1. Collaborative Learning Techniques CoLTs

2. What is Collaborative Learning? To collaborate is to work with others, usually in pairs or small groups, to achieve shared learning goals. To collaborate is to work with others, usually in pairs or small groups, to achieve shared learning goals. It assumes intentional design. It assumes intentional design. It assumes co-laboring. It assumes co-laboring. It assumes that meaningful learning occurs. It assumes that meaningful learning occurs.

3. Knowledge Collaborative learning assumes that truth is “not out there” waiting to be found. Collaborative learning assumes that truth is “not out there” waiting to be found. Collaborative learning assumes that knowledge is “socially produced by consensus among knowledgeable peers.” Collaborative learning assumes that knowledge is “socially produced by consensus among knowledgeable peers.”

4. College Environments Research suggests that “students who get the most out of college, who grow the most academically, and who are happiest, organize their time to include interpersonal activities with faculty members, or with fellow students built around substantive, academic work” (pg. 6). Research suggests that “students who get the most out of college, who grow the most academically, and who are happiest, organize their time to include interpersonal activities with faculty members, or with fellow students built around substantive, academic work” (pg. 6). Light, R.J. (1992). The Harvard Assessment Seminars, 2 nd report. Cambridge, MA: Harvard University, Graduate School of Education and Kennedy School of Government. Light, R.J. (1992). The Harvard Assessment Seminars, 2 nd report. Cambridge, MA: Harvard University, Graduate School of Education and Kennedy School of Government.

5. Student Roles Become active problem solvers, contributors, discussants Become active problem solvers, contributors, discussants Have high expectations of preparation for class Have high expectations of preparation for class Develop a public presence with many risks Develop a public presence with many risks Understand that attendance dictated by community expectations Understand that attendance dictated by community expectations Value collaborative work with peers Value collaborative work with peers Accept responsibilities and self-definition associated with learning interdependently Accept responsibilities and self-definition associated with learning interdependently See peers, self, and community as additional and important sources of authority and knowledge See peers, self, and community as additional and important sources of authority and knowledge

6. Syllabus Review Course information is a great way to set the tone from day one that this is a collaborative learning environment. Course information is a great way to set the tone from day one that this is a collaborative learning environment. Form groups and ask students to generate a list of questions about the syllabus. Form groups and ask students to generate a list of questions about the syllabus. Ask them to create a quiz on important questions on the syllabus. Ask them to create a quiz on important questions on the syllabus. Collect questions and give a short quiz on the courses policies and expectations based on the questions submitted by the students. Collect questions and give a short quiz on the courses policies and expectations based on the questions submitted by the students.

7. Establishing Group Work Ground Rules Try a Group Learning Contract Try a Group Learning Contract Group size – usually 2-4 students is best BUT size of group depends on duration and complexity of the task Group size – usually 2-4 students is best BUT size of group depends on duration and complexity of the task Selecting group members: random, student selection, instructor determined Selecting group members: random, student selection, instructor determined Heterogeneous vs homogeneous groups Heterogeneous vs homogeneous groups Forming groups in large lecture hall Forming groups in large lecture hall

8. Six Common Group Roles Facilitator Facilitator Recorder Recorder Reporter Reporter Timekeeper Timekeeper Folder Monitor Folder Monitor Wildcard Wildcard

9. Source Barkley, Elizabeth, K. Patricia Cross, and Claire Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: CA: Jossey-Bass, 2005. Barkley, Elizabeth, K. Patricia Cross, and Claire Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: CA: Jossey-Bass, 2005.