates the evaluated 1roup product
9d; /acilitator feed4ack , 6elcome feed4ack 1ives form students too.
Ad.-)t-/e1
1. Development of -i1her level thinkin1, oral communication, self mana1ement
, leadership skills.
2. "romotion of student@faculty interaction
3. "romotes positive attitude to6ards the su4ject matter
4. "reparation for real life social , employment situations
5. "romotes learnin1 1oals rather than performance 1oals
6. (ctive participation maintains attention of learners
7. .tudents learn ho6 to critici3e ideas, not people so positive , healthy social
relationships are stren1thened.
Limit-tio)1
&olla4orative learnin1 is a positive method of classroom education 4ut has its
limitations as 6ell=
1. Di22e*e)t <o*5 S3eed o2 G*ou3 Membe*1: $he slo6 paced mem4er is forced
to catch up faster or some mem4ers 6aitin1 for the others to 1et tuned fast may
result tensions and conflict.
2. U)+om2o*t-b,e Membe*1: Cuiet , shy students are reluctant to participate.
3. O.e*bu*de): .tron1 students are left to teach 6eak students , demonstrate.
.o they fell over4urdened.
4. Po7e* St*u//,e: ( more talented mem4er may come up 6ith ans6erB dictate
to the 1roup or 6ork separately sho6in1 dominance.
5. R-+i-, > Ge)de* I)e9u-,itie1: .ometimes 1roup learnin1 reinforce
stereotypes, 4iases , vie6s of science , math as a male domain. !ale students
may discredit females.
6. Time Co)1umi)/: +roup activities take more time than independent 6orkB
this may hinder learnin1 tune in a classroom.
Edu+-tio)-, Im3,i+-tio)1 o2 Co,,-bo*-ti.e Le-*)i)/
1. &olla4orative learnin1 is especially useful in lan1ua1e learnin1 6here
interactions are direct, first hand , full of practice.
2. #t provides 6eaker students 6ith e>tensive one@on@one tutorin1.
3. #t encoura1es co1nitive rehearsal@ "rovidin1 stron1 students 6ith deeper
understandin1 that comes only form teachin1 material.
4. #t Enhances !etaco1nition of .tudents 6hen they 4ecome more a6are of
1aps in their thinkin1.
5. #t develops self discipline amon1 students.
6. #t ensures 4etter attendance , 'ikes for the diverse su4jects , activities.
7. &lassroom , test an>iety is si1nificantly reduced.
8. .tudents sho6 interest in e>tracurricular activities participation.
9. .kill 4uildin1 , practice can 4e enhanced throu1h such activities in , out
of class.
10. &olla4orative techni7ues can 4e used in conjunction 6ith other educational
techni7ues@ constructivism , in7uiry approach.
Co)+,u1io)
$he learner centered medium allo6s learner to demonstrate their kno6led1e,
practice 4etter in order to meet learnin1 1oals , enhance academic success.
&olla4orative learnin1, 4ein1 the core of the learner centered teachin1, can help
students meet national, state or local standards. Different colla4orative activities
ran1in1 from mastery of 4asic skills to hi1her order thinkin1 can 4e channeli3ed 4y
the teacher properly to meet these standards.
Re2e*e)+e1:
1. )arkely, E./., &ross, K.". , -o6ell !ajor, &. 9H00A;. &olla4orative learnin1
techni7ues= ( hand4ook for colle1e faculty. .an /rancisco= Dossey@)ass
"u4lications.
2. )ruffer, K.(. 922I;. &olla4orative learnin1= -i1her Education,
interdependence, and the authority of Kno6led1e. )altimore= $he Dohns
-opkins University "ress.
3. Davis, ).+. 9H002;. $ools for teachin1 9H
nd
ed.;. .an /rancisco= Dossey )ass
"u4lications.
4. +okhale, (. (nuradha. &olla4oratrive 'earnin1 enhances critical thinkin1.
Doural of $echnolo1y Education, *ol. J9;.
5. http=FF666.facultyfocus.comFarticlesFeffective@teachin1@strate1ies.html
6. http=FF666.thirteen.or1FedonlineFconceptHclassFcoopcolla4.
7. http=FFtep.uore1on.eduFresourcesFli4rarylinksFarticles.4enefitis.html