Structured Learning Experience

COLLABORATIVE AND BLENDED Learning

TITLE: Collaborative Learning Approach

No. of participants: 178 IA/HE Teachers
DURATION: 1 HOUR
SCHEDULE: DAY 1 : 3:00-4:00
I. OBJECTIVES
At the end of the session, the participants should be able to:
1. explain the definition and features of Collaborative Learning;
2. identify the key benefits of and challenges in using Collaborative Learning;
3. determine strategies/ activities that promote the concept; and
4. manifest appreciation of Collaborative Learning as a learning approach through crafting of lesson plans

II. KEY UNDERSTANDING AND CONTENT

Collaborative learning is purpose-directed knowledge construction of pairs or groups through face to face interaction or through technology
mediation.
The key benefits of collaborative learning are that
(1) it promotes interdependence;
(2) it encourages learners’ responsibility for learning;
(3) it increases individual accountability as part of group;
(4) it reinforces learning for individuals through peer teaching;
(5) it develops communication skills, decision-making and can increase group cohesion; and
(6) it gives opportunity to observe and assess learning during the group activity.
The challenges arising from the use of collaborative learning are:
(1) Class number dependency;
(2) Dominating and extremely passive participants;
(3) Varying response time and level of participation;
 (4) Irrelevant and counterproductive conversations;
(5) Presence of free-riders;
(6) Unequal sharing of work.
The strategies that may be utilized under collaborative learning are:
(1) TDAR (Think, Discuss, Act, Reflect);
(2) Think-Pair-Share;
(3) Numbered Heads Together;
(4) Project Management; (5) Peer Teaching Strategy;
(6) Group Research & Thesis Writing;
(7) Jigsaw and so many other activities.
Appreciation of collaborative learning may be displayed by the teacher’s production of a simple lesson plan using this approach.

III. EXPECTED OUTPUTS

Lesson Plan utilizing Collaborative Learning Approach

IV. REFERENCES
https://clt.curtin.edu.au
DepEd Order 42 s. 2016
(Gokhale, A. A. (1995) Collaborative Learning Enhances critical Thinking Journal of Technology Education,
Bonnano, H., Jones, J., & English, L. (1998). Improving group satisfaction:making groups work in a first year undergraduate course. Teaching in
Higher Education
http://www.thirteen.org/edonline/concept2class/coopcollab/
(http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html)
Bower, M., & Richards, D. (2006). Collaborative learning: some possibilities and limitations for students and teachers. In Proceedings of the
23rd annual ascilite conference: Who’s learning? Whose technology?
Gokhale, A. A. (2002). Collaborative learning enhances critical thinking. July 3, 2002,
http://scholar.lib.vt.edu/ejurnals/JTE/jte-v7n1/gokhale.jte-v7n1.html
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Webb, N. (1985). Student interaction and learning in small groups: A research summary. Learning to Cooperate, Cooperating to Learn, 148-
172.
http://www.thirteen.org/edonline/concept2class/coopcollab/  http://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html
V. SESSION GUIDE
OBJECTIVES KEY LEARNING POINTS METHODOLOGY MATERIALS/ TIME
SLIDE DURATION
NUMBER
Explain the Entry 1: Introduction:
definition  CL is an approach (Make sure that you have checked all the needed materials on their
and features in which learners’ condition and availability.)
of various DO: (Greet the participants. Present the Title of the session.)
Collaborative performance
Learning; levels work
together in small Slide 2 10 minutes
groups toward a
common goal.
SAY: Good morning. This is a great day. We are going to have a session on
The learners are
COLLABORATIVE LEARNING as an approach to teaching Senior High School
responsible for
content. SAY: Before we dive into the pool of activities on Collaborative
one another’s
Learning, let us first read and be led by the following objectives of our
learning as well
session. DO: (Present the Objectives of the Session.)
as their own. The
success of one
learner is the
success of all
learners. Slide 3 1 minute
 CL is a situation
in which two or
more people These are the objectives that will lead is throughout the session.
learn or attempt PRIMING ACTIVITY:
to learn
something
 together.
 CL is based on
the model that
knowledge can Slide 4 6 minutes
be created where
members actively
interact and SAY: This time, we will do Scavenger Hunt.
share DO: (Form 5 groups.)
experiences. SAY: We are going to hunt today! Please follow these instructions in
 The main scavenging:
characteristics of SAY: Now that you are with your group mates let us have the instructions
CL are: on how we do Scavenger Hunt.
a) a common task
or activity;
b) small group
learning, Slide 5
c) cooperative
behavior; d)
interdependence;
and e) individual DO: (Give the groups 5 minutes to scavenge and line-up products, then let
responsibility and them leave their lined products for you to determine the longest line
accountability formed.)
(Lejeune, 1999).
CL is anchored on DO: (Appreciate the groups on their efforts and declare the winner)
important assumptions
about learners and SAY: Group ___ is the winner having the longest line formed. They are our
 Learning is an best scavengers!
active, ANALYSIS
 constructive Now from the activity, what do you think is collaborative learning
process.  (Elicit opinion/ idea about Collaborative Learning. Post responses of
Learning depends participants)
on rich contexts. Give each group a meta card where they can write their responses
(Brown, Collins ABSTRACTION 2 minutes
and Duguid, ASK/SAY: What then is collaborative learning? Let us consider the
1989). definitions given by some authors and researchers on this Learning
 Learners are approach.
diverse. According to Gokhale – Collaborative Learning - is the grouping and pairing
 Learning is of learners for the purpose of achieving an academic goal.
inherently social.
(Golub, Jeff. 1988 What are the main words on this definition? We have grouping, pairing,
purpose, academic goal.
Entry 2: Identify the key
benefits of the CL What do we mean by that? When we say Collaborative Learning, it refers
approach. A paper by to – (Solicit answer from the group.)
Johnsons (1989) and
Pantiz (1999) An intentional activity by a pair or a group to achieve an academic goal.
summarizes benefits into
four major categories, as
follows:

Social benefits:
 CL helps to
develop a social
support system
for learners.
 CL leads to build
 diversity ASK:
understanding As we can read, we need to respond to the questions on this slide where
among learners the first one is ‘Have you ever worked in a group?’
and staff. Well, I expect that everyone would say YES simply because we have Slide 10 2 minutes
 CL establishes a actually done several group/ collaborative activities already. Now let us go
positive to the next question: ‘Have you ever introduced Collaborative learning in
atmosphere for your class?’
modelling and
practicing
cooperation, and
 CL develops
learning
communities.
Psychological
benefits:
 Learner-
centered SAY: Each of the groups will be given a Manila paper, marking Pen and
instruction metacards to do the Battery Chart Activity. You are given 3 minutes on this.
increases List down your positive and negative or challenging
learners’ self experiences in collaborative learning using the Battery Chart.
esteem. Slide 12 5 minutes
 Cooperation DO: (Process the output by identifying common answers. Then present the
reduces anxiety, next slide.)
and
 CL develops ASK/SAY: This time, let us peep into the benefits and challenges of this
positive attitudes approach. What do you think are the benefits that could be derived from
towards this learning approach?
teachers.
 Academic (Note responses of the participants , allow interaction in the processing of
benefits: the inputs and be sure to summarize responses)
 CL promotes DO: (Present the slide on Key Benefits of CL)
critical thinking ASK:
skills. What do you think are the benefits of collaborative learning?
 Involves learners (Note responses of the participants , allow interaction in the processing of
actively in the the inputs and be sure to summarize responses then present slide)
learning process. Activity 3: INSTA-LIST GAME
 Classroom SAY: We are all done with the concepts about Collaborative Learning so let
results are us start browsing the universe on the different CL strategies we can provide
improved. our learners.
 Large lectures
can be DO: Utilize the same groupings to do the Insta-List Game.
personalized. SAY:
 CL is especially On the Insta-List game each of the groups will be given a manila paper,
helpful in metacards, masking tape and marking pens. Each of the

Slide 29 10 minutes

DO:
Process the output then present the next slides. Recognize the winning
group with the most number of strategies and activities.
Discuss challenges ASK:
arising on the use of the
CL approach.
Slide 38 3 minutes
Faculty Challenges:
 Time to develop
activities and
teach group
dynamics What can you say about the video?  Can you possibly do that activity too
 Time in class for for Senior High School Learners?  Can you think of other web tools that
learners to work could make use of collaboration as an approach in learning?
on small group
projects APPLICATION
 Irregular learner Lesson Planning
attendance
 Uncertainty CLOSURE
regarding how to
grade group
projects
 Concern with
possible failure of Slide 44 1 minute
an
“experimental”
activity assigned
for the first time.
Learner
Challenges :
 Hitch-hiking:
 Some learners
attempt to take
advantage of
other learners’
work.
 Introversion:
Some learners
are introverted.
 Communication
apprehension

Prepared by:

CRISTINA B. ROSALES, MT II
Baua National High School