1. Collaborative Learning to Maximize Critical Thinking
Techniques for High Impact Practices in the classroom
By Nancy Fox

2. Collaboration Exercise
Define – one sentence only
Purpose – one word to best represent your group’s ideas
Benefit – in your group’s opinion, the most important benefit
Concerns – the concern with the most impact
Value- is collaboration worth the effort?
Yes or No

3. Researched Definition
Two or more students laboring together and sharing the workload equitably as they progress toward intended learning outcomes (The Case for Collaborative Learning).
Collaborative learning occurs when we stop relying on experts and teachers to transfer their knowledge to us and instead engage together in making sense and creating meaning for ourselves (Rhea, The Power of Collaborative Learning).
Research shows that due to technological advances cognitive abilities in students have decreased: the old adage “use it or lose it” pertains in this situation
This is not advocated as a replacement to lectures; rather, they are enhancements which lesson teacher work loads
Rudamentary skills in K-12 more cooperation, college more collaboration- learning as discovery

4. Ideal Collaborative Model

5. Purpose of Collaboration
Promotes:
Positive interdependence: the success of the individual is dependent upon the group’s success
Positive interaction: share resources while supporting and encouraging efforts to learn
Individual and group accountability: each group is responsible for achieving its goals
Teamwork skills: interpersonal and small group skills required for the group to function
Group processing: evaluate group productivity and make decisions about future contributions or changes
Capitalizes on the contemporary wave of student diversity

6. Benefits of Collaboration:
PREPARES STUDENTS FOR CAREERS BY PROVIDING THEM WITH OPPORTUNITIES TO LEARN TEAMWORK SKILLS VALUED BY EMPLOYERS
HELPS STUDENTS APPRECIATE MULTIPLE PERSPECTIVES AND DEVELOP SKILLS TO COLLABORATIVELY ADDRESS THE COMMON PROBLEMS FACING A DIVERSE SOCIETY
ENGAGES ALL STUDENTS BY VALUING THE PERSPECTIVE EACH STUDENT CAN CONTRIBUTE FROM HIS OR HER PERSONAL ACADEMIC AND LIFE EXPERIENCE
Immeasurable Social Impact

7. Backbone of Collaboration
Student-faculty contact
Cooperation among students
Active learning or discovery
SFA is concerned with retention; studies show that students are much more satisfied with their work if they are actively engaged in the classroom instead of passively “spoon fed” information

8. Concerns of Collaboration
The “Free rider” effect – the larger the group, the more free riders take advantage; task performance should be dependent upon all group members such as reciprocal teaching
The “Sucker Effect”- the more able team member will gradually offer less information when they are the only one contributing
Status Differential Effects- amount of knowledge creates levels of status among group members; low status students miss out on the benefits of interaction
“Ganging up on the Task” – the least effort solution by just going through the motions
Fairness or Equitability
Assessment
Scaffolding and making teamwork interdependent upon accomplishing a specific objective solves most of these problems. Give Example -

9. Collaborative Learning Practices, Ideas, and Tips
METHOD
HOW IT WORKS
LEARNER BENEFIT
ASSOCIATION BENEFIT
TIPS & TRICKS
Problem-Based Learning
Small groups work on challenging real-world problems
Builds problem-solving and teaming skills
Increases the range of known solutions for different situations
Messy problems work best; use method to both challenge and create best practices
Action Learning and Evaluation
Learning by analyzing, doing, and then reflecting on what works
Focuses on current challenges; improves project management skills
Evaluating what works is key to good management and governance
Organize around emerging challenges in your field; commission teams of lead learners
Case Studies
True or fictional accounts of real world challenges
Test knowledge of theories and practices
Valuable for teaching and refining a profession’s core competencies
Grab some news-making situations; especially good for judgment calls and ethics
Role Playing and Simulations
Simulated experiences to test how learners apply what they know in dynamic and complex situations
Expose fallacies and knowledge gaps in a safe environment
Powerful learning experiences with great potential to enliven live and web-based learning
Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation
Peer Teaching
Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training
Roundtables and Discussion Groups
Exploration of topical issues and common challenges
Opportunity to compare experiences
Easy way to increase member engagement
Structure process with questions and desired learning outcomes
Innovation Processes
Team experiences in developing new products, services, processes, or practices
Critical and creative thinking and teaming skills
Develops organizational capacity to innovate
Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it
Cohort Learning
Teaming people for a sustained learning experience across courses and sessions
Sustained relationships with learning partners
Provides meaningful networking and long-term loyalty
Ideal for special leadership development programs
Social Media
Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning
Real-time access to collective intelligence
Dynamic way to build content and add to the body of knowledge
Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions
Communities of Practice
Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves
Access to specialized, often tacit, knowledge
Effective way of engaging and growing special interest groups
Provide goals, set expectations, and encourage facilitation to improve the learning experience

10. Problem-Based Learning
How it Works
Learner Benefit
Association Benefit
Tips and Tricks
Small groups work on challenging real-world problems
Builds problem-solving and teaming skills
Increases the range of known solutions for different situations
Messy problems work best; use method to both challenge and create best practices

11. Action Learning and Evaluation
How it Works
Learner Benefit
Association Benefit
Tips and Tricks
Learning by analyzing, doing, and then reflecting on what works
Focuses on current challenges; improves project management skills
Evaluating what works is key to good
management and governance
Organize around emerging challenges in your field commission teams of lead learners

12. Case Studies How it Works Learner Benefit Association Benefit
Tips and Tricks
True or fictional accounts of real world challenges
Test knowledge of theories and practices
Valuable for teaching and refining a profession’s core
competencies
Grab some news-making situations; especially good for judgment calls and ethics

13. Role Play and Simulations
How it Works
Learner Benefit
Association Benefit
Tips and Tricks
Simulated experiences to test how learners apply what they know in dynamic and complex situations
Expose fallacies and knowledge gaps in a safe environment
Powerful learning experiences with great potential to enliven live and web-based learning
Carefully construct realistic experience with dynamic developments; allow plenty of debrief time and engage learners in the evaluation

14. Peer Teaching How it Works Learner Benefit Association Benefit
Tips and Tricks
Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training

15. Innovation Processes How it Works Learner Benefit Association Benefit
Tips and Tricks
Team experiences in developing new products, services, processes, or practices
Critical and creative thinking and teaming skills
Develops organizational capacity to innovate
Tie the learning to needed breakthroughs; evaluate both the innovation and the process that created it

16. Roundtable and Discussion Groups
How it Works
Learner Benefit
Association Benefit
Tips and Tricks
Teams of learners research topics and share findings
When we teach something, we really learn it
Expands the cadre of capable researchers and facilitators
Ideal for issues research teams; cost effective approach to in-house professional development and training

17. Cohort Learning How it Works Learner Benefit Association Benefit
Tips and Tricks
Teaming people for a sustained learning experience across courses and sessions
Sustained relationships with learning partners
Provides meaningful networking and long-term loyalty
Ideal for special leadership development programs

18. Social Media How it Works Learner Benefit Association Benefit
Tips and Tricks
Using technologies like social networks, wikis, blogs, and Twitter to facilitate learning
Real-time access to collective intelligence
Dynamic way to build content and add to the body of knowledge
Be patient and train people to use these new tools; recognize facilitators and lead learners for their contributions

19. Communities How it Works Learner Benefit Association Benefit
Tips and Tricks
Groups of people exchanging knowledge and practices around a shared interest in person or online through forums, bulletin boards, and listserves
Access to specialized, often tacit, knowledge
Effective way of engaging and growing special interest groups
Provide goals, set expectations, and encourage facilitation to improve the learning experience

20. QEP SFA 101 Freshman Seminar Project
Current project by SFA for better Freshman outcomes and better retention

21. Facilitating Experiential Learning
The appendix of the symposium contains classroom plans for incorporating these facets of guiding collaborative learning.

22. COG’s Ladder

23. Implementation
The internet contains a plethora of ways to create collaborative web sites. The following are just two among manyYouTube video examples.
Collaboration Strategies
Collaborative Classroom: Specific instructions about how to create a Google website for your classroom

24. Assessing Student Learning Outcomes through Collaborative Learning
Assessment
Assessing Student Learning Outcomes through Collaborative Learning
Assessment Schedule
Throughout the semester, you will use the assessments you determine to be necessary in your course. This might be quizzes or tests, but it will probably be much less formal activities such as think-pair-shares or "muddiest points". (See Angelo & Cross' book on assessment if you are not sure what these are). As the instructor of your course, YOU will determine what suits your needs best. Since the QEP is basically a research project, we do have a few standard assessments that all FLC participants will incorporate into their courses:
1. CAT (Critical thinking Assessment Test)
First, as a pre-test, all students in the HIP-designated freshmen course (your class!) will take the CAT. This is a standardized test that they can complete in about an hour. This assessment will be offered during the 2nd week of the semester at several different times. Students will sign up for a specific time outside of class to complete the assessment (dates will be announced during your Development Semester). Students will take this assessment again as a post-test in their junior or senior year after they have completed their 2nd HIP-designated course. 2. Three Formative Assessment Scenarios
The other assessments are course-embedded and formative and are also identical for all HIP-designated courses. These will be administered during the 3rd, 8th, and 12th weeks of the semester. (As you know, the more similar we can make the conditions the better in terms of comparative assessment). The assessments are basically activities that require students to read several documents and provide a written response. Let me use the first one as an example: Week 3 - Students will receive 3 documents (SFA's policy on academic integrity, a modified version of "A Question of Plagiarism" from the instructor CD, and a page about the SFA Way). Students will be asked to read the "Question of Plagiarism" scenario and respond to a prompt question about academic integrity. (They can use the additional information, but do not have to. You will be asked not to encourage them either way during the testing conditions - just the fact that they elect to do so is a possible indicator of HOTS.) Upon completion of the written response, you will score the written product with the HOTS rubric  and submit of copy of the completed rubric with the work sample to the HIP Office, where our assessment specialist will enter the data into our system (instructor names are not logged with student output - remember, this is not about your specific teaching abilities but about student development over time). This activity would be a great way to see what students' views are on the topic before you directly teach them about it, but you are free to make curriculur scheduling decisions you deem appropriate for your own class.
The format of the other 2 assessment activities (see topics below) are identical to this, except that the documents are different and the topics are too. The task, however, is nearly identical. Week 8 - Alcohol Poisoning (Whose fault is it that a student dies from alcohol poisoning? Scenario provided, with additional information about alcohol poisoning, criminal responsibility, and ethical decision making).
Week 12 - The Value of a College Education (Student is asked to provide information about his/her rationale for attending and completing college)

25. Higher Order of Thinking Skills