How collaboration can create more learning value

A Student of the University of British Columbi...

Image via Wikipedia

Parents and teachers often frown upon the idea of collaborative learning. They feel students will waste their time talking more and studying less. Yet, research has indicated that discussing a topic that is being learnt leads to better retention.

Students who study in solitude may have their own techniques of retention. But no one can remember vast amounts of information learnt in solitude. Unless of course, the learnt matter is put into practice.

Students when learning may not really always write down what they learnt. They might not develop alternate skills that could enhance their understanding of the subject. Some students might do mock-presentations of what they learnt to an invisible audience. Some of them might do mock-teachings. But these things are not necessarily done without motivation. Here is where collaborative learning comes in.

When studying in groups, students automatically put into practice what they learnt by speaking about the topics of study to fellow study-members. A discussion about a topic creates a lot of opinions amongst many people. They start to explain their version of the concept. At the end of it all, a student can actually go and write an exam without even reading a word.

Collaborative learning is much more than studying in groups. It often works with the backdrop of a sound technological infrastructure. It could include online learning forums, discussion groups, communities of practice, knowledge management tools, and much more.

Collaborative learning is not restricted to educational institutions. It can be applied to corporates too.

Filed Under: Collaboration Help, Team Building Tagged With: , ,

How to Make Team Learning Successful

Team learning can be very successful if it’s structured right. However, a poor lesson plan or lack of accountability for the individuals in the group can spell disaster. In order to get the full benefits of the team learning environment a few criteria need to be met.

The groups have to be properly formed and managed. Typically, the group should be no bigger than five to seven students. There also needs to be an even distribution of member characteristics. In other words, four high achieving students placed with one poor student will not foster a good learning environment or produce satisfactory results. Likely the poor performer will continue to under perform as the odd man out.

The students must be made individually accountable for preparing their individual components for the group project, devoting time and effort towards the group project, and by interacting in a positive way. Therefore, the individual components have to be the same for each student.

The team assignment has to promote good team learning and good team development. Some of the biggest complaints from team members are the presence of free riders and conflict within the group. The best way to avoid team conflict is to make assignments that promote team decision making in simple forms. Don’t make it too complex where poorer students will fall behind.

The overlying philosophy in team learning is about the collaboration. Academics are certainly key, but so are the life lessons that are learned when students are expected to work together and achieve together. Ultimately, the unique characteristics of each team member should bring assets to the project that will make it successful.

Teachers should stress commitment by the entire team and allow the students to exercise free will in completing the project. In this way, the students engage in a collaborative learning model that allows them to teach and learn from each other.

Filed Under: Team Building Tagged With: , , , , , , ,

The Peer-Led Team Learning Approach

The peer-led team learning approach offers a unique collaborative learning technique that allows groups of six to eight students to work on course study together. A student peer leader will guide the group. The individual who is chosen to lead is a student who has previously succeeded in the course.

As a peer leader, the student receives valuable experiences that can have a huge impact on professional growth. The leader is not there to give answers, but to provide guidance, support, motivation and constructive criticism. This style of teaching helps provide timely assistance when the group encounters a problem, brings new techniques and ideas to problem solving and keeps encouragement in the forefront.

There are six critical components that make peer-led team learning successful. First, the workshop has to be a regular led course that students are expected to attend. The teacher has to be closely involved in the workshop and its leaders. Naturally, the peer leaders have to be well trained and closely supervised. The workshop materials have to be challenging and conducive to collaborative learning. The space, time and other organizational factors have to be optimal for group learning, and finally, the school has to support the peer-led learning approach and it’s innovative way of guiding students.

For those interested in exploring peer-led team learning, there is a website that helps explain and guide, as well as offer current news and publications. It can be found at http://www.pltl.org. The FAQ section of this website is very comprehensive and can answer the questions that even the most critical educator may have about this style of teaching and learning.

What is most important to understand is that the peer leader is not the teacher. He or she is a guide and a support. The experience is about the group, not the individual.

Filed Under: Learning Through Collaboration, Team Building Tagged With: , , , , , , ,