This document discusses cooperative and collaborative learning methods used in social rehabilitation (SRA) and participatory group rehabilitation (PGR) courses. It provides the aims, guidelines, and components of assignments in each course. For SRA, students completed a cooperative group assignment visiting a social services institution. For PGR, students will engage in collaborative group supervision practices applying principles of safe group dynamics. The document seeks student feedback on their experiences with the group assignments and how cooperative and collaborative learning can benefit their professional skills development.

1. LU 18.9
A Safe group principles and study unit SRA and PGR:
Cooperative learning method in SRA course
versus
Collaborative learning method in PGR group
supervision practice
Jayne Clare BLOG March 3, 2015 Jayne Clare BLOG
Collaborative Thinking, Cooperative Learning &
Collaborative Learning, Cooperative Thinking, Group
Learning, Grouping Students, Instructional
Strategies, Students Team Together
on the next page:

4. Collaborative learning method in PGR group supervision practice

5. Components of safety in a group
• Trust- to trust others and be trust worthy
• Acceptance
• Openness
• Giving support
• Willingness to co-operate – commitment

6. “Levels” of safety in a group- different types of groups dealing with
safety concern
1. In a safety group it is easy to members to express themselves
without a fear or anxiety
2. The task for the supervisor is to create safety in a group-
To grantee that people feel safe in the group.
3. What is a frightened group?
Please give examples
4. What is an insecure group?
Please Give examples
5. What is an unfamiliar group with some basic safety?
Share some of your experiences, please
6. What kind of group is a familiar and safe group?
7. What Kind group is an open group?

7. Cooperative learning method in SRA course
1. Prakash and my self have tried to give you a meaning full study unit experience with a
group assignment trying to point out the benefits for student learning on academic level and
as a preparation for the placements/workplace with cooperative learning process with
rehabilitate adult social work group assignment.
2. We have used cooperative learning method by giving you an opportunity to work in
groups to complete tasks collectively toward academic goals.
3. We have been practicing in SRA course cooperative learning method, which means that
you have been working with other students in the field assignment groups.
4. This kind of group work is structuring positive interdependence. Students must work in
groups to complete tasks collectively toward academic goals.
5. Unlike individual learning, which can be competitive in nature, students learning
cooperatively can capitalize on one another's resources and skills. This is to support and
shape your professional skills which is needed, no matter where you work in future.
6. Now it is time to have a class discussion about past group experiences in order to allow
students to voice their concerns and hear about other students’ experiences.

8. Former DSS students has informed us about the challenges concerning group work assignments like you one in SRA. They have
been telling us that the aims in some group assignments have not been clear enough.
Aims for SRA Course:
“During the study module, student will learn about different challenges affecting the everyday life of adult population in
Finland such as unemployment, homelessness and loneliness.
Students will also look at the relevant legislation and rehabilitative services in the field of adult social service work. In addition,
we will familiarize ourselves with different participatory, socio-pedagogical, community-based and narrative methods used in
adult social work.”
The students will be able to:
•know different challenges affecting the everyday life of adult population in Finland
•apply legislation in the field of adult social work
•know the services, support and benefits available for service users

9. SRA field visit assignment guidelines:
Write and hand in on the Moodle 5 pages report of your SRA-field visit:
1. Exposure: how does the place feel to you (sound, look out, smell...), and what do you think about it?
2. How does the institution define the users of the service? In general? Peculiarities?
3. Describe the services.
4. In what kind of network the institution is acting.
5. What kind of social benefits or support the service users may be entitled to?
6. How the theories helped you to understand the organizations and their services. Are you able to find any links to the theories

10. Collaborative learning process in PGR course
PGR Aims:
The students will be able to:
•Understand the use of different types of groups in social and community development work
•Understand the dynamics affecting groups
•work effectively in group settings
•plan and implement group activities with service-users
•use creative methods to empower service-users and communities
PGR Contents:
•Aspects of different types of groups
•Group dynamics
•Skills needed when working with groups
•Challenging group work situations and ways of dealing with them
•Empowering activities in group work

11. Collaborative learning in PGR course
Collaborative learning and collective learning are coming from the same roots. They both are representing pedagogics, which
are needed in social work and community work.
Social work bachelors cannot work on their own. One of main professional skill is working with other colleagues and service
users.
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. It is about
asking one another for information, evaluating one another's ideas, monitoring one another's work
More specifically, collaborative learning is based on the model that knowledge can be created within a group where students
actively interact by taking asymmetry roles.
This is means that student learning refers to methodologies and environments in which learners engage in a common task
where each individual depends on and is accountable to each other. This is also the purpose when you are dealing with
group supervision practice as a role-play.
This is to support and shape your professional skills which is needed, no matter where you work in future.

12. Group work plans
The DSS A41 -group is divided into 8 small groups (about 5
members/group). The group will make a written plan (2 pages)
for one group session that will last 45 minutes (goals, actions,
division of labor etc. should be included in the plan). The plan
should be delivered to the teachers before the group session
takes place.

13. Questions:
SRA
A) How was a group assignment as a cooperative learning method working out for you in SRA?
B) How did you find out SRA group assignment aims and guidelines? Have they been clear enough?
Being relevant?
PGR
C)How you can ensure that your group work supervision practices are dealing with a safe group
principles way in your PGR supervision group practice?
Components of safety in a group:
Trust- to trust others and be trust worthy, Acceptance, Openness, Giving support,
Willingness to co-operate – commitment
D) Do you find any ways to benefit cooperative learning and collective learning in your PGR supervision
group work planning and practice?
References: Jayne Clare BLOG March 3, 2015
Collaborative Thinking, Cooperative Learning & Collaborative Learning, Cooperative Thinking, Group Learning, Grouping
Students, Instructional Strategies, Students Team Together