This link has been bookmarked by 378 people and liked by 1 people. It was first bookmarked on 02 Mar 2006, by Karen Keiller.
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brock haasGreat site for a teacher for more collaborative ideas and getting students in interactive group work and projects
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Laura DeisleyExtensive resource on collaboration and setting up group work. Worth sharing with teachers.
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Karen Vitek"Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes."
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Charlotte ThorntonIn this article, author Barbara Gross Davis describes the strategies that educators can use to design, organize, and evaluate group work. While this is geared towards university classroom, it does provide great ideas on organizing student groupings and classroom set up in order enhance the classroom work.
collaboration learning collaborative education group Teaching research groupwork
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Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
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regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes.
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Students learn best when they are actively involved in the process.
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Various names have been given to this form of teaching, and there are some distinctions among these: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, reciprocal learning, team learning, study circles, study groups, and work groups. But all in all, there are three general types of group work: informal learning groups, formal learning groups, and study teams
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Informal learning groups are ad hoc temporary clusterings of students within a single class session. Informal learning groups can be initiated, for example, by asking students to turn to a neighbor and spend two minutes discussing a question you have posed. You can also form groups of three to five to solve a problem or pose a question. You can organize informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.
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Formal learning groups are teams established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.
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Plan for each stage of group work.
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Give students the skills they need to succeed in groups.
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Consider written contracts.
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students in a group must perceive that they "sink or swim" together, that each member is responsible to and dependent on all the others, and that one cannot succeed unless all in the group succeed.
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Create group tasks that require interdependence.
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Strategies for promoting interdependence include specifying common rewards for the group, encouraging students to divide up the labor, and formulating tasks that compel students to reach a consensus.
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Make the group work relevant.
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Create assignments that fit the students' skills and abilities.
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As students become more knowledgeable, increase the difficulty level.
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Assign group tasks that allow for a fair division of labor.
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Try to structure the tasks so that each group member can make an equal contribution.
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groups to prepare a "medieval newspaper." Students research aspects of life in the Middle Ages, and each student contributes one major article for the newspaper, which includes news stories, feature stories, and editorials. Students conduct their research independently and use group meetings to share information, edit articles, proofread, and design the pages.
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Set up "competitions" among groups.
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Consider offering group test taking.
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groups consistently achieve higher scores than individuals and that students enjoy collaborative test taking
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Assign group work at the beginning of the term so that students develop skills for working in groups.
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Use multiple-choice tests that include higher-level questions. To allow time for discussion, present about twenty-five items for a fifty-minute in-class exam.
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Divide students into groups of five.
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Have students take the test individually and turn in their responses before they meet with their group. Then ask the groups to arrange themselves in the room and arrive at a group consensus answer for each question. Score the individual and group responses and prepare a chart showing the average individual score of each group's members, the highest individual score in each group, and the group's consensus score. Ninety-five percent of the time, the group consensus scores will be higher than the average individual scores
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Colleen Worrell"Students learn best when they are actively involved in the process. Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)"
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Researchers report that, regardless of the subject matter,
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Students learn best when they are actively involved in the process
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students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
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nformal learning groups
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Formal learning group
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Study teams
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Assign group work at the beginning of the term
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Use multiple-choice tests that include higher-level questions.
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Divide students into groups of five
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Have students take the test individually and turn in their responses before they meet with their group. Then ask the groups to arrange themselves in the room and arrive at a group consensus answer for each question. Score the individual and group responses and prepare a chart showing the average individual score of each group's members, the highest individual score in each group, and the group's consensus score. Ninety-five percent of the time, the group consensus scores will be higher than the average individual scores
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JohnRoldan RCollaborative Learning:
Group Work and Study Teams -
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Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments. Study teams also inform their members about lectures and assignments when someone has missed a session. The larger the class and the more complex the subject matter, the more valuable study teams can be.
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ValerieMaluyo Mcollaborative learning
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02 Feb 12
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Allen HerrmannCollaborative Tools *Pointers for group work which can come in handy during your first few years of teaching
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25 Jan 12
Mandy AugustinBased off a book, this site contains step-by-step plans and suggestions for successful collaborative teaching efforts. As budgets are being cut, and inclusion legislation becoming more and more strict, collaboration has become that much more important. Knowing how to collaborate is one of the most important aspects of being an effective educator.
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Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also appear more satisfied with their classes. (Sources: Beckman, 1990; Chickering and Gamson, 1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn, 1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)
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group work: informal learning groups, formal learning groups, and study teams
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(adapted from Johnson, Johnson, and Smith, 1991).
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Formal learning groups are teams established to complete a specific task, such as perform a lab experiment, write a report, carry out a project, or prepare a position paper. These groups may complete their work in a single class session or over several weeks. Typically, students work together until the task is finished, and their project is graded.
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Study teams are long-term groups (usually existing over the course of a semester) with stable membership whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments.
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Lauren McKissickGreat website full of helpful teaching strategies. This website also has random facts that give teachers an insight on how students work best. Breaks information up into categories such as general strategies, group work, learning groups, dealing with student and faculty concers, as well as how to organize study teams. Very helpful!
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Brooke VondalThis website is wordy but offers good insight into collaborative learning. It tells how to use informal and formal learning groups and other types of teams.
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Students learn best when they are actively involved in the process
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megan bloedowThis website gives teachers different strategies and helpful ideas to improve in their classroom.
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Lars Nielsencious of group size. In general, groups of four or five members work best. Larger groups decrease each member's opportunity to participate actively. The less skillful the group members, the smaller the groups should be.
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Kati Gordon" Goodsell, Maher, Tinto, and Associates"
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Help groups plan how to proceed. Ask each group to devise a plan of action: who will be doing what and when. Review the groups' written plans or meet with each group to discuss its plan.
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The
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The students
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The students in a group must perceive that they "sink or swim" together, that each member is responsible to and dependent on all the others, and that one cannot succeed unless all in the group succeed. Knowing that peers are relying on you is a powerful motivator for group work (Kohn, 1986).
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The
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The students
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The students
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The
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The students
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Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
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Researchers report that, regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
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Many students have never worked in collaborative learning groups and may need practice in such skills as active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements.
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Students learn best when they are actively involved in the process
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tudents working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
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