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    Collaborative and Independent Learning: Ian Patrick Mojica Jonnalyn Torres

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    Jonnalyn Torres
    Collaborative learning involves students working together in small groups to discuss concepts, find solutions, and teach each other. Research shows collaborative learning leads to deeper learning and benefits like improved thinking skills, student retention, and preparation for real-world situations. When using collaborative learning, instructors should establish clear expectations, participation ground rules, and assessment methods. Short in-class activities generally involve introducing a task, providing discussion time, and debriefing. For larger projects, instructors should facilitate group cohesion and assign roles while still allowing student autonomy. Independent learning involves students taking ownership of their own learning by setting goals, making choices, and assessing themselves.

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    Collaborative and Independent Learning: Ian Patrick Mojica Jonnalyn Torres

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    Jonnalyn Torres
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    Collaborative learning involves students working together in small groups to discuss concepts, find solutions, and teach each other. Research shows collaborative learning leads to deeper learning and benefits like improved thinking skills, student retention, and preparation for real-world situations. When using collaborative learning, instructors should establish clear expectations, participation ground rules, and assessment methods. Short in-class activities generally involve introducing a task, providing discussion time, and debriefing. For larger projects, instructors should facilitate group cohesion and assign roles while still allowing student autonomy. Independent learning involves students taking ownership of their own learning by setting goals, making choices, and assessing themselves.

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    Collaborative learning involves students working together in small groups to discuss concepts, find solutions, and teach each other. Research shows collaborative learning leads to deeper learning and benefits like improved thinking skills, student retention, and preparation for real-world situations. When using collaborative learning, instructors should establish clear expectations, participation ground rules, and assessment methods. Short in-class activities generally involve introducing a task, providing discussion time, and debriefing. For larger projects, instructors should facilitate group cohesion and assign roles while still allowing student autonomy. Independent learning involves students taking ownership of their own learning by setting goals, making choices, and assessing themselves.

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    124 views9 pages

    Collaborative and Independent Learning: Ian Patrick Mojica Jonnalyn Torres

    Uploaded by

    Jonnalyn Torres
    Collaborative learning involves students working together in small groups to discuss concepts, find solutions, and teach each other. Research shows collaborative learning leads to deeper learning and benefits like improved thinking skills, student retention, and preparation for real-world situations. When using collaborative learning, instructors should establish clear expectations, participation ground rules, and assessment methods. Short in-class activities generally involve introducing a task, providing discussion time, and debriefing. For larger projects, instructors should facilitate group cohesion and assign roles while still allowing student autonomy. Independent learning involves students taking ownership of their own learning by setting goals, making choices, and assessing themselves.

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    COLLABORATIVE

    AND INDEPENDENT
    LEARNING
    Ian Patrick Mojica
    Jonnalyn Torres
    Collaborative Learning
    ◦ Collaborative learning can occur peer-to-peer or
    in larger groups. Peer learning, or peer
    instruction, is a type of collaborative learning that
    involves students working in pairs or small groups
    to discuss concepts or find solutions to problems.
    Similar to the idea that two or three heads are
    better than one, educational researchers have
    found that through peer instruction, students
    teach each other by addressing
    misunderstandings and clarifying misconceptions.
    Why Use Collaborative Learning?
    ◦ Research shows that educational experiences that are active, social, contextual, engaging,
    and student-owned lead to deeper learning. The benefits of collaborative learning include:
    • Development of higher-level thinking, oral communication, self-management, and
    leadership skills.
    • Promotion of student-faculty interaction.
    • Increase in student retention, self-esteem, and responsibility.
    • Exposure to and an increase in understanding of diverse perspectives.
    • Preparation for real life social and employment situations.
    Considerations for Using Collaborative
    Learning
    • Introduce group or peer work early in the semester to set clear student expectations.

    • Establish ground rules  for participation and contributions.

    • Plan for each stage of group work.


    • Carefully explain to your students how groups or peer discussion will operate and how students will be
    graded.
    • Help students develop the skills they need to succeed, such as using team-building exercises or introducing
    self-reflection techniques.
    • Consider using written contracts.

    • Incorporate  self -assessment and  peer  assessment for group members to evaluate their own and others'


    contributions.
    Getting Started with Collaborative Learning
    ◦ Shorter in-class collaborative learning activities generally involve a three-step process. This
    process can be as short as five minutes, but can be longer, depending on the task at hand.

    • ntroduce the task. This can be as simple as instructing students to turn to their neighbor to
    discuss or debate a topic.
    • Provide students with enough time to engage with the task. Walk around and address any
    questions as needed.
    • Debrief. Call on a few students to share a summary of their conclusions. Address any
    misconceptions or clarify any confusing points. Open the floor for questions.
    For larger group work projects, here are some
    strategies to help ensure productive group dynamics:
    ◦ Provide opportunities for students to develop rapport and group cohesion through  icebreakers, team-
    building, and reflection exercises.
    • Give students time to create a group work plan allowing them to plan for deadlines and divide up their
    responsibilities.
    • Have students  establish ground rules. Students can create a contract for each member to sign. This
    contract can include agreed-upon penalties for those who fail to fulfill obligations.
    • Assign roles to members of each group and change the roles periodically. For example, one student can be
    the coordinator, another the note-taker, another the summarizer, and another the planner of next steps.
    • Allow students to rate each other’s quality and quantity of contributions. Use these evaluations when
    giving individual grades, but do not let it weigh heavily on a student's final grade. Communicate clearly how
    peer assessment will influence grades.
    • Check in with groups intermittently but encourage students to handle their own issues before coming to
    you for assistance.
    Independent Learning

    ◦ Independent learning is a method or learning process where


    learners have ownership and control of their learning – they
    learn by their own actions and direct, regulate, and assess their
    own learning. The independent learner is able to set goals,
    make choices, and decisions about how to meet his learning
    needs, take responsibility for constructing and carrying out his
    own learning, monitor his progress toward achieving his
    learning goals, and self-assess the learning outcomes.

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