Collaborative Inquiry

Solution Concept Written Proposal

Collaborative Learning Skills

PME 801: Collaborative Inquiry

Queens University
Wednesday March 9, 2016
Aleith Cole, Chantelle Aguilar, Jerome Gentles and Meaghan Cuggy

Introduction
Connecting with peers and colleagues within a professional networking venue, is an
excellent way to share, collaborate, ask questions and solve problems. Members of the Ontario
Teachers: Resources and Ideas group on Facebook come together to create a community full of
knowledge and experience. It is within this space, that as a group, we were able to examine the
concerns and problems expressed by teachers within the scope of collaborative inquiry.
After reviewing the extensive conversations and discussions surrounding this topic, we
were able to focus our attention on a prominent area of concern amongst teachers. Many
teachers noted that their students are unable to participate in effective collaborative learning
(group work).

In this proposal, we will be examining this complex problem, identify problem areas in
past solutions, and implement three new solutions to a grade four/five classroom as well as a
university course setting to evaluate their effectiveness.
Toward a Design Theory of Problem Solving by David Jonassen (2000), highlights the gap
or disconnect between the skills we want our students to have and the skills we evidently are

teaching our students. The concerns expressed within our professional community, further
highlight the need for a shift in educational focus.
Jonassen (2000), explains that our educational system needs to provide students with
more opportunities for contextual and experiential learning. He outlines a useful spectrum of
problems, (from the well-structured to the ill-structured), and contends that, in ill-structured
problem solving, students require more than just prescribed prerequisite skills. Instead, he
asserts that students need guidance and encouragement to start asking questions, not just
regurgitating answers. They need to see information as it is applied to their own lives and
communities. They need opportunities to explore and collaborate.
Providing students with collaborative learning and inquiry opportunities will provide
them with the skills they need to deal with many of the problems that they will be required to
face in the 'real world'. Collaborative learning is a means to deconstruct knowledge through
joint reflection. Through collaboration, students come together to ask questions, look at
information and research, explore new ways of thinking and discover new information.
Research suggests that cooperative and collaborative learning can result in a number of
significantly beneficial outcomes for students. When working collaboratively, students can
share their strengths and also develop their weaker skills. Collaborative learning provides
opportunity for the development of interpersonal skills as well as increase self-esteem,
heightened motivation and feelings of self-efficacy. When cooperative groups are guided by
clear objectives, students engage in numerous activities that improve and deepen
understanding of content. Research also suggests that students involved in collaborative

learning become more actively involved in the learning process and take ownership of their
own learning.
Identifying Problems in a Collaborative Classroom
Effective group work and collaboration, requires students to be equipped with an assortment of
skills; communication, listening, cooperation, participation, sharing, and respect. If students
lack these skills, or lack experience utilizing their skills, students end up being off-task, work
remains unfinished and no learning occurs. A number of studies have found that while smallgroup work is positively related to achievement when group interaction is respectful and
inclusive, use of group work is actually negatively related to achievement if group interaction is
disrespectful or unequal (Pedagogy and Practice: Teaching and Learning in Secondary Schools,
2004)
Every classroom and every group of students, has its own distinctive dynamic. Diversity
comes in many forms: personality, race, gender, class, ethnic background, sexual orientation,
religion, class, natural aptitude for and previous training in the subject matter, the range and
types of previous experience are among students (Classroom Dynamics & Diversity, 2016).
Students enter classrooms bringing their own unique perspectives, ideas and attitudes.
Teaching diverse groups of students requires teachers to meet the needs of all students and
create an environment that is inclusive. Making learning possible for everyone is can be
challenging especially when creating a climate for collaborative learning.

In addition to the range of perspectives, backgrounds, and experiences of students in any

classroom, there are other problems, commonly noted by educational professionals, that relate
to student personalities, learning exceptionalities, and mental or physical diagnoses:

Extrovert personalities dominating collaborative processes

Introvert personalities requiring time and a quiet environment to process information

Attention deficit challenges (ADHD)

Anxiety and Sensory challenges (ASD)

Language and speech barriers

Introverts and Extroverts in Collaborative Learning

Many successful introverts like Albert Einstein and Apple co-founder Steve Wozniak have
stated publicly that they work better alone than in teams. In the same way, every classroom
has its quiet thinkers, for whom many social and academic standards at school are over
stimulating and uncomfortable, (Torgovnick May, 2014). Classrooms today are designed with
pods of desks that facilitate collaborative projects, and student evaluation based on
participation is embedded in our educational system. These spaces are ideal for extroverts, as
they thrive in noisy, chaotic environments with close interaction with peers. But where are the
cozy corners or solo spaces for those who need time and space to process their thoughts? For
the introverted student, there seems to be little opportunity for the quiet alone time that they
need to do their best thinking. The following diagram depicts the thought processes of both
introverts and extroverts:

http://www.quietrev.com/6-illustrations-that-show-what-its-like-in-an-introverts-head/

Because of the distinction between introverted and extroverted thinking, it follows naturally
that group collaboration in the classroom will present challenges for some students and
teachers. Susan Cain, American author, lecturer, and founder of the Quiet Revolution, is a
strong advocate for leveling the playing field in the classroom. She asserts that teachers
should really mix it up fairly between individual work, group work, and have students do more
work in pairs, which is a way that both introverts and extroverts can thrive, (Cain, 2012). It is
important that teachers consider these natural personality differences when addressing
problems in collaborative groups.

ADD/ADHD and Autism in Collaborative Learning

In a time when an increasing percentage of students have been identified as having
Attention Deficit Disorders and/or Autism Spectrum Disorder, it is essential to understand how
these can affect student success in collaborative inquiry. Research has shown that working in
small, structured groups is often an effective way for ADD/ADHD students to engage in
learning. With that being said however, problems may arise when these students veer offtopic repeatedly, frustrating others in the group or have trouble meeting deadlines or taking
guidance from others, (Rief, 2009). Teachers play an essential role in the creation of balanced
groups where students with ADD/ADHD can be placed in groups with those who model
balanced, focused behaviour.
While students with ASD may present difficulties with focus in group collaboration, they
may also struggle with other factors that are inherent in team-based learning. For ASD
students, selecting a group, or lack of control over who is in the group, can trigger anxiety even
before the collaboration has begun. They may feel lack of control over the assignment or the
final product, which can also cause them considerable stress. The transitions in working
environment, and sensory input may also be unsettling for some ASD students. In addition,
working together with other students in close proximity can be very intimidating for kids who
are hypersensitive to touch and smell, (Oakley, 2013). Team work is loud and chaotic; many
students talking simultaneously, laughing, perhaps arguing. The sound of voices, chairs and
tables being moved, and the increased visual distraction may be extremely uncomfortable for
students who are prone to sensory overload.

Both ADD/ADHD and ASD students may find aspects of team-based learning very challenging,
but with a little understanding, teachers can provide support and guidance to lessen their
stress, thereby ensuring the success of their entire group.

Language and Speech Barriers in Collaborative Learning

Students with language and speech difficulties may also struggle with the loud, fast-paced
nature of collaborative learning. Those with communication disorders, (dysfluent speech,
delayed memory recall, or muscular diseases such as cerebral palsy), may lack confidence or
encounter impatience from team members in group collaboration. They may feel that they are
not afforded the strong voice that they deserve. There exists also, the possibility that group
members will listen patiently, yet still not be able to hear or understand as students may speak
softly or avoid speaking to avoid embarrassment/being misunderstood (OFT Website).
Solutions
After reviewing the common problems discussed in literature and in our professional
network, it is evident that students may develop some collaborative skills naturally as they
mature and grow, others may require experiential learning to develop, and others may require
the guidance and modeling of a teacher to find the skills they need to be effective members in
team-based learning. Being provided opportunities for communication and collaborative skill
building, students will gain experience and familiarity with collaborative learning and will be
able to participate in group work more effectively. With an understanding of such diversity in
student needs, teachers are able to implement strategies and solutions to address common
problems in classroom collaborative inquiry.

The following are solutions that address the problems that were identified though
collaboration with peers in our professional community. These solutions have been added to
pre-existing strategies to target specific challenges in team based learning.

Quiet Thinking n Jot- This method requires students to think about the task and jot
down the information or ideas before group work begins. It provides ALL students the
opportunity to collect their thoughts and ideas. This is especially needed for students
who may be shy or not a quick to respond as others. It encourages everyone to
participate and provide equal work to the group. This method also provides the teacher
with feedback and assessment.

Provide a talking stick to indicate who the speaker is.- this technique will help
extroverts to learn how to listen to others and allow them to have a turn. This method
also encourages introverts to speak and have time to speak that is dedicated to them. In
addition, this strategy requires everyone to work and participate.

Proximity- teacher walks around to ensure students are on task. Teachers often
complain about students not on task, however, this become minimal when direct
observation is occurring. This is not to take away from independent learning but to
remind students of their tasks. Teacher can also use this time to evaluate students.

Checklist and guidance- for students who lack focus or with language barriers it is
important to have specific visual and oral representation of objectives and expectations.
This provides guidance and focus as well as meaning to the learning experience. This
also includes creating timelines and benchmarks especially if some students need breaks
or accommodations to chunk information.

Research training- often times if research is required especially for inquiry based
learning, students lack the basic know how. Training all students and ensuring they
know how to find relevant information. For younger students using kidtopia as a
search engine is helpful to narrow results.

Communication tools-students learning communications skills can help when students

are interacting with others with language barriers. Students are encouraged to repeat,
ask, or write to clarify information when communicating.

Re-direction-Many students lack the skills to stay focused at all times. Some more than
others. Proximity and other methods help however re-direction may be needed to
specifically target and questions students roles as a responsible participant.
Collaborative Learning Solution: A Case Study

We have applied our proposed solution first, to a grade 4/5 junior level classroom. This
class consist of 14 students. Students in this class have varying needs and abilities require
accommodations and modifications to learning activities. Four students work at a significantly
lower grade level (grade 2 level- students have difficulty with reading, writing and
comprehension, and they require 1:1 reading assistance), three students at a grade 3 level, 6
students are at grade 5 level and 2 perform at a grade 7 level. One student in the class has
Cerebral Palsy which makes writing, walking and speaking very challenging. This student is
academically behind due to the nature of his condition. This student also faces social
challenges, due to trouble speaking, lack of cognitive understanding, and unfamiliarity peer
relationships (adult conversations are more common). Another student in the class requires
accommodations and modifications to learning due to a mental/cognitive delay,

anger/behavioural control issues, ASD, ESL, and a sensory disorder. Another student with
ADHD, ASD; they will not write more than four sentences at a time, will create and type on
computer, needs redirection every 5-10 mins, responds best to asking rather than demanding
behaviours and will challenge adult authority, and needs to have time to tell stories and time
with the teacher. This student also responds well when given short tasks then a break.
Taking into consideration the specific problems generally faced by educators when
facilitating group work, through professional collaboration, we have come up with several
general solutions and implemented them into three group work methods; Buzz Groups, Circle
of Voices, and Jigsaw.
Implemented Solutions
The following is a description of the proposed solution as well as how it was
implemented into the classroom. We have also added student responses to the collaborative
activities.

Buzz Groups:
Students were given instructions and steps of how to precede with the group work activity.
The topic was provided and specific behaviours were discussed on how to be a responsible
member of a group. After the discussion, students were asked to list positives and negatives
about the experience. Positive aspects indicated by lower level learners, was that clarity of the
topic was provided by other members of the team. They were able to ask questions in a small
group and felt safe in that environment. Students said they began asking more questions as

others had different ideas then that did and began their own inquiry session. Negatives were
that some students needed reminders to stay on topic.
Student Quote: I felt safe asking questions in a small group.

I felt safe
asking
questions in a
small group

Circle of Voices
Instructions were given to the students and teacher divided groups. The topic was a
discussion on character building to help with communication among students. A talking stick
was provided and time to think individually before discussion. Students were asked to list
positives and negatives about the method after the session. Positive aspects were that
everyone got a chance to think before they spoke. The talking stick encouraged all students to
have time to share and other students who normally wouldnt participate met expectations.
Teacher proximity was used to help students stay on task and share the talking stick. The one
negative aspect was that at times the student with the talking stick took too long. Students
independently solved the problem by setting timers for each speaker.
Student Quote- We all had different ideas. I liked some of them and it made me think

The talking stick helped me listen, I like to talk a lot.

Jig Saw
The process of Jig Saw was explained with examples and demonstrations. Students were
divided into groups. They were timed by the teacher and transitions were signaled. Students
were required to follow a three step process. 1- research individually. 2- work in number groups
which all looked up the same topic. 3- get into letter groups. Here students will share about
their topic as experts. Students were asked to reflect on this method of group work. For this
particular time, there were no negatives listed. Students said they were able to work though all
issues quickly. The probability that no negative issues is the norm is low and therefore there
would need to be additional case studies to give a more accurate response. All students found
this method positive. The students enjoyed researching the topics individually first. This created

an equal learning experiences and responsibilities were expected from every student. The
teacher walked around and offered support if needed. When the groups of the same topic
joined, students remarked that they enjoyed the collaboration, as each one of them found new
information. They also said that it confirmed what they were researching. The last step they
were able to teach others as experts. Many of the students enjoyed being the expert and
having others listen to them.
Student Quotes: I liked that I got to speak and other students took time to understand
me. (speech barrier)
Other people researched cool things, so I learned more than if I was on my own.
I liked that
we got to
move
around.

I liked being the

expert in my
group.

Collaborative Learning Solution: A Case Study # 2

Our second case study applies the same proposed solutions but to a significantly different
classroom setting. In this case study we implemented collaborative learning activities to a post
secondary level classroom. This class is a University E commerce course. The class consists of 20
students; 7 students are at an IELTS 5.5 level, 5 students are at an IELTS 5 level, 3 students are

at an IELTS 4 Level, 3 students are at and IELTS 3 Level, and 2 students are at an IELTS 2 level.
IELTS is the International English Language Testing System. It is designed to assess the language
ability of students who need to study or work where English is the language of communication.
The instructor noted additional information on the classroom below.

Five of the students have extreme difficulty comprehending in class assignments when
dictated to them in English In general, Chinese speakers have difficulty trying to
understand the English spoken language. (Swan Pg. 310)

Most of the students that have good English communication skills always work together
on all group assignments.

More than half of the students have very short attention spans; they cannot go 10
minutes without looking at their cellphones. Lose interest during listening to lectures in
their 2nd language.

One student is a social outcast. Even though his English level is decent, students do not
want to engage in group work with him.

50% of students do not feel comfortable presenting in their 2nd language. This may be
due to lack of confidence in their English ability or fear of losing face. Leung and Chen
(2001) believe face is the respect, pride, and dignity of an individual as a consequence
of his/her social achievement and the practice of it. Face is an important Chinese
cultural concept that has penetrated every aspect of the Chinese life. [As a result,] it is
virtually impossible to think of a facet of social life to which the question of face is
irrelevant. (Dong Pg. 401)

Teaching classes in English overseas poses many challenges for educators. Students are
grouped into classes based on their overall scholastic ability, not on their English proficiency.
Usually in group settings, most of the work gets allocated to the student with the best English
ability. The student feels obligated to do the work for the group members. Applying to Chinese
use of face, if one is able to save his/her own face while giving face to his/her partners, s/he
gains credibility and will build a harmonious relationship in future interaction or
communication. (Dong Pg. 405) Only two of the students eight classes are conducted in English
so most of the students are not comfortable speaking English. Trying to implement certain
North American teaching practices can be difficult because this is many of the students first
time learning any subject from a foreign teacher. Keeping the attention span of students while
lecturing in their 2nd language can also cause problems. In addition, the instructor noted that:

Students with better English levels get stuck doing all the work in group assignments
and feel obligated to finish the assignment for the group. China is a highly collectivist
culture where people act in the interests of the group and not necessarily of
themselves. (http://geert-hofstede.com/china.html)

Many of the students are always on their phones during class (short attention spans)

Students that are introverted lose marks during presentations and group assignments
because of refusing to present

Extroverts receive most of the participation marks in the class because of their
willingness to speak up

Students have trouble spelling and speaking fluently without preparation time. This
causes students to be reluctant to participate in class activities. The phonological

system of Chinese is very different from that of English. Some English phonemes do not
have English counterparts and are hard to learn. Others resemble Chinese phonemes
but are not identical to them in pronunciation, and thus cause confusion. (Swan Pg.
311)
Some of these problems can be solved by using simple, corrective measures that will ensure the
students will collaborate more seamlessly during group assignments. Other problems after
analysis will be a little more difficult to overcome due to the varying language levels of the
students and the fact that they are adults.

Teacher makes groups rather than letting students make groups themselves
This will mix up the students that have high level English proficiency with students with
lower level proficiency. This will insure all of the IELTS level 5 and above students are
not always working together.

Peer evaluations
In order to prevent the hardworking students from being penalized for doing all the
work, each student will have to give a grade from 1-10 about the contribution of each
group member.

Provide a talking stick to indicate who the speaker is

This technique will help extroverts to learn how to listen to others and allow them to
have a turn. This method also encourages introverts to speak and have time to speak
that is dedicated to them. In addition, this strategy requires everyone to work and
participate.

Proximity
Teacher walks around to ensure students are on task. Teachers often complain about
students not on task, however, this become minimal when direct observation is
occurring. This is not to take away from independent learning but to remind students of
their tasks. Teacher can also use this time to evaluate students.

Internet Based Learning Tools (Kahoot/Socarative)

Kahoot! is a free, online game-based learning platform that makes it fun to learn any
subject, in any language, on any device, for all ages!
Socrative empowers you to engage and assess your students as learning happens.
Through the use of real-time questioning, result aggregation, and visualization, you have
instant insight into levels of understanding so you can use class time to better
collaborate and grow as a community of learners.Using Kahoot/Socarative can
encourage the students to do group work on their phones instead of checking social
media accounts and/or doing things that are not class related.

After analyzing various methods to engage student in group work, through much deliberation,
my group members and I decided on using the three group work methods (Buzz Groups, Circle
of Voices and Jigsaw) to facilitate group work.
Buzz Groups
The students were given the task of finding information on one of the three waves of Ecommerce. The students were put into groups of 5. Each group would get 10 minutes to look in
their textbooks and debate which were the most important facts for one of the waves of Ecommerce. After they came to a conclusion, they wrote their answers on the board. After the

exercise, students were asked what the benefits were of discussing the topic in groups before
presenting to the class. Many of the students stated that discussing their answers with each
other before writing their answers on the board made them feel more confident. The writing
system for Chinese is non-alphabetic. Chinese learners therefore have great difficult learning
English spelling patterns, and are prone to all sorts of errors. (Swan Pg. 315) Other students
stated that they were able to look up words in English they were not familiar with which
allowed them to express themselves more easily. One of the negatives of this exercise was that
some of group members were still not engaged in the activity which left the motivated students
to do most of the work.

Student A: I had a chance to collect my thoughts before going to the board.

Student B: Being able to talk with my group members before I went to the board made me
more confident with my answer.

Circle of Voices
Students were divided into groups and asked to think about which products they
believed would be easy and difficult to sell online. Each group member was given 5 minutes to
write down and think of different products. Afterwards, a talking stick was provided to each
group. This exercise allowed everyone in the group to give their own opinion without being
interrupted. One of the positive facets of the circle of voices was that one of the students who
would usually be ignored in group situations had a chance to be heard by the other students.
The circle of voices also gave the students who usually didnt participate in group discussions an
opportunity to express themselves in a more relaxed setting. One negative aspect of the circle
of voices was that the students with low English levels could not continue talking throughout
their allotted time frame. If the teacher saw this occurrence arise, they would intervene and
pass the talking stick on to the next student.
Student C: I was happy I didnt have to give my answer in front of the entire class.
Student D: I was able to change my answer while other people were talking.
Jigsaw
The students were given the option of choosing to research the meaning of B2B, B2C,
C2C or B2G. They were also told to find a Chinese example and a Canada example of their
chosen topic. The class of 20 was divided into groups of five. The order of which students
chose their topic was determined by the teacher picking names at random. After researching
their topic, students were asked to find a classmate from another group and explain the topic
they researched in two minutes. After explaining their topic, the student had to listen to their
partners explanation. After the students talked to a member of each group, the teacher called

on the last pairs to describe their final partners description. (For example, if a B2B expert
explained what B2B was to a B2C expert, the B2C student had to explain the meaning of B2B in
front of the class.) The one negative of this exercise was that some of the lower level English
students had difficultly explaining their concept to other students. One of the advantages of
this exercise was that each student received a deep understand of their chosen topic as well as
detailed explanation from a peer. The students were able to use Chinese examples to make the
exercise more relatable to them. Most students felt that having to explain their topic
repeatedly helped them remember the concept better.
Student E: After explaining B2B is five times, I will have no problem during the test.
Student F: I understood what B2C was after Helen gave me a Chinese example.

Conclusion
Through the case studies we were able to conclude that a diverse group of students was
able to participate successfully in collaboration with modifications and accommodations made
to previously existing strategies. Students were able to reflect and identify personal challenges
as well as challenges that affected the entire group and were able to apply tools with increasing
independence. We anticipate that with further collaborative opportunities, students will be
able to engage in team based learning to problem solve beyond the classroom. We also found
that having students work in groups collaboratively was extremely beneficial practice in the
context of an international classroom with adult learners. Due to certain culture factors,
students potentially losing face by speaking in public, having the students work together
fostered an environment with an increased flow of information which allowed a deeper

understanding of the materials being taught. Working collaboratively caused the students to
feel more confident with their answers and helped keep the students engaged during each
activity.

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