The document discusses collaborative learning, which involves groups of learners working together to solve problems or complete tasks. Some key points: - Collaborative learning has principles like students teaching each other and taking responsibility for their own and others' learning. - The teacher takes a facilitating role rather than close monitoring. They provide instructions and allow student groups to work independently. - When used effectively it can develop students' thinking and social skills while increasing retention, but some students may feel uncomfortable in groups or some may dominate without letting others contribute.

1. Slides Prepared by
Jeelu Elsa Thampi
I B.Ed. English
Roll No: 2

2. COLLABORATIVE LEARNING
• An educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task or create a product.
• Learning is naturally a social act.
• Other names for this learning include:
o Collective/ team learning
o Peer teaching/ learning
o Learning communities

3. BASIC ASSUMPTION
 To be effective, there should be both group goals and individual accountability.
 It ensures that every group member has learnt something.
 Each member is responsible for some concept necessary to complete the task.
 Every group member will learn their assigned concept and will be responsible for
explaining or teaching this to other members of the group.

4. PRINCIPLES OF COLLABORATIVE LEARNING

5. PRINCIPLES OF COLLABORATIVE LEARNING
• Includes students teaching one another, students teaching the teacher, and of
course, the teacher teaching the students, too.
• Students are more responsible for one another’s learning as well as their own
and that reaching the goal implies that students have helped each other to
understand and learn.
• Aims at getting the students to take almost full responsibility for working
together, building knowledge together, changing and evolving together and of
course, improving together.

6. PRINCIPLES OF COLLABORATIVE LEARNING
• The basis of both collaborative and co-operative learning is constructivism:
knowledge is constructed and transformed by students.
• Learners do not passively receive knowledge from the teacher; teaching becomes
a transaction between all the stakeholders in the process.
• Collaborative learning shifts the responsibility for learning to the student, in the
role of “researcher” and self-directed learner.
• In order to work towards a collaborative learning approach, the teacher must fully
understand the students’ preferred learning styles and their own conceptions of
learning.

7. COLLABORATIVE
LEARNING:
STUDENT
PRINCIPLES
PARTICIPATION
(Quality and
Quantity)
PREPARATION
(Collaboration)
PUNCTUALITY
(Interpersonal
Skills)
RESPECT
(Interpersonal
Skills)
CONTRIBUTION
OF IDEAS
(Collaboration)
CREATIVITY
(Problem-
Solving)
COMMITMENT
(Collaboration)

8. ROLE OF THE LEARNER IN COLLABORATIVE LEARNING
In a collaborative learning setting, students
have:
Positive interdependence Individual accountability
Face-to-face progressive
Appropriate use of collaborative
skills
Self setting of goals and periodical
assessment

9. ROLE OF THE LEARNER IN COLLABORATIVE LEARNING
LEARNERS GET OPPORTUNITY TO:
Present
ideas
Converse
with peers
Exchange
diverse
beliefs
Defend
ideas
Question
other
conceptual
frameworks
Actively
engage in
the
learning
process

10. ROLE OF THE TEACHER IN
COLLABORATIVE LEARNING
In collaborative learning,
There is no close
monitoring by
teacher.
Teacher
empowers the
student groups.
Teacher’s role is
facilitating and
coaching.

11. ROLE OF THE TEACHER IN COLLABORATIVE LEARNING
• Provide very precise instructions about learning process.
• Ask the students to draw up written contracts which outline the members’ obligations
to their group, including deadlines.
• Making changes to the groups should be avoided.
• Get the students to set up or understand their plan of action. They should be allowed
time to negotiate their tasks. Written commitment from each group is suggested.

12. ROLE OF THE TEACHER IN COLLABORATIVE LEARNING
• Make sure the students understand their responsibilities and possible
consequences.
• Groups should regularly report their progress.
• The assessment of collaborative learning can be done by involving students in
the processs ̶ through group evaluation, peer evaluation and self-assessment ̶
and the students should give reasons for their evaluation.

13. WORKING OF COLLABORATIVE LEARNING

14. WORKING OF COLLABORATIVE LEARNING
■ Ideally, tasks should encourage students to reflect and discuss.
■ Students should learn to listen carefully to comments, opinions, suggestions and
criticisms from other members of the group.
■ The collaborative learning activities should provide students with opportunities to
analyse, synthesise and evaluate their ideas together.
■ Network-based learning is an excellent way to design tasks that include ways of
exchanging this information in groups, whether synchronously or asynchronously.

15. WORKING OF COLLABORATIVE LEARNING
■ The task should ensure positive interdependence.
■ Students should know and understand that their interaction in the group is linked
others in such a way that success can only be achieved by everyone contributing their
part.
■ Assign each member of the group a different role. The teacher should redistribute the
tasks according to each student’s individual abilities.
■ The teacher should try to find the best strategies for promoting interdependence with
the group. These might include specifying common rewards for the group, encouraging
students to divide up the labour, and formulating tasks that compel students to reach a
consensus.

16. ADVANTAGES OF COLLABORATIVE
LEARNING

17. ADVANTAGES OF COLLABORATIVE LEARNING
1) Develops higher level thinking skills.
2) Promotes student-teacher familiarity.
3) Increases student retention.
4) Builds self-esteem in students.
5) Enhances student satisfaction with learning experience.
6) Develops oral communication skills.
7) Develops social interaction skills.
8) Stimulates critical thinking.

18. ADVANTAGES OF COLLABORATIVE LEARNING
9) Enhances self-management skills.
10)Creates an environment of active exploratory learning.
11)Establishes an atmosphere of co-operation.
12)Develops sense of responsibility in students.
13)Encourages divergent understanding.
14)Fosters interpersonal relationships.
15)Reduces classroom anxiety.

19. ADVANTAGES OF COLLABORATIVE LEARNING
16)Promotes positive attitude towards the subject matter.
17)Uses a team approach to problem solving while maintaining
individual accountability.
18)Encourages student responsibility for learning.
19)Addresses learning style differences among students.
20)Involves student in developing curriculum.

20. ADVANTAGES OF COLLABORATIVE LEARNING
21)Helps student peers frame problem solving techniques.
22)Promotes higher achievement and class attendance.
23)Helps to view situations from others’ perspectives.
24)Creatives positive attitude in students and staff.
25)Promotes innovation in classroom techniques.
26)Encourages alternate student assessment techniques.

21. DISADVANTAGES OF COLLABORATIVE LEARNING

22. DISADVANTAGES OF COLLABORATIVE LEARNING
 Certain individuals do not feel comfortable participating in a group setting, even at a
distance (i.e. shyness, fear of criticism).
 Since collaborative learning generally grants the students more control over the flow of
information, there is the possibility that the focus of the instruction may veer from its
intended course.
 As with any group activity, some members may contribute while others do not. At a
distance this may pose even a greater problem than if all students were in the same
room.

23. DISADVANTAGES OF COLLABORATIVE LEARNING
 Problems may result if group members cannot agree or will not compromise.
 It can often be difficult to assemble all members of a particular group at the same time,
especially in a distance-learning environment.
 The abundance of information that a group generates can prove to be difficult to
compile individually

24. DISADVANTAGES OF COLLABORATIVE LEARNING
 While working in a group, some students are slow and some are fast. The former
group of students feel lost, so they just copy from the latter without understanding
anything.
 One person may take control and not allow others to share their knowledge. If you are
in a group full of dominating, close-minded people, your ideas can be shut out of the
discussion and completely ignored.

25. THANK YOU…