An effective class interaction paves the way to collaboration.

This means that if the interactive learning or the class interaction is successf
ul it can prepare a smooth easy way to collaborative learning to collaboration b
ecause interaction is the beginning of collaboration.
Just like what American pioneer of the assembly line production method, henry fo
rd said: coming together is the beginning, keeping together is progress: working
together is success.
When students collaborate for learning, they do not juts interact, they work tog
ether and help one another for a common goal. And why it this goal? This is peer
-to-peer learning.
In collaborative learning each one is his brother/sisters keeper. It take on man
y forms: twinning or partnering or forming dyad,2 triad,3tetrad,4small group
A perfect example is cooperative learning which you learned in principles of tea
ching I
For collaborative learning to work, what must teachers do?

Republic of the Philippines

CAPIZ STATE UNIVERSITY
College of Education
Main Campus, Roxas City
Ed 226 Principles of Teaching II
Chapter 3 Constructivist Teaching: Interactive, Collaborative, Integrative and I
nquiry-Based
REYSIANE V. VESTIDAS JOCEL G. BORCELO
BSEd TLE 2A Instructor

An effective class interaction paves the way to collaboration. There is an age o

ld adage that says two heads are better than one . Interaction is the beginning of
collaboration. When students collaborate for learning, they do not juts interac
t, they work together and help one another for a common goal. This is peer-to-pe
er learning. In collaborative learning each one is his brother/sisters keeper. I
t take on many forms: twinning or partnering or forming dyad, 2 triad, 3tetrad,
4small group
Example of a collaborative learning
A group of students discussing a lecture or students from different schools work
ing together over the Internet on a shared assignment
A perfect example is cooperative learning which you learned in Principles of Tea
ching I
For collaborative learning to work, what must teachers do?
Teacher s Task in Collaborative Learning
Teacher must:
1. Begin with the conviction that every student can share something in the
attainment of a goal. Collaborative learning operates on respect and trust. Resp
ect is basic for any relationship to proper. It is being convinced of the basic
goodness of every person in the group. There can be no mutual trust if there is
no respect. Trust is being convinced that every member of the group will help I
the realization of the common goal.
Build trust and promote open communication. Successful interpersonal communicat
ion must exist in teams. Building trust is essential. Deal with emotional iss
ues that arise immediately and any interpersonal problems before moving on. Ass
ignments should encourage team members to explain concepts thoroughly to each ot
her. Studies found that students who provide and receive intricate explanations
gain most from collaborative learning. Open communication is key.
Create a pre-test and post-test. A good way to ensure the group learns together
would be to engage in a pre and post-test. In fact, many researchers use this
method to see if groups are learning. An assessment gives the team a goal to wo
rk towards and ensures learning is a priority. It also allows instructors to ga
uge the effectiveness of the group. Changes can be made if differences are seen
in the assessments over time. Plus, you can use Bloom s taxonomy to further hone
in on specific skills. Individuals should also complete surveys evaluating how w
ell the group functioned. Debriefing is an important component of the learning pro
cess and allows individuals to reflect on the process of group learning.

Keep in mind the diversity of groups. Mixed groups that include a range of ta
lents, backgrounds, learning styles, ideas, and experiences are best. Studies h
ave found that mixed aptitude groups tend to learn more from each other and incr
ease achievement of low performers. Rotate groups so students have a chance to
learn from others.

Groups with an equal number of boys and girls are best. Equally balanced gend
er groups were found to be most effective. Some research suggests that boys wer
e more likely to receive and give elaborate explanations and their stances were
more easily accepted by the group. In majority male groups girls were ignored.
In majority girl groups, girls tended to direct questions to the boy who often
ignored them. You may also want to specifically discuss or establish gender equ
ality as a norm. This may seem obvious, but it is often missed. It may be an i
ssue you may want to discuss with older students.
Include different types of learning scenarios. Studies suggests that collaborat
ive learning that focuses on rich contexts and challenging questions produces hi
gher order reasoning. Assignments can include laboratory work, study teams, deb
ates, writing projects, problem solving, and collaborative writing.

Keep in mind the critics. As with any learning strategy, it s important to have a
balanced approach. Cynics usually have a valid point. A recent New York time a
rticle, cites some criticism of collaboration for not allowing enough time for i
ndividual, creative thinking. You may allow some individual time to write notes
before the groups begin. This may be a great way to assess an individual grade.
By definition learning is social in nature. Using different mediums, whether it
be books, discussions, technology or projects we study and develop new ideas. W
e impart ideas and share perspectives with others. Collaboration is a learned p
rocess.
If managed correctly, it is powerful tool that can allow educators to tap into n
ew ideas and information.
Collaborative teachers differ in that they invite students to set specific goals
within the framework of what is being taught, provide options for activities an
d assignments that capture different student interests and goals, and encourage
students to assess what they learn. Collaborative teachers encourage students' u
se of their own knowledge, ensure that students share their knowledge and their
learning strategies, treat each other respectfully, and focus on high levels of
understanding. They help students listen to diverse opinions, support knowledge
claims with evidence, engage in critical and creative thinking, and participate
in open and meaningful dialogue.
Coach Coaching involves giving hints or cues, providing feedback, redirecting st
udents' efforts, and helping them use a strategy. A major principle of coaching
is to provide the right amount of help when students need it--neither too much n
or too little so that students retain as much responsibility as possible for the
ir own learning.
Students also assume new roles in the collaborative classroom. Their major roles
are collaborator and active participator. It is useful to think how these new r
oles influence the processes and activities students conduct before, during, and
after learning. For example, before learning, students set goals and plan learn
ing tasks; during learning, they work together to accomplish tasks and monitor t
heir progress; and after learning, they assess their performance and plan for fu
ture learning. As mediator, the teacher helps students fulfill their new roles.
Assessment While teachers have assumed the primary responsibility for assessing
students' performance in the past, collaborative classrooms view assessment much
more broadly. That is, a major goal is to guide students from the earliest scho
ol years to evaluate their own learning. Thus, a new responsibility is self-asse
ssment, a capability that is fostered as students assess group work.
Self-assessment is intimately related to ongoing monitoring of one's progress to
ward achievement of learning goals. In a collaborative classroom, assessment mea
ns more than just assigning a grade. It means evaluating whether one has learned
what one intended to learn, the effectiveness of learning strategies, the quali
ty of products and decisions about which products reflect one's best work, the u
sefulness of the materials used in a task, and whether future learning is needed
and how that learning might be realized.
Dyad pedagogy, students working together in groups of two