This link has been bookmarked by 70 people . It was first bookmarked on 15 Jun 2008, by elke das.
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Tricia PaparoExcellent list of collaborative learning strategies. Each strategy is broken down and further explained.
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Paired Annotations
Students pair up to review/learn same article, chapter or content area and exchange double-entry journals (see below) for reading and reflection.
Students discuss key points and look for divergent and convergent thinking and ideas.
Together students prepare a composite annotation that summarizes the article, chapter, or concept. -
Team Expectations
Some of the common fears about working with groups include student fears that each member will not pull their weight as a part of the group. Students are scared that their grade will be lower as a result of the group learning vs. learning they do individually. One way to address this issue is to use a group activity to allow the group to outline acceptable group behavior. Put together a form and ask groups to first list behaviors (expectations) they expect from each individual, each pair and as a group as a whole.
Groups then can use this as a way to monitor individual contributions to the group and as a way to evaluate group participation.
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Eloise Bredenhofcooperative learning strategies
education teaching cooperative_learning cooperative strategies
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Jamie HolstSome techniques for promoting cooperative learning.
collaboration learning collaborative cooperative strategies techniques
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Tom JodelkaOverview of a variety of collaborative techniques to use in the classroom.
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Francisco J. SantosPara el debate de técnicas y estrategias de colaboración
collaboration education teaching e-learning colaboración colaborativo técnicas estrategias
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Cyndy Henry"Collaborative Learning
Collaborative
Learning Structures and Techniques
Three-step Interview
Roundtable
Focused Listing
Structured Problem-solving
Paired Annotations
Structured Learning Team Group Roles
Send-A-Problem
Value Line
Uncommon Commonalities
Team Expectations
Double Entry Journal
Guided Reciprocal Peer Questioning
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Three-step Interview
Three-step interviews can be used as an ice breaker for team members to get
to know one another or can be used to get to know concepts in depth, by
assigning roles to students.
Faculty assigns roles or students can "play" themselves. Faculty may also
give interview questions or information that should be "found."
A interviews B for the specified number of minutes, listening attentively
and asking probing questions.
At a signal, students reverse roles and B interviews A for the same number
of minutes.
At another signal, each pair turns to another pair, forming a group of four.
Each member of the group introduces his or her partner, highlighting the most
interesting points.
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Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large
number of responses to a single question or a group of questions.
Faculty poses question.
One piece of paper and pen per group.
First student writes one response, and says it out loud.
First student passes paper to the left, second student writes response, etc.
Continues around group until time elapses.
Students may say "pass" at any time.
Group stops when time is called.
The key here is the question or the problem you've asked the students to
consider. It has to be one that has the potential for a number of different
"right" answers. Relate the question to the course unit, but keep it simple so
every student can have some input.
Once time is called, determine what -
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Giorgio BertiniThree-step InterviewRoundtableFocused ListingStructured Problem-solvingPaired AnnotationsStructured Learning Team Group RolesSend-A-ProblemValue LineUncommon CommonalitiesTeam ExpectationsDouble Entry JournalGuided Reciprocal Peer Questioning
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debbie oestreicherCollaborative Learning Structures and Techniques
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