Useful Concepts from Useful Concepts from Collaborative Learning Collaborative Learning Techniques: A Handbook Techniques: A Handbook for College Faculty for College Faculty (2004)(2004)

by Elizabeth F. Barkley, by Elizabeth F. Barkley, K. Patricia Cross, and K. Patricia Cross, and Claire Howell MajorClaire Howell Major

PowerPoint by Adam Kempler (click to continue)PowerPoint by Adam Kempler (click to continue)Material reprinted and posted with permissionMaterial reprinted and posted with permission

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning

What is the pedagogical rationale for What is the pedagogical rationale for collaborative learning?collaborative learning?

A basic tenet of modern cognitive A basic tenet of modern cognitive theory: “learners must be actively theory: “learners must be actively engaged in learning” (10). engaged in learning” (10).

Furthermore, neurologists and cognitive Furthermore, neurologists and cognitive scientists agree that “students must be scientists agree that “students must be actively engaged in building their own actively engaged in building their own minds” (25) by “actively constructing minds” (25) by “actively constructing the mental structures that connect and the mental structures that connect and organize isolated bits of information” organize isolated bits of information” (11). (11).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning ““Alexander Astin’s large-scale statistical Alexander Astin’s large-scale statistical

studies across hundreds of colleges and studies across hundreds of colleges and thousands of students, using twenty-thousands of students, using twenty-two measures of student learning two measures of student learning outcomes, concluded that two factors outcomes, concluded that two factors had a special potency in academic had a special potency in academic achievement, personal development, achievement, personal development, and student satisfaction with college: and student satisfaction with college: interactions with fellow students and interactions with fellow students and interactions with faculty members” interactions with faculty members” (15). (15).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning Richard Light and colleagues interviewed Richard Light and colleagues interviewed

570 Harvard undergraduates “to see what 570 Harvard undergraduates “to see what learning experiences they valued most in learning experiences they valued most in their college years.” He concluded, their college years.” He concluded, “Students who get the most out of college, “Students who get the most out of college, who grow the most academically, and who who grow the most academically, and who are the happiest, organize their time to are the happiest, organize their time to include interpersonal activities with faculty include interpersonal activities with faculty members, or with fellow students built members, or with fellow students built around substantive, academic work” (15).around substantive, academic work” (15).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning

Barkley, Cross, and Major point out, “The grand Barkley, Cross, and Major point out, “The grand synthesis of research on learning in college is synthesis of research on learning in college is widely known as the widely known as the Seven Principles for Good Seven Principles for Good Practice in Undergraduate EducationPractice in Undergraduate Education” (16).” (16).

Good practice in undergraduate education does Good practice in undergraduate education does the following:the following:1. encourages contact between students and faculty, 2. develops reciprocity and cooperation among students, 3. encourages active learning, 4. gives prompt feedback, 5. emphasizes time on task, 6. communicates high expectations, and 7. respects diverse talents and ways of learning.

The first three principles are the backbone of The first three principles are the backbone of collaborative learningcollaborative learning

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning Johnson and colleagues at U of Minnesota Johnson and colleagues at U of Minnesota

studied three learning structures: studied three learning structures: cooperative, competitive, and cooperative, competitive, and individualistic.individualistic.

Johnson observed, “In extensive meta-Johnson observed, “In extensive meta-analyses across hundreds of studies, analyses across hundreds of studies, cooperative arrangements were found cooperative arrangements were found superior to either competitive or superior to either competitive or individualistic structures on a variety of individualistic structures on a variety of measures, generally, showing higher measures, generally, showing higher achievement, higher-level reasoning, achievement, higher-level reasoning, more frequent generation of new ideas more frequent generation of new ideas and solutions, and greater transfer of and solutions, and greater transfer of what is learned in one situation to what is learned in one situation to another” (18). another” (18).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning In-class versus out-out-class In-class versus out-out-class

collaborative learningcollaborative learning Barkley, Cross, and Major note, “Out-of-Barkley, Cross, and Major note, “Out-of-

class meetings (typically study sessions) class meetings (typically study sessions) have greater effects on achievement have greater effects on achievement than in-class collaboration, but in-class than in-class collaboration, but in-class collaborations have more favorable collaborations have more favorable effects on student attitudes than out-of-effects on student attitudes than out-of-class meetings” (19). class meetings” (19).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning What about student satisfaction?What about student satisfaction? Johnson found that “students who study Johnson found that “students who study

under various forms of peer under various forms of peer interaction. . . have more positive interaction. . . have more positive attitudes toward the subject matter, attitudes toward the subject matter, increased motivation to learn more increased motivation to learn more about the subject, and are better about the subject, and are better satisfied with their experience than satisfied with their experience than students who have less opportunity to students who have less opportunity to interact with fellow students and interact with fellow students and teachers” (19). teachers” (19).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning Which students benefit the most from Which students benefit the most from

collaborative learning?collaborative learning? Barkley, Cross, and Major explain that Barkley, Cross, and Major explain that

“non-traditional college students prefer “non-traditional college students prefer cooperative group learning and stand cooperative group learning and stand to benefit more from it than traditional to benefit more from it than traditional students”; non-traditional students students”; non-traditional students include women, minorities, adult and include women, minorities, adult and re-entry students, commuters, and re-entry students, commuters, and international students (21). international students (21).

Part 1: The Case for Part 1: The Case for Collaborative LearningCollaborative Learning What about the best What about the best

lecture/discussion versus the best lecture/discussion versus the best collaborative learning?collaborative learning?

Wright et al. found that students in Wright et al. found that students in cooperative learning classes “had cooperative learning classes “had quantifiably better reasoning and quantifiably better reasoning and communication skills” than students communication skills” than students taught in lecture/discussion classes taught in lecture/discussion classes (22). (22).

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning Before starting collaborative learning, Before starting collaborative learning,

understand your own teaching style understand your own teaching style and goals.and goals.

Try taking Grasha’s Teaching Style Try taking Grasha’s Teaching Style Inventory online at Inventory online at http://www.iats.com/publications/TSI.hthttp://www.iats.com/publications/TSI.htmlml (28). (28).

Try taking Angelo and Cross’s Try taking Angelo and Cross’s Teaching Goals Inventory at Teaching Goals Inventory at http://fm.iowa.uiowa.edu/fmi/xsl/tgi/dahttp://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layouta_entry.xsl?-db=tgi_data&-lay=Layout01&-viewt01&-view (64). (64).

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning Orient studentsOrient students Include a collaborative learning Include a collaborative learning

policy in your syllabus that policy in your syllabus that “summarizes why, how, and in “summarizes why, how, and in what ways collaborative learning what ways collaborative learning will be a part of the course” (35). will be a part of the course” (35).

Show students the benefits of Show students the benefits of collaboration through, for collaboration through, for example, an individual quiz example, an individual quiz followed by a group quiz on the followed by a group quiz on the syllabus.syllabus.

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning Form groupsForm groups Consider group type: informal Consider group type: informal

(brief), formal (sustained for a (brief), formal (sustained for a project), base (full semester)project), base (full semester)

Both groups of 2 (maximize Both groups of 2 (maximize involvement) and groups of 5 work involvement) and groups of 5 work well (44).well (44).

Instructor-selected, heterogeneous Instructor-selected, heterogeneous groups often work better than groups often work better than student-selected or random student-selected or random groups. groups.

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning

Structure the collaborative task Structure the collaborative task (56)(56)

1.1. Assignment relates to course Assignment relates to course objectivesobjectives

2.2. Task matches students’ skillsTask matches students’ skills

3.3. Task promotes interdependenceTask promotes interdependence

4.4. Try to ensure individual Try to ensure individual accountabilityaccountability

5.5. Plan each phase of the activityPlan each phase of the activity

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning The learning task promptThe learning task prompt Modern research confirms “John Modern research confirms “John

Dewey’s basic premise that significant Dewey’s basic premise that significant learning starts with the learner’s active learning starts with the learner’s active engagement with a problem” (57). engagement with a problem” (57).

Bean advises that “generally speaking, Bean advises that “generally speaking, learning tasks should be open-ended, learning tasks should be open-ended, require critical thinking with require critical thinking with supporting evidence or arguments. supporting evidence or arguments. Tasks should promote controversy, Tasks should promote controversy, result in some type of group product, result in some type of group product, and be directed toward a learning goal and be directed toward a learning goal of the course” (57). of the course” (57).

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning When creating collaborative learning When creating collaborative learning

tasks, keep in mind the six levels of tasks, keep in mind the six levels of Bloom’s cognitive taxonomy: Bloom’s cognitive taxonomy: knowledge, comprehension, application, knowledge, comprehension, application, analysis, synthesis, and evaluation (59).analysis, synthesis, and evaluation (59).

Barkley, Cross, and Major note, Barkley, Cross, and Major note, “arguably, the most effective courses “arguably, the most effective courses tend to reflect the entire taxonomy in tend to reflect the entire taxonomy in goals, activities, and assessment” (60). goals, activities, and assessment” (60).

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning

Facilitating student collaboration (69)Facilitating student collaboration (69) Observe and interact with all groups Observe and interact with all groups

(supportive rather than directive)(supportive rather than directive) Solve problems Solve problems

– Inequitable participation (talk to students)Inequitable participation (talk to students)– Resistance to group work (clarify rewards)Resistance to group work (clarify rewards)– Off-task behavior (set hard-to-reach time Off-task behavior (set hard-to-reach time

limit and move closer to off-task students)limit and move closer to off-task students) Group ReportsGroup Reports Closure: synthesis, additions, Closure: synthesis, additions,

corrections, implications, etc. corrections, implications, etc.

Part 2: Implementing Part 2: Implementing Collaborative LearningCollaborative Learning Grading and evaluating collaborative Grading and evaluating collaborative

learning (83)learning (83) Don’t grade everything (but collect Don’t grade everything (but collect

everything)everything) View grading as a tool for learningView grading as a tool for learning Have students evaluate some of their Have students evaluate some of their

own work and the work of othersown work and the work of others Instructors may give individual (2/3) Instructors may give individual (2/3)

and group (1/3) scores on projectsand group (1/3) scores on projects Include self-evaluation: reflection. Include self-evaluation: reflection.

John Dewey said, “We don’t learn by John Dewey said, “We don’t learn by experience. We learn by reflecting on experience. We learn by reflecting on experience.”experience.”

Part 3: Collaborative Part 3: Collaborative Learning TechniquesLearning Techniques Techniques for DiscussionsTechniques for Discussions

1.1. Think-Pair-Share (104)Think-Pair-Share (104)

2.2. Round Robin (108)Round Robin (108)

3.3. Buzz Groups (112)Buzz Groups (112)

4.4. Talking Chips (117)Talking Chips (117)

5.5. *Three-Step Interview (121)*Three-Step Interview (121)

6.6. *Critical Debates (126)*Critical Debates (126)

*Moderate to high online *Moderate to high online transferability transferability

Part 3: Collaborative Part 3: Collaborative Learning TechniquesLearning Techniques

Techniques for Reciprocal TeachingTechniques for Reciprocal Teaching1.1. *Note-Taking Pairs (135)*Note-Taking Pairs (135)2.2. *Learning Cell (140)*Learning Cell (140)3.3. *Fishbowl (145)*Fishbowl (145)4.4. *Role Play (150)*Role Play (150)5.5. *Jigsaw (156)*Jigsaw (156)6.6. *Test-Taking Teams (163)*Test-Taking Teams (163)

*Moderate to high online *Moderate to high online transferabilitytransferability

Part 3: Collaborative Part 3: Collaborative Learning TechniquesLearning Techniques Techniques for Problem SolvingTechniques for Problem Solving

1.1. Think-Aloud Pair Problem Solving (172)Think-Aloud Pair Problem Solving (172)2.2. *Send-A-Problem (177)*Send-A-Problem (177)3.3. *Case Study (182)*Case Study (182)4.4. *Structured Problem Solving (188)*Structured Problem Solving (188)5.5. *Analytic Teams (193)*Analytic Teams (193)6.6. *Group Investigation (199)*Group Investigation (199)

*Moderate to high online *Moderate to high online transferabilitytransferability

Part 3: Collaborative Part 3: Collaborative Learning TechniquesLearning Techniques

Techniques Using Graphic Techniques Using Graphic Information OrganizersInformation Organizers

1.1. Affinity Grouping (207)Affinity Grouping (207)

2.2. Group Grid (211)Group Grid (211)

3.3. Team Matrix (216)Team Matrix (216)

4.4. Sequence Chains (221)Sequence Chains (221)

5.5. Word Webs (226)Word Webs (226)

*Moderate to high online transferability*Moderate to high online transferability

Part 3: Collaborative Part 3: Collaborative Learning TechniquesLearning Techniques

Techniques Focusing on WritingTechniques Focusing on Writing1.1. *Dialogue Journals (236)*Dialogue Journals (236)2.2. *Round Table (241)*Round Table (241)3.3. *Dyadic Essays (246)*Dyadic Essays (246)4.4. *Peer Editing (251)*Peer Editing (251)5.5. *Collaborative Writing (256)*Collaborative Writing (256)6.6. *Team Anthologies (262)*Team Anthologies (262)7.7. *Paper Seminar (267)*Paper Seminar (267)*Moderate to high online transferability*Moderate to high online transferability

The EndThe End

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