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What is collaborative learning?
What is collaborative learning?
Collaborative learning is a type of learning, and as indicated by the name, students collaborate. For collaborative learning to take place, communication is necessary between the individuals who are collaborating (Watkins et al., 2007, p. 88). This communication will allow the individuals who are working together to achieve a common goal (Watkins et al., 2007, p. 88). When students are having to work with one another, it is implied that everyone has some share of responsibility so that they can reach their goal (Laal & Ghodsi, 2012, p. 486). Additionally, collaborative learning implies social interaction that occurs because students have to use proper and effective communication skills to share and listen to one another (Laal & Ghodsi, 2012, p. 488). When students have the opportunity to communicate with one another, they can explain things to one another (Watkins et al., 2007, p. 89). For instance, if one student cannot understand a concept, another student can provide their own explanation or interpretation of what they learned to help the other student. In summary, students show that they are able to use the skills to work with one another so that they can demonstrate what they know or to reach their goal.
How can teachers use collaborative learning in the classroom?
Think, Pair, Share
In the classroom there are different ways that teachers can promote collaborative learning. Some common examples of collaborative learning is through partner work or group work, which relates to the constructivist model. One of the most common strategies to promote collaborative learning is called “Think, Pair, Share.” Research from Watkins et al. (2007) illustrate this method:
Think → individuals process the information or question on their own to formulate their own thoughts/opinions.
Pair → involves working with another person, by sharing and discussing each other's thoughts/opinions.
Share → during group discussion, it involves contributing your thoughts/opinions, or your partner’s, to share with the whole group.
An example of this strategy is a teacher could pose a question to the whole class and ask them to think about it for a minute. Afterwards, the teacher would instruct the students to share with a partner or someone that is nearby. Lastly, after the students share with a partner, the teacher can ask a few individuals to share with the class what they thought about individually or when they talked with their partner.
Jigsaw Technique
The jigsaw technique is a collaborative approach, that involves separating both the students into groups as well as the information relating to a certain topic (Watkins et al., 2007, p. 58). For example, a teacher may separate students into three different groups. The topic that they are studying is the Holocaust. The teacher assigns one group to research important figures during the Holocaust, the second group researches causes of the Holocaust, and the third group researches the outcomes. After the students become knowledgeable on their topic, the students from all the groups form new ones so that different people from every topic are with each other. They then teach each other about the topic. From this approach, students become the teacher and have responsibility because they are held accountable for addressing the topic as they interact with others (Watkins et al., 2007, p. 59). Additionally, in an interview done with Geoffrey Cohen, a social psychologist, it was discussed how the jigsaw approach can increase a student's sense of belonging and social skills. This interview can be watched below.
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What are the benefits?
From the literature on collaborative learning, there is an overlap in the benefits of collaborative learning shared between Watkins et al. (2007) and Laal & Ghodsi (2012):
use of critical thinking
improved problem solving skills
greater student engagement
positive learning experience and results
community building and promotes a community of learners
promotes diversity and inclusion in the classroom
social skills
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