SUBMITTED TO:

MS. NOVA MARIE E. ANTIQUANDO

SUBMITTED BY:

TIMTIM, JOLINA P.

BARELLANO. EMA FAYE L.

BAROTE, ARSENIO JR. R.

COURSE & YEAR:

BACHELOR OF ELEMENTARY EDUCATION- II

TIME SCHEDULE:

MWF (5:00- 6:00PM)

Introduction

COLLABORATIVE LEARNING?

“Alone, we can do so little; but together we can do so much.” – Helen Keller

Today, we can observe a huge growth in technology, and with it, is the introduction of new
learning methodologies. One of it is the collaborative learning, in which it is one way of
improving students’ socialization, cooperation and collaboration of ideas to their designated
groups/partners. Helen Keller made a great quote for us to know that it is better working
together rather than working alone. As individuals, we are good at combining information from
different sensory sources to arrive an exact outcome that is more accurate than either from its
own source. Is collaborative learning a useful one or not? Maybe yes and maybe no! So, what is
really the meaning of collaborative learning?

What is Collaborative Learning?

Collaborative learning is an educational approach to teaching or learning that involves groups of

students working together to solve a problem, complete a task or create product. Also called as
an umbrella term for a variety of educational approaches involving joint intellectual effort by
students or students and teachers together. Usually, students are working in groups of two or
more, mutually searching for understanding, solutions and meanings, or creating a product.
Engaging students collaborative learning can occur peer-to-peer or in larger groups. Peer
learning, or peer instruction, is a type of collaborative learning that involve students working in
pairs or small groups to discuss concepts or find solution to problems. Similar to the idea that
two or more heads are better than one, educational researchers have found that through peer
instruction, students teach each other by addressing misunderstanding and clarifying
misconceptions. According to Gerlach, “Collaborative learning is on the idea that learning is a
naturally social act in which participants talk among themselves (Gerlach,1994). It is through the
talk that learning occurs.” There are many approaches to collaborative learning process (Smith
and MacGregor, 1992) underlies them all :

Learning is an active process whereby students assimilate the information and

relate this new knowledge to a framework of prior knowledge.
Learning requires a challenge that opens the door for the learners to actively
engage his/her peers, and to process and synthesize information rather than simply
memorize and regurgitate it.
 Learners benefit when exposed to diverse viewpoints from people with varied
backgrounds.
Learning flourishes in a social environment where conversation between learners
takes place. During intellectual gymnastics, the learner creates a framework and
meaning to the discourse.
In the collaborative learning environment, the learners are challenged both
socially and emotionally as they listen to different perspectives, and are required to
articulate and defend their ideas. In so doing, the learners begin to create their own
unique conceptual frameworks and not rely solely on an expert’s or a text’s framework.
Thus, in a collaborative learning setting, learners have the opportunity to converse with
peers, present and defend ideas, exchange diverse beliefs, question other conceptual
frameworks, and be actively engaged.

Collaborative Learning Activities

A great way to get students cooperating and thinking is with the help from each other. Activities
make use of each individual member’s skills and knowledge and apply them in a setting where
they can be used by the group as a whole. This makes them particularly fun for students, as
well as a great way to get them more engaged in the class. Collaborative learning, when
planned well, structures effective communication between peers, peer evaluation, problem-
solving, and the possibility that students will begin to teach each other. Some examples of
activities in collaborative learning are the following:

Think-Pair-Share – is a low- stakes, low- effort strategy for active learning and
abbreviated collaboration. Students must work independently, communicate their ideas
to peers, consider peer responses, and share discussion in a way that begin to
synthesize an exchange. While it is unlikely that all pairs in class will have the
opportunity for the last step, calls on random pairs means that most should be prepared.
Problem- Based Learning (PBL) – introduces a specific problem to students,
usually in groups, over an extended period, and requires that they understand the
problem and begin to propose a response or solution. PBL begins to approximate the
sort of work to do (think of the “problem” as a sort of research question) , as well as the
way students may need to approach problems in their lives after higher education.
Peer Teaching- is a very effective means for both the student teacher and
student learner to learn new concepts or reinforce concepts with which they are familiar.
One example of peer teaching is tutoring, which means guiding the learning of a newer
student. This can be as informal as a brief discussion in which a student explains
concept or clarifies a misunderstanding. Supplemental instruction is the extended
guidance students receive over an entire course from a secondary source e.g.., a tutor).
Presentations ask students to communicate course material to their peers effectively.
This requires more than restating content or paraphrasing the day’s reading.
Small Group Discussion- offers students the chance to interact with peers, to
listen, and to teach. Effective small group discussion is guided by clear directions and
asks students to share a product (a summary of discussion, a consensus view with
minority report, or even a critique of the discussion prompt).
 Simulations- ask students to adopt roles as they perform the work of a problem-
solving group. Students of government and politics, for example, might take on the roles
of business owners, city council members, and neighborhood advocates in a zoning
dispute.

Benefits of Collaborative Learning

Research shows that educational experiences that are active, social, contextual, engaging and
student- owned lead to deeper learning. The best learning happen when children are actively
involved in a project. Collaborative learning is an approach that encourages students to creates
groups and works together to solve a given problem. The benefits of collaborative learning
include the following:

1. Develop social skills- Collaborative learning makes student with different

backgrounds, race, or upbringing, to work together. They come together in a setting that
maybe would not be possible if it were not for collaborative learning. In order to solve a
project’s given problem, children need to communicate. They are able to hear different
opinions and learn more about different cultures. The collaborative learning methodology
is ideal for children that have difficulties in social setting.
2. Learn from peers- Generally, people have different skills, passions and
knowledge. In a small collaborative group, when a question is raised, different students
can have different answers and children can learn new things from one another, but also
understand to different perspectives.
3. Build trust- In order to achieve a goal, students need to work together. They can
work together without trusting each other, but for an effective collaboration and to reach
a common goal, they need to learn to trust each other.
4. Engage in learning- In a small group setting, each student has the opportunity
to express her or his ideas. Being able to do so, and being heard can give the feeling of
importance and value. The learning experience becomes more fun, and students are
eager to learn more.
5. Gain confidence- As students work as a team, they also receive more support,
therefore gain confidence. Collaborative learning can help shy students express
themselves more.

Three Steps of Starting Collaborative Learning Activities to Students

Introduce the Task. This can be as simple as instructing students to turn to their
neighbor to discuss or debate a topic.
Provide students with enough time to engage with the task. Walk around
and address any questions as needed.
Debrief. Call on a few students to share a summary of their conclusions.
Address any misconceptions or clarify any confusing points. Open the floor for
questions.

Advantages of Collaborative Learning

1. You can usually get a lot more done in a shorter time. One advantage of working
in groups is that a problem can be solved faster and easier. Any time, if a group of
 people works together to solve a problem it is usually more efficient. When in a group it
allows for people to work as one and help others become “unstuck”. Problem solving
becomes easier when people work together.
2. Each member of the group has something unique ways of thinking; listening to
another person’s ideas helps them to broaden their horizons.
3. Every student gets to learn more, and truly understand things better. When you
work all by yourself you always ask questions in everything you do but when you’re with
a group you can have the reassurance to trust your own thoughts.
4. If you are clueless, a partner or a group may be a great help on you especially if
there are times that you don’t fully understand the concept of a specific subject or idea,
your partner or group can help you understand and explain it to you.
5. Students can relate to one another more easily than with the teacher. Students
sometimes feel comfortable asking their own peers questions. They are more open to
their peers who are of the same level to them.

Disadvantages of Collaborative Learning

1. People need to go at different speeds. Some people need to go at different

speeds to fully understand and absorb the information, it may happen that while working
in a group, someone is slowed down or force to catch up faster then they would like to.
2. Someone may try to take over the group. One of the biggest problems in a group
situation is the balance of power. Not all people are given an equal voice in a group.
Usually there is two group leaders that everyone defers to because people end up
feeling overlooked and unappreciated. More problems occur when one person is a
control freak, not willing or able to trust the abilities of a group. This can again result in
discord and lack of cooperation amongst the group members. Put simply that one
person can drastically affect the group either positively or negatively.
3. Quite people may not feel comfortable. Some students are shy or reserved and
feel awkward when working with others.
4. Sometimes people just don’t get along. No matter how hard they try their
personalities clash. With these, you spend more time over when it comes to your
differences rather than actually doing the work.
5. People may not pull their weight. Some group members may not contribute to the
activity, therefore one or two people end up doing the work. On the other hand, one may
become too much of a leader and not involve the other groups members in decisions
and just run the activity in his/her own way.

Significance/ Impacts to the Society

Collaborative learning, in its most basic form, is a situation in which two or more people learn or
attempt to learn something together. It helps every student or even to the society to have a
chance to delve deeper into topics in such lectures in much smaller groups. But collaborative
learning happens everywhere- in cafes, breakout areas and even corridors. Collaborative
working assists students in having difficult topics easier to understand. Having opportunity to
bounce ideas and understand to peers is hugely helps with our own personal thinking. Professor
Dan Butin has argued that peer to peer and project based learning should be used in schools
and universities as they are “much better learning tools” than lectures or chalk and talk
sessions. As we move into a more collaborative world, the principles and personality traits
gained from peer-to-peer education and engagement are more important than ever. Broadly
speaking, it is a method of active learning that relies on the principle of two or more students
coming together to work towards a common goal. Collaborative learning activities vary widely,
but most center on the learner’s exploration.

Conclusion

In this 21st century generation, teaching styles and approaches has also been improved. One of
this teaching technique is collaborative learning. It signifies the quote, “three heads is better
than one”. A student-centered learning that helps students develops their own ideas, explore
new values and cultures through peer socialization and corporate ability as one with the others.
With this technique, we future educators could help students to open-up, help them voiced out
their different opinions and perspectives, helps them enhance their ability in organizing and in
leading. In this, teachers are the guide, the one who instructs and the students as the thinker
and doer. For being able to become accustom collaborative learning into your teaching plan
successfully will allow your students engage and involve themselves more actively in the
learning process. It gives them a chance to learn their strengths and weaknesses as they work
in groups because as they interact more with their peers, they acquire new ways of handling
problems.

References

Online Source

http://nationalcareersservice.direct.gov.uk/aboutus/newsarticles/Pages/Spotlight-
SoftSkills.aspx
https://2016.spaceappschallenge.org/
https://nationalareersservice.direct.gov.uk/aboutus/newsarticles/Pages/Spotlight-
Softskills.aspx
https://archive.wceruw.org/cl1/CL/moreinfo/MI4B.htm
https://www.thirteen.org/edonline/concept2class/coopcollab/index.html
https://teaching.cornell.edu/teaching-resoures /engaging-students/collaborative-learning
http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rscollabor
ativelearningasp
http://stueckpharmay.com/downloads/ppt/overview_primary_care_uk.ppt.
 Let’s Examine!

I. IDENTIFICATION. DIRECTION: Write the word/s of the correct answer on the space
provided before each number. Erasures are considered wrong.

_______1. An activity that involves the chance to interact with peers, to listen and to teach.

_______2. This is the idea that learning is a naturally social act in which participants talk
among themselves.

_______3. A brief discussion in which a student explains a concepts or clarifies a

misunderstanding to a newer student.

________ 4. An approach to teaching that involves groups of students working together.

________5. Students are asks to adopt roles as they perform the work of a problem-
solving group.

II. ENUMERATION

6-10. Benefits of Collaborative Learning

11-13. Three Steps of Starting Collaborative Learning Activities to Students

14. State an advantage of Collaborative Learning

15. State a disadvantage of Collaborative Learning

16-20. Examples of Collaborative Learning Activities

****** God Bless Everyone! *******

Prepared by:

Group 2 Reporters
 Answer Keys!

I. IDENTIFICATION

1. Small- Group Discussion

2. Collaborative Learning

3. Peer Teaching

4. Collaborative Learning

5. Simulations

II. ENUMERATION

6. Develop Social Skills

7. Learn from Peers

8. Build Trust

9. Engage in Learning

10. Gain Confidence

11. Introduce the task

12. Provide students with enough time to engage with a task

13. Debrief

14.

* You can usually get a lot more done in a shorter time.

* Each member of the group has something unique ways of thinking.

* Every student gets to learn more, and truly understand things better.

* If you are clueless, a partner or a group may be a great help on you especially if

they are times that you don’t fully understand the concept of a specific subject or idea, your
partner or group can help you understand and explain it to you.

* Students can relate to one another more easily than with the teacher.
15.

* People need to go at different speeds.

* Someone may try to take over the group.

* Quite people may not feel comfortable.

* Sometimes people just don’t get along.

* People may not pull their weight.

16. Think-Pair-Share

17. Problem- Based Learning (PBL)

18. Peer Teaching

19. Small Group Discussion

20. Simulations

Prepared by:

Group 2 Reporters
 ACTIVITY

TITLE:

THINK- PAIR- SHARE

OBJECTIVES:

To allow students time to think and reflect about a given question.

To improve the quality of student’s responses.

MECHANICS OF THE ACTIVITY:

Facilitator asks a higher- order thinking question. (not answerable with a yes or no question)

Question: What is EDUCATION for you?

Step 1: THINK- Students had given a few moments to think about the given question before
voicing their ideas to their partners.

Step 2: PAIR- Students will choose their pairs who is near to them/ seatmate and share their
own perspectives or ideas about the given question.

Step 3: SHARE- Facilitator/ Teacher will just going to select few students to share their ideas
to the class.

Conclusion: With this activity, socialization, self- confidence and reasoning had been tested.
Collaboration was used in this activity in which it is not just with their pairs they share their ideas
but also to the whole class.
Documentation