Collaborative Learning
Collaborative learning approaches
Collaborative learning is an instructional method that emphasizes students working in small
groups to complete a task or reach a common goal. In some cases, students may be responsible
for each other's learning. They become responsible in the sense that while
learning in a group one of the weak students can learn from his/her friends. An
intelligent student or a good student in a class may help improve another friend's knowledge. Hence,
collaborative learning is an approach in which students are heterogeneously divided
into various groups. They are allowed to work in a group. There are varieties of
classroom setups in collaborative learning since students can achieve a higher
level of learning when they work in groups rather than individually.
Collaborative learning is a class in which students are at the center and the teacher is like a coach/guide/motivator. Collaborative learning in mathematics
involves a group of students working together to solve a problem, complete a
task, find the solution to problems or create a product. According to Johnson,
Johnson, and Holubec (1984); a major component of learning includes training
students in the social skills needed to work cooperatively. Hence,
collaborative learning includes participation in activities. A significant
benefit of CL is regarding the groups operating together long enough during
a course. The people in teams will get to know each other and extend their
activities outside of class. Students will contact each
other
to get help with questions or problems they are having, and they will often
continue their communications in later terms (Bean, J., 1996). Collaborative
learning increases interaction between students. CL develops
students' oral communication skills (Yager, S., Johnson, D.W. & Johnson,
R.T., 1985). Students who tutor each other must develop a clear idea of the
concept they are presenting and orally communicate it to their partners (Neer,
M.R., 1987). CL provides the teacher with many opportunities to observe
students interacting, explaining their reasoning, asking questions, and
discussing their ideas and concepts (Cooper, et al., 1984). Hence,
collaborative learning increases oral communication skills. It also develops a higher level of thinking, critical thinking skills, and the creation of knowledge. Collaboration
leads to the creation of knowledge, it includes participation in activities,
and interaction hence it develops a higher level of thinking, critical thinking
skills, oral communication, self-management, and leadership skills.
It also allows freedom for students to express their knowledge and
understanding. It helps to explore new knowledge and ideas. Collaborative learning also focuses on adding the prior knowledge of students with new
information rather than teaching
minds (Teaching
of minds refers to dealing with a subject matter only through the lecture method. Here
teacher only gives on a concept in one way).
ü Sharing
of knowledge between students and teachers
In
traditional classes, the teacher is supposed to be the only source of knowledge and information provider, but in collaborative classes, students and teachers exchange
their knowledge with each other, teacher has fundamental knowledge about the
topic and the students have some knowledge. They share their knowledge interchangeably.
The teacher provides basic knowledge, a basic understanding of the content, and
basic needed skills. Besides, the interchange of knowledge motivates students to be
more attentive.
ü Shared
authority between students and teachers
In
traditional classes, the teacher only has the authority for designing tasks, setting
goals, and assessment of what is being learned. However, in collaborative classes,
students are encouraged to be responsible and autonomous and take ownership of
their learning. It means that in a specific way teachers share authority with
students. Also, the teachers support students to share their knowledge with
other students. In addition, students can ask and examine the topic. Also, they
have an influence on decision-making. These chances are necessary for learning,
inspiring, and self-governing.
ü Teachers
as Mediators
In
collaborative class teacher act as a Guide/Coach/Facilitator/ Learning enabler.
The teacher helps when students get problems with a particular concept. The teacher provides
a way of learning instead of giving a direct solution.
ü Grouping
of Students
In
collaborative classes, students are divided into groups, and each group consists of
students from diverse backgrounds, due to which learning outcomes are high and
versatile as various types of students are involved there, the groups should be
heterogeneous in nature. So in a collaborative classroom, every student
learns from everyone.
Other characteristics are
i. Common task responsibility
ii. Small group learning experiences.
iii. Cooperative employment behavior.
iv. Interdependence among members.
v. Unity among members is achieved.
vi. Support each other.
vii. Individual accountability to the team.
viii. Promotion of critical thinking
Problem-solving approaches
A
problem-solving approach in learning mathematics is a step or a technique of
identifying & defining the problem, analyzing the problem, formulating a tentative hypothesis, testing the hypothesis, and verifying the result
obtained. In other words, problem-solving is also an act of defining a problem;
determining the cause of the problem; identifying, prioritizing, and selecting
alternatives for a solution; and implementing a solution. It is also a planned
attack on the difficulty of finding out a satisfactory solution. Problem-solving in
mathematics involves critical thinking in finding solutions and not just
answers to problems. While using the problem-solving approach in learning
mathematics, students first select and understand the problem then students
will be able to define the problem in his/her own words. After defining the problem
in his/her own words, the students will analyze the given problem and how the
problem can be solved? After analyzing the various aspects of the problem,
he/she will be able to make a hypothesis.
For
example:
Question:
If
the perimeter of a circular park is 880m. Find its radius.
Step
1: Identifying and defining the problem
After
selecting and understanding the problem the child will be able to define the
problem in his own words that
Perimeter:
This is the total length of a curved path or circumference which is given.
Radius:
This is the length from the center to the circumference.
Perimeter:
The given perimeter of 880 m is equal to formula 2
r, the value of Π=22/7
Radius:
It is the value of r
Step
2: Analyzing the Problem
After
defining the problem in his own words, the child will analyze the given problem
and how the problem can be solved
Step
3: Formulating a Tentative Hypothesis
After
analyzing the various aspects of the problem, he will be able to make the hypothesis that the value of the radius can be calculated by substituting the given
value of the perimeter in the formula.
Step
4: Testing Hypothesis
Thus, based on the given data, the child will be able to solve the problem and test the hypothesis.
Learning
and teaching practices that I have experienced during different levels of
school and university
In
context to my experience, my school-level education can be categorized into
basic and secondary levels. My education system was quite teacher-centered in the basic level of schooling. One way of transmission of knowledge was more at this level. We were not actively participating in classroom activities. We did
not get enough chances to involve in open
interaction, group discussion, and presentation. Collaborative learning
approaches were not in practice. Only the teaching of mind system (lecture method or a way of
delivery method by a teacher) was
highly practiced in this level of education. A parrot learning approach was launched at this level. For example, our teacher used to enter a class
and start a lecture on a topic. They used to try to transmit the concept of considering
our mind as empty vessel. Teachers were like knowledge transmitters, and we
were like empty vessels to receive it. Their
knowledge was only taken as reality. Teachers used to engage us in continuous
memorization of subject matters, and oral repetition was done by us, which is
totally a traditional education system. So, there was no proper understanding of
the subject matter.
The
creative ability and cognitive ability were also not tested at this level.
Exercises and home assignments were totally solved by our teacher, and we used to
learn in a parrot learning way, the continuous evaluation process was not used,
and we were driven to a process of learning by listening rather than learning
by doing the process. There were also no progressive ways for the proper
development in language acquisition and connection of subject matter to native
languages. At this level, we used to have hesitation to ask questions, and we used
to have a lot of fear of teachers. Teachers were like a ruler. They were like a
sage on the stage, and we were like their followers. All of us were not getting
equal opportunities in the learning process so collaborative learning approaches
were not followed. Students with different abilities were also not guided with
different dimensions so there were no equal outcomes at this level (All
students were not able to achieve success equally. Their level of competence was not equal.). For example: In a class, there were so many students with different abilities,
some were fast learners, and some were passive learners, but there was no proper use
of materials in classroom teaching, and no different ways of teaching were implemented there besides chalk and talk rigorous
approach. Seat arrangement was also in
conventional ways. Classroom management was also so congested that we were not
free to move around without disturbance.
Problem-solving approaches were not used in this level of learning. We were guided to find the answer to a question rather than finding its solution or the ways of finding a solution. We were not taken to the label of finding solutions, we were totally dependent on teachers for solutions for our exercises. However, sometimes teachers used to award us for our answers or homework. They used to take us to play different games, ask questions and reward us with chocolates and balloons in groups. So, with these aspects, I think my basic level of school was under the developing phase of the practice of collaborative teaching and progressive methods.
Similarly,
my learning experience in the secondary level of education was also mixed up with
conventional and progressive practices but it was quite progressive as compared
to the basic level in my experience. In the secondary level of education, sometimes teachers used to follow the interactive methodology in class with the active
participation of students. In this level of teaching teachers used to engage us
in group works like group discussion, presentation, drawing chart papers, etc., sometimes they used to take us to field visits, excursion, and
observations but also due to a large number of students in the classroom the collaborative
method of education is not effective. Continuous progressive methods were not
followed rather teachers were focused to complete the course. Subject teachers
used to engage us in group work, but the principal used to think that class is
wasting time, being violent, and making noise. The perception was also a bit wrong.
Only taking textbooks and reading line by line was thought of as teaching. Route learning and memorization were high. Teachers used to follow only textbooks as reading material. Extra support or guidance was not there in the students learning
process. Teachers used to use vast languages and were like dominators in class
they used to create pin-drop silence in the classroom and lecture us. In the case of
college-level also there was a large number of students in the classroom so there
were no ways to have individual interaction with teachers, group works,
discussions, etc. Teachers were unknown of students and their abilities.
The regular assessment was not there. Teachers used to come to class and focus on
completing the course on time. They used to keep the classroom silent, and our views, and opinions responses were not taken and addressed.
On
other hand, my university level of education is highly collaborative in my
experience. Here we are learning by doing. Everyone is getting equal
opportunities for presentation, demonstration, and interaction. Equity is also
maintained here. Continuous group work and assignments are given, the way of teaching
and learning is collaborative, and assessment evaluation is done regularly.
Mid-sized groups are formed for effective learning. Classes are taken in a task-based manner, project-based manner. Classroom environments are also
students centered. The classes are fully collaborative. Teachers are like a
facilitator or a guide rather than dominators here, they listen to everyone and respond to all, giving equal chances for participation. Brainstorming flipped
classrooms, and blended learning different approaches are practiced for a better
understanding of students. The classroom is totally technology based. Problem-solving approaches are also used at this level to find solutions to every
question. So, I think the education system at my university level is collaborative
in these aspects. In the university-level education system, we, are getting
knowledge we can retain information and have the ability to analyze and the
transformation of knowledge is also there. Cognitive ability is high, and we
are gaining higher problem-solving abilities. The rote learning process is totally
discouraged. Knowledge of teachers is only not taken as final reality.
Teachers are focused on experiential learning processes. Schooling is taken as
a part of life, not for the life. Exploration in different subject matter is
there.
Problem-solving approaches are used effectively in learning. We were guided to find the solution to a question rather than finding the answer. Students are not dependent on teachers for the solution of our exercises. First students search for the different subject matter and present them in class. Concept of you first, then you are all and then also if the solution doesn't come after then we all will solve the problem is implemented. So, with these dimensions, I think my university level of education is highly collaborative and progressive.
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