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Individual and collaborative learning cycle
Individual and collaborative learning cycle
The process of learning is part of a continuous individual and collaborative cycle. Dialogue and collaborative reasoning will enhance the learning process and enable collective construction of knowledge. By exchanging and justifying opinions, accepting criticism-, and using it for improvement, results will be benefits for group dynamics, results-, and individual learners. The ability to refocus problems and identify solutions will also make the transfer of experiences to other situations possible. Learners need to be encouraged to develop a mindset of themselves as learners, understand the purpose of learning and what it means for them, as well as become owners of their own learning. There must be individual accountability, so that individual learners cannot ride on the work of others. Team goals and achievements are based on individual learning growth. (Barkley, 2014)
Reflection and evaluation as part of the learning process
Reflection and evaluation as part of the learning process
In order to make reflections and evaluation a part of the learning process, the learners should be encouraged to:
In order to make reflections and evaluation a part of the learning process, the learners should be encouraged to:
● Think critically about their experience
● Understand the complexity of the project
● Consider the project in a larger context
● Challenge attitudes, beliefs, assumptions, privileges, prejudices-, and stereotypes
● Transform a single project into further involvement and a broader awareness
(Bandy, 2020)
When assessing learners, we should keep in mind ‘why are we assessing?’ As noted above, it is not enough to consider only the individual. The assessment of cooperative learning is not equal to the sum of the individual assessments and needs to consider the collective construction of knowledge. Assessment can be divided into two categories, formative and summative. To make the interaction between cooperative learning and formative assessment the best possible, it is important to take on board the following actions that you can read more about under TIPS AND ADVICE and in the PILOT:
When assessing learners, we should keep in mind ‘why are we assessing?’ As noted above, it is not enough to consider only the individual. The assessment of cooperative learning is not equal to the sum of the individual assessments and needs to consider the collective construction of knowledge. Assessment can be divided into two categories, formative and summative. To make the interaction between cooperative learning and formative assessment the best possible, it is important to take on board the following actions that you can read more about under TIPS AND ADVICE and in the PILOT:
● Goals and criteria for the individual
● Goals and criteria for the group/class
● Group dynamics
● Student involvement in all parts of the process
● What is the purpose of this project? Process/group purpose? Academic purpose?
● What are we expected to produce?
● How will the task or project be assessed? What are the criteria? Make assessment criteria?
● What are the main components of the task?
● What are the deadlines?
● Are there guidelines?
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