Cooperative and Colaborative Learning Style

COOPERATIVE AND COLLABORATIVE LEARNING

What are cooperative and collaborative learning?

Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.

Cooperative learning, which will be the primary focus of this workshop, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.

In small groups, students can share strengths and also develop their weaker skills. They develop their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided by clear objectives, students engage in numerous activities that improve their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three things are necessary. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

Also, in cooperative learning small groups provide a place where:

• learners actively participate;
• teachers become learners at times, and learners sometimes teach;
• respect is given to every member;
• projects and questions interest and challenge students;
• diversity is celebrated, and all contributions are valued;
• students learn skills for resolving conflicts when they arise;
• members draw upon their past experience and knowledge;
• goals are clearly identified and used as a guide;
• research tools such as Internet access are made available;
• students are invested in their own learning.

How do cooperative and collaborative learning differ from the traditional approach?

·         Cooperative and collaborative learning differ from traditional teaching approaches because students work together rather than compete with each other individually.

·         Collaborative learning can take place any time students work together -- for example, when they help each other with homework. Cooperative learning takes place when students work together in the same place on a structured project in a small group. Mixed-skill groups can be especially helpful to students in developing their social abilities.

·         The skills needed to work together in groups are quite distinct from those used to succeed in writing a paper on one's own or completing most homework or "seatwork" assignments. In a world where being a "team player" is often a key part of business success, cooperative learning is a very useful and relevant tool.

·         Because it is just one of a set of tools, however, it can easily be integrated into a class that uses multiple approaches. For some assignments individual work may be most efficient, while for others cooperative groups work best.

·         Research suggests that cooperative and collaborative learning bring positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task. Cooperative learning helps students become actively and constructively involved in content, to take ownership of their own learning, and to resolve group conflicts and improve teamwork skills.

How have cooperative and collaborative learning developed since they became popular?

·         Over the past twenty-five years, the use of small-group learning has greatly increased. Informal collaborative projects have grown into structured, cooperative group work. Cooperative learning became especially popular in the early 1980s and has matured and evolved since.

·         One evolving aspect of cooperative and collaborative learning involves how the educational community approaches the composition of the small groups. Debates still occur on this topic. Researchers disagree mainly about whether to group students according to their ability, or to mix them so that stronger students can help the weaker ones learn and themselves learn from the experience of tutoring.

What are the benefits of cooperative and collaborative learning?

Benefits from small-group learning in a collaborative environment include:

	·         Celebration of diversity. Students learn to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view.
	·         Acknowledgment of individual differences. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive.
	·         Interpersonal development. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others.
	·         Actively involving students in learning. Each member has opportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team.
	·         More opportunities for personal feedback. Because there are more exchanges among students in small groups, your students receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.