Collaborative Learning
Discover the power of collaborative learning. Enhance student engagement, foster critical thinking, and promote effective teamwork.
What is Collaborative Learning?
It can be defined as learning that involves working as a group to solve a problem or understand an idea. When used effectively in the classroom, this type of learning ensures students remain engaged in content while thinking critically and sharing ideas with their peers.
Key Takeaways
- Beyond Group Work: Discover why collaborative learning requires teaching negotiation skills first, and how 'Three, Then Me' transforms classroom discussions
- The Listening Gap: Learn why most collaborative activities fail: students don't know how to listen, and what specific techniques change this
- From Chaos to Collaboration: Master the group agreement strategy that gives every student a voice while maintaining classroom accountability and focus
- 21st Century Reality Check: Uncover which collaborative methods actually prepare students for workplace skills, from study groups to Socratic circles
When we cogitate on the end result of education, students have to be provided with skills that will prepare them for the world of work (Herrity, 2023).
However, before we step further into the value of collaborative learning, we need to bear in mind that, 'A first step to learning how to collaborate, is learning how to "be together".' This means determining the norms that influence our behavio u r (Collaboration: An Essential Skill for 21st Century Learners. 2019).
Collaborative learning involves students learning in pairs or small groups through different learning activities. As opposed to teacher-centred, it is student-centric providing children with a sense of autonomy over their educational process.
What makes collaboration in early childhood education vital is that when children share combined attention in activities, the process provides a major cognitive challenge in itself. (Hilkemeijer, 2023).
From experience, when including activities that accommodate for collaboration within the classroom setting, it is clearly evident that it improves students' communication skills and serves as a motivating agent that drives their self-esteem and students appear to be more willing to take risks as they have the support of their peers.
The collaborative characteristic is about being social and co-constructed. Children and educators work together to identify ways of learning and understanding through sustained shared thinkingand action (Collaborative, 2023).
Teaching children how to collaborate, and creating a variety of learning experiences which enable them to collaborate, is not only an excellent way to develop a self-motivated and adaptable classroom, but it also builds confidence in children as students.
Creating an effective collaborative classroom is the absolute anchor of a learning powered class and is the launchpad to other design principles, such as reflection and building independence (Carlzon, n.d).
When students work together in collaborative groups, they can ask each other questions, share ideas, and give feedback to direct their own learning (Herrity, 2023). Examples of collaborative learning teams include:
- Study groups
- Project groups
- Problem-solving or puzzle groups
- Writing groups
- Discussion groups
- Debate or Socratic circle groups
- Peer editing groups
- Role-playing groups
(Herrity, 2023).The link below provides you with information on how ICT can be used as a strategy for Collaborative Learning in Early Childhood.Video: https://youtu.be/7F839H6rhTw
As teachers, 21st Century skills should be embedded in all aspects of teaching and learning. These skills encompass the 7C's: communication, collaboration, critical thinking, and problem solving, creativity and innovation, change, citizenship, character, 3R's: reading, writing and arithmetic and 2M's: motivation and meta-cognition.
This is imperative for teaching and learning as students require the life skill of being an active participant in an inclusive and global community. As collaboration is one of the 21st Century skills, the merits of collaborative play provide students with life skills such as taking turns, sharing, following rules, negotiating, and compromising (How to Encourage Collaborative Play in the Preschool Classroom, 2023).
With this being said, collaborative learning is a twenty-first-century education trend with its main characteristic being the interaction among classmates (Zisopoulou, 2019: 337).
How can collaborative learning be implemented in the classroom?
A) Establish group agreements
From the beginning, the teacher in conjunction with the students must decide on group norms, or agreements, as this will provide each student with a voice and provide accountability for all.
An idea is to have a poster of the shared agreements on display and when necessary, called to attention when a student or group needs a reminder (Alber, 2017).
B) Teach students how to listen
Knowing when and how to listen is not a skill that comes naturally to all students in early childhood. For students to be competent listeners, they must be taught how to listen and ask good questions. This is vital for collaborative learning because through actively listening to others, students will learn to build upon others' ideas and provide helpful contributions to their group's learning.
Teaching listening skills includes training students to make eye contact with the speaker, face the speaker with their body, ask clarifying questions, and paraphrase what they heard before adding their own ideas (Alber, 2017).
A practical strategy is 'Three Before Me', which requires students to listen to three different perspectives before sharing their own thoughts. This ensures active listening and reduces the tendency for students to simply wait for their turn to speak.
C) Develop negotiation and turn-taking skills
Collaborative learning requires students to navigate different opinions and ideas effectively. Teaching explicit negotiation skills helps students learn how to disagree respectfully whilst working towards common goals.
Structured activities such as role assignments within groups can help establish clear expectations for participation. For example, assigning roles such as timekeeper, recorder, questioner, and summariser ensures each student has specific responsibilities whilst contributing to the group's success.
Teachers can model appropriate language for negotiation, such as 'I understand your point, however I think...' or 'Could we try combining both ideas by...' These sentence starters provide scaffolding for students who may struggle with diplomatic communication.
D) Create structured collaborative activities
Successful collaborative learning requires careful planning and structure. Activities should have clear objectives, defined roles, and measurable outcomes. Examples include jigsaw activities where each student becomes an expert on one aspect of a topic, think-pair-share exercises, and collaborative problem-solving challenges.
The physical environment also plays a crucial role. Arranging desks in clusters, providing adequate space for movement, and ensuring access to necessary resources all contribute to effective collaboration.
Assessment strategies should reflect both individual accountability and group achievement. This might include peer evaluations, individual reflections on group processes, and group presentations where each member must contribute.
Benefits and Challenges of Collaborative Learning
Research consistently demonstrates that well-implemented collaborative learning leads to improved academic outcomes, enhanced social skills, and increased student engagement. Students develop essential workplace skills such as communication, leadership, and conflict resolution.
However, challenges exist. Some students may dominate discussions whilst others remain passive. Personality differences, varying academic abilities, and social dynamics can create obstacles to effective collaboration. Teachers must be vigilant in monitoring group dynamics and intervening when necessary.
Time constraints and curriculum pressures can also make collaborative learning feel inefficient compared to direct instruction. However, the long-term benefits of developing collaborative skills often outweig h the initial time investment required to establish effective practices.
Conclusion
Collaborative learning represents a fundamental shift from traditional teacher-centred approaches to student-centred pedagogy that mirrors the collaborative nature of modern workplaces. When implemented effectively, it develops not only academic knowledge but also essential 21st century skills that students will need throughout their lives.
The key to successful collaborative learning lies in establishing clear expectations, teaching explicit social skills, and creating structured opportunities for meaningful interaction. Teachers must invest time in developing group agreements, teaching listening and negotiation skills, and designing activities that promote genuine collaboration rather than mere cooperation.
As educators, our role is to prepare students for a world where collaboration is not optional but essential. By implementing effective collaborative learning strategies, we equip students with the skills, confidence, and experience they need to succeed in an increasingly interconnected and collaborative global society.
Further Reading
For educators interested in exploring collaborative learning research and implementation strategies further, the following academic sources provide valuable insights:
- Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning: The foundation for active learning. Cambridge University Press. This comprehensive text examines the theoretical foundations and practical applications of cooperative learning across educational contexts.
- Dillenbourg, P. (2018). The evolution of research on computer-supported collaborative learning. Educational Technology Research and Development, 67(4), 1019-1038. An examination of how technology enhances collaborative learning environments and student outcomes.
- Slavin, R. E. (2017). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69. A meta-analysis of research findings on the effectiveness of collaborative learning approaches.
- Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom. Teachers College Press. Practical guidance for implementing effective group work in diverse classroom settings.
- Vygotsky, L. S. (2016). Play and its role in the mental development of the child. International Research in Early Childhood Education, 7(2), 3-25. Foundational research on social learning theory that underpins collaborative learning approaches.
