Collaborative teaching and learning approach

The power of collaboration in making lessons more effective and fun

1. GUALBERTO A LANTAYA JR. & CLINALYN B ACLO
/ Master of Science in Teaching Biology / February 2018
WESTERN MINDANAO STATE UNIVERSITY
Graduate School
Collaborative Teaching & Learning

2. National and Global frameworks
These all calls for the rethinking of the current teacher standards.
ASEAN
Integration
Globalization21
st
Century
Education
Enhanced
BEC

3. Changes in EducationalPerspective
A. PROCESS
Transmission
Breadth
Subject Centered
What
Transformational
Depth
Student Centered
How
B. ROLE
Giver
Actor
Facilitator
Coordinator

4. thus transforming teachers to superheroes…

5. Our basic assumptions in using
collaborative approach…

6. •Knowledge is
socially
constructed by
CONSENSUS
among
knowledgeable
peers.
SOCIAL CONSTRUCTIVISM (n)
@gualantaya

7. @gualantaya

8. Collaboration is one of the 21
st
century skills
@gualantaya

9. Cooperative versus Collaborative learning
The role of the
teacher is less
the traditional
expert in the
classroom and
more of the peer
of students.
The teacher
as subject
matter expert
and authority
in the
classroom.
Focus on product Focus on process

10. CONSTRUCTIVISM

11. @gualantaya
1. Intentional design
FEATURES OF COLLABORATIVE LEARNING
2. Co-laboring 3. Meaningful learning

12. TYPES OF GROUPS
•Engage students actively in their own learning and;
•To do so in a supportive and challenging social context.
last from one class
period to several
weeks, whatever it
takes to complete a
specific task or
assignment.
are temporary
groups that last for
only one discussion
or one class period.
are long term groups
with a stable
membership, more
like learning
communities.
informal formal base

13. METHODS FOR ASSIGNING GROUP MEMBERSHIP
RANDOM
STUDENT
SELCTION
INSTRUCTOR
DETERMINED

14. RANDOM SELECTION
1.Free-Form-form groups as you go, pointing ‘you five are a
group, you four are a group’
2.Odd-even-in each row let the students saying ‘odd even’ ask
the students in odd row to turn around to even row forming
groups of 4-6
3.Count off-ask students to count off in class
4.Numbered slips of Paper-distribute numbers written on slips
of paper put in a container
5.Playing cards-distribute cards to each student find the other
students with the same card

15. 6. Created cards-make your own card, write each card A-1, A-2,
A-3 and so on.
7. Line up and divide-ask students to line in order of their
birthday, height etc., break the line with number of students
needed in groups
8. Boat is sinking-sort students base in categories (status,
birthdate, group members etc.)
9. Jigsaw match-ups-find a number of pictures or graphics cut
into pieces and ask students to find others with matching pieces.
10. Text match-ups-use a line from songs or poem and find
students with other lines from the same song or poem.
RANDOM SELECTION

16. STUDENT SELECTION
1.Free form-have students form groups with minimal
instructions. Ensure that every student is able to find a group.
2.Group Leader choice-assign student leaders and ask them
to select group members.
3.Team Hiring-identify student who will function as employers,
these students are the ones who identify the characteristics
that will contribute to their team success. Students draw up
resumes that identify their qualifications. Suited for class
where hiring is related to the subject matter, such as business
or personnel management.

17. INSTRUCTOR DETERMINED (Stratification)
1.Show of hands-have students raise their hands to respond to a
series of questions and assign groups based on responses.
2.Student sign-up-choose topics for students to investigate, write
these on a sign-up sheet and ask students to sign up for their
preferences.
3.Single-statement likertscale rating-prepare a statement that
encapsulates an important or controversial issue in the field on which
attitudes and opinions will vary. Select from a five point likertscale
the number that best describes their positions (1-strongly agree, 5-
strongly disagree)
4.Corners-Designate a type of characteristics or specific interest for
each of the corners of the room.
5.Essay-ask students to write essay and group them according
qualitative analysis of their comments.

18. Some of the Collaborative
Teaching and Learning Strategies
useful in teaching Science:
@gualantaya

19. #1 Give One –Get One
(Irvine et al, 2006)
Procedure:
1.Have students fold a piece of paper lengthwise to form two columns and write “Give One” at the top of the left-
hand column and “Get One” at the top of the right-hand column.
2.Ask students to brainstorm a list of all the things they already know about the topic they will be studying by
writing the items down in the left-hand column. You may want to give them a specific number of bullets to
guide the amount of responses.
3.After making the list, have students stand and find a partner. Each person should “give one” of their ideas by
saying it out loud. Partners take turns sharing.
4.Have students write any new information they get from these discussions in the “get one” column of their lists,
along with the name of the person who gave them the information.
5.Students should rotate around the room, talking to two or three partners.
6.Once everyone has given and received information, the whole class can discuss the information students have
listed.

20. #2: Say Something
(Short et al., 1996)
Procedure:Typically students read a text up to a set point (e.g., the first page, the end of a section). Then they
pause and “say something” about what they’ve read to their partner. They may, for example: summarize the
section; identify a key point; make a connection to their own work; share their thinking about a new idea or raise a
question about a concept or strategy presented. At this point you can combine pairs to have students engage in
group discussion, have them repeat the process to the next stopping point, or bring the conversation back to the
class as a whole.
Instructions for Students
1.PAIRED READING (~15 MIN):Read the text provided up to the point marked A. When both you and your
partner have read the section, pause and “say something”. You may: summarize the section; make a
connection to your own teaching or learning experience; or raise a question or concern about a concept or
strategy presented. Now repeat the process: continue reading to the point marked B, then stop and “say
something”. Repeat again with the final section (time permitting).
2.GROUP DISCUSSION (~5 MIN):Combine with another pair. Share the most interesting points that came up
about the reading in your paired discussion with the rest of the group. Are there any common points that stand
out?
3.EXTENSION (~5 MIN):Continue your discussion in the larger group.

21. #3: Say Something
(Short et al., 1996)
Procedure
1.Dividing students up into groups has the potential to take a long time. Give clear instructions about
the division as you don’t want them to move too much and so making a suggestion that they turn
and pair with someone sitting in front or beside is a quick way to do this. Once they have their pair,
distribute the readings.
2.When you are changing over to the small groups (i.e., 2 pairs), instruct students to turn to someone
at their table or in the near vicinity.
3.You can put a stopwatch on the projector so students have access to the same timing that you are
using.
4.If you do not have enough time for a larger group discussion about the issues, assign questions for
students to answer in an online discussion board or through an assigned reflective journal due
online before the next class. Once you have read student responses, you can summarize the main
points in the next class.

22. #4: Note-Taking Pairs
(Barkley, Cross & Major, 2005)
Procedure:After notes from a lecture have been taken.
1.Choose to do during breaks in the lecture or at the end of the lecture. Students are given time to
pair with their neighbourto compare and review notes.
2.Have partner A summarize one section with their partner highlighting the main points and identify
ambiguous concepts and questions that they have.
3.Partner B clarifies/shares their thoughts based on their notes, filling in the gaps. Remaining
questions should be brought and discussed through aFish Bowlor posed to the class.
4.Partner A and B switch jobs for the next section.
5.Repeat until all of the notes have been revised. Be sure to take time to respond to remaining
questions.

23. #5: Structured Problem Solving
(Barkley, Cross & Major, 2005)
Procedure:
1.After problems are developed, organize students into groups or teams and assign each group a problem.
2.Ask students to solve the problem using the steps provided. For example you may use Dewey 6-step
Problem Solving technique. (Luotto& Stoll, 1996.)
1.Identify the problem
2.Generate possible solutions
3.Evaluate and test the various solutions
4.Decide on a mutually acceptable solution
5.Implement solution
6.Evaluate solution
3.Ask teams to report/present their problem, solution and the method (steps) they took in solving the problem.

24. #6: Group Investigation
(Sharan& Sharan; Bennett et al., 1991)
STAGE 1: GROUPING
1.Present topic and use several key questions to define the scope of inquiry.
Students may scan a variety of resources to activate their prior learning and
stimulate inquiry.
2.Clarify the topic: Develop a list of questions that the students would like to
investigate. You may guide this or have the entire class brainstorm together.
3.Classify questions to create sub-topics.
4.Form investigation groups: Students select subtopics of interest and form
cooperative groups. Ensure that the groups have a good mix of contributors.

25. #6: Group Investigation
(Sharan& Sharan; Bennett et al., 1991)
STAGE 2: PLANNING
1.Clarify the task: Each group explores its subtopic and formulates a
research problem. Focus questions are developed to outline the
scope of inquiry.
2.Develop an action plan: The group decides:
1.Aspects to investigate.
2.Deadlines for reporting back.
3.Resources needed.
3.Assign or have students select jobs and responsibilities.

26. #6: Group Investigation
(Sharan& Sharan; Bennett et al., 1991)
STAGE 3: INVESTIGATING
1.Prepare a daily plan: Group members complete an action
plan for each investigation day.
2.Research sub-topic: Gather data from resources.
3.Analyze and evaluate data: Assess the relevance of the data
related to the question.
4.Apply the data: Members share their data to solve the group
problem.

27. #6: Group Investigation
(Sharan& Sharan; Bennett et al., 1991)
STAGE 4: ORGANIZING
1.Select a reporting method: Determine the presentation format. It may be a
presentation, poster, etc.
2.Plan the report: Members discuss individual roles for the presentation and complete
a presentation plan.
3.Construct the report: Individual assignments are complete to form the report.
STAGE 5: PRESENTING
1.Present the reports.
2.Respond to the report: Other groups may seek clarification or give feedback.

28. #6: Group Investigation
(Sharan& Sharan; Bennett et al., 1991)
STAGE 6: EVALUATING
1.Establish the criteria: Establish the criteria in advance and use a rubric.
2.Clarify the components: This may include:
1.Teacher and student evaluations.
2.Formative and summative evaluation.
3.Weighting of the process and the product.
4.Ratio of individual to group marks.
3.Check for understanding: Be sure that the students understand at the beginning
how they will be evaluated. Students may complete a self-evaluation and add it to
their portfolios. Teachers may also require an individual report or testing of the
material after the final presentation.

29. #7: 3-2-1
(Rolheiser, 2011)
Procedure:
1.Instructor provides each learner with the 3 • 2 • 1 graphic organizer, including
prompts e.g., 3 –Important points from today’s lecture. 2 –Limitations of this
perspective. 1 –Question I still have is…? Or 1 point that was unclear was…?
2.Learners reflect on the questions posed and record their ideas on the 3 • 2 • 1
graphic organizer (e.g., after viewing a video, listening to a panel presentation or
guest speaker, engaging in a service-learning activity, reflecting on a personal
experience, etc.).
3.Learners then share their ideas with others (e.g.,Think Pair Share).
4.The instructor listens for patterns in the students’ responses and uses these to
debrief or link to the next part of the instruction.

30. #8: Four Corners
(Kagan, 1994)
Procedure:
1.Post the dimensions related to the topic in each of the four corners of the room
(e.g., strongly agree, agree, disagree, strongly disagree or number four different
pictures and then post the numbers).
2.Each student selects a particular dimension in response to a question posed by
the teacher, and moves to the appropriate corner.
3.Once in their selected corner students pair up to discuss the reason(s) for their
choice.
4.Students listen actively to their partner’s response and are prepared to share
what they heard their partner say.
5.The teacher randomly chooses partners to share responses from each corner.

31. #9: Analytic Teams
(Barkley, Cross & Major, 2005)
Procedure:
1.Form student group of four or five, assigning each individual in the team a
specific role and job assignment.
2.Present the lecture, show the video, or assign the reading.
3.Give teams class time for individual members to share their findings and to work
together to prepare to present their analyses in oral and written presentations.
4.Consider a closure strategy that emphasizes roles and components tasks.
Stand-up-and-share would be particularly appropriate for a fairly short activity,
whereas a panel or poster session would be appropriate for more complex
assignments.

32. Example
Teacher Cruz gave her students a collection of articles describing new technology that made it
possible for doctors to save babies born sixteen week prematurely.
The teacher formed groups of four and assigned each student a specific analytic role while reading
the articles:
1.Perspective: looked for unwanted assumptions, absolutism, relativism, and biases.
2.Procedure: looked for considerations of evidence , double standard, hasty conclusions,
overgeneralization, stereotyping and oversimplification.
3.Expression: looked for contradiction, arguing in a circle, meaningless statements, mistaken
authority, false analogy, and irrational appeals.
4.Reaction: looked for changing the subjects, shifting the burden of proof, creating a “straw man”
and attacking the critic.

33. 1. Divide the class into six groups and ask the group to do the following tasks:
G-OAL:
Write a brief incident report that will investigate the causes, effects and other implications of the
following given scenarios by applying the concepts of osmosis and tonicity:
1.A farmland situated in a locality recorded to experience high incidence of El Niño
phenomenon with low yield of crops.
2.A fishpond situated near a coastal area with reported high incidence of “fish kill” after a
sudden rush of saltwater from the coastal area to the ponds.
R-OLE:
As an expert in the field of agriculture and fishery/aquaculture, you are tasked to investigate the
incidence of high loss of crop yields and fish kill in the said localities/areas. Your report is deemed
significant specifically in addressing the causes, effects and other implications of the said
incidences which will eventually serve as baseline data in crafting policies and interventions to pre-
empt reoccurrence of such incidents.
#10: G.R.A.S.P.S

34. V. ELABORATE (G.R.A.S.P.S)
A-UDIENCE:
Stakeholders who will be benefiting from such investigations include farm owners, fishpond operators,
consumers, policy-makers, and other related LGUs.
S-ITUATION:
You are to investigate the causes, effects and other implications of the reported loss of crop yield and fish kill
by writing/submitting a brief yet comprehensive incident report that will shed light and address solutions to
such problems.
P-RODUCT/PERFORMANCE/PURPOSE:
Your incident report should briefly and clearly highlight the probable causes, effects and other implications
created by such events/happenings. The report should emphasize discussions or justifications using the
concepts of osmosis and tonicity in the survival rate of the affected organisms.
S-TANDARDS/CRITERIA FOR SUCCESS:
Your incident report should lay down suggested solutions, other than the said causes, effects and other
implications. Acceptability of the said report will be rated by the mentioned stakeholders (peer review). Rubric
for writing effective incident report will be utilized in evaluating the output.

35. V. ELABORATE (G.R.A.S.P.S)
Grading and Evaluating Learning
SAMPLE SELF-EVALUATION FORM
Name:
Group Name or ID:
Project Title:
Rate yourself on you performance on the project using the following scale:
5-Always 4-Frequently 3-Sometimes 2-Rarely 1-Never
Rating
I was prepared to contribute to the group
I stayed on task
I listened to others
I participated in discussion
I encouraged others to participate
Overall I felt my performance in the group should be rated:

36. V. ELABORATE (G.R.A.S.P.S)
Grading and Evaluating Learning
SAMPLE PEER EVALUATION FORM
The team member… 1 2 3
Prepares
Listens
Contributes
respect others
Demonstrates the skills…
Critical thinking
Problem solving
Communication
Decision making
Subtotals
1-Needs improvement 2-Adequate 3-Outstanding

37. V. ELABORATE (G.R.A.S.P.S)
Grading and Evaluating Learning
SAMPLE GROUP EVALUATION FORM
1.Overall, how effectively did your group work together on this
assignment?
2.Out of five group members, how many participated actively most of the
time? ( None, 1-5)
3.Out of the five group members, how many were fully prepared for the
activity? ( None, 1-5)
4.Give one specific example of something you learned from the group
that you probably wouldn’t have learned working alone.
5.Give one specific example of something the other group members
learned from you that they probably wouldn’t have learned otherwise.
6.Suggest one change that group could make to improve its performance.
Poorly Adequately Well Extremely well

38. @gualantaya
There is no single
best teaching
method!
Strategies that work with one
learner may not work with another.

39. ADDRESSING PROBLEMS
Inequitable Participation
Student Resistance to Group Work
Off-task behavior
Groups that don’t get along
Several or No students want to assume leadership
Different ability Levels
Group that work at different Rates
Cheating

40. DOWNSIDES SUGGESTED SOLUTIONS
InequitableParticipation
•unequal participation Reform/regroup often
Justadd rows…
GROUP ACTIVITY
Suggested format:

41. INEQUITABLE PARTICIPATION -unequal participation, some students want to
dominate, monopolizing conversations and taking over the group.
assign students to perform in appropriate ways e.g. assign domineering
students largely “silent” task roles such as recorder, time keeper and
summarizer.
consider talking to students privately. Explain to the over and under
participating students (reasons like shyness or minimal English language)
Consider forming pairs or smaller groups to increase the student’s
comfort level.
If the reason is selfishness or laziness, make sure the activity has built in
ways to ensure individual accountability and clear consequences for lack
of participation.
Reform groups often so that no one suffers an excessively domineering
and under-participating student for long.

42. Student Resistance to Group Work-undermining the group work, complaining
about it, or demonstrating anger or hostility to group members.
•Find out the reason for the resistance. (previous
bad experiences, ask students to identify
problems and suggest solutions.
•Establish group ground rules and incorporate
these into a learning contract.
•Structure the rewards and penalties system in
your course (that is, grades) to value the group
work.

43. Off-task behavior-Social relationship (best friends, worst enemies or couples)can
be detrimental to collaborative learning. These relationships may result to students
chatting, arguing, loafing, joking around or engaging into other off task behavior.
•Set a hard-to-reach time limit to discourage off
task behavior.
•Physical presence of the teacher can deter off
task behavior. Speak and confront students,
giving students a chance to explain their
behavior.

44. Groups that don’t get along-some members of a group just can’t (or won’t) get
along. The result is that the entire group begins to engage collectively in negative
behavior and fails to progress in the learning task.
•Give students time to work it out on their
own first.
•Work with them and identify the problems
and suggest solutions.
•Reorganize the group

45. Several or No students want to assume leadership-
power struggle or power tripping and student apathy
•Explain to students that being an effective
leader means being able to share
leadership and help others succeed.
•Acknowledge that it is important to be a
good follower.

46. Different ability Levels-students come to the classroom with
different skills and abilities.
•Select a role suitable for the learner.
•Try matching the students with other
academically high-achieving students and
assign them more demanding tasks.
•Consider reciprocal teaching or role play
to maximize roles of students.

47. Group that work at different Rates-it is given that groups will work
at different speeds.
•Consider setting a time limit and making it
public, as having this help propel students to
monitor their progress.
•Plan an extension activity for students who
complete the task early.
•Consider assigning bonus points to reward
their good work.

48. Attendance Issues-major source of contention among working groups.
•Set attendance and participation policies
at the beginning and then enforce them.
You have penalties in place for habitual
absences.

49. Cheating-academic dishonesty is receiving increased attention in schools.
•Reduce the pressure by providing a number of
opportunities for the students to demonstrate
achievement.
•Address academic dishonesty in the syllabus
so that students will know what constitutes
cheating.
•Develop group norms that encourage
academic honesty.
•Changing assignment prompt periodically.

50. DOWNSIDESOF COLLABORATIVE LEARNING
•MOTIVATIONAL PROCESS LOSS
•BIASED INFORMATION SAMPLING
•PRODUCTION BLOCKING

51. MOTIVATIONAL PROCESS LOSS

52. BIASED INFORMATION SAMPLING

53. BIASED INFORMATION SAMPLING

54. PRODUCTION BLOCKING

55. Shifting responsibility to students, and
having the classroom vibrate with lively,
energetic small group work is attractive,
but it is educationally meaningless if
students are not achieving intended
instructional goals, goals shared by
the teacher and students…

56. Collaborative learning then, is
two or more students laboring
togetherand sharing the
workload equitably as they
progresstoward intended
learning outcomes.

57. @gualantaya

58. @gualantaya
Other references:
•E.Barkley, et.al. ( Copyright 2005). Collaborative Learning Techniques. San Franscisco: Jossey-Bass
•https://www.weareteachers.com/8-fun-ways-to-help-your-students-collaborate-in-the-classroom/retrieved on
February 5, 2018.
•Google images