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Learners working together for aid their learning.
Communication is key in any classroom. Learners can enjoy working with and supporting their peers during learning tasks in a lesson. Working together is crucial in subjects like sport, drama, and hospitality, where speaking and listening are important. However, learners of all ages and subject specialisms benefit from the use of collaboration across different topics.
Key thinkers in this area:
Vygotsky (see Social Constructivism)
Bruffee
Collaborative learning works well in further education and skills because it fosters teamwork, communication, and practical problem-solving. It supports diverse learners, builds confidence, develops employability skills, and creates an inclusive, engaging environment for personal and professional growth.
Teaching strategies that are linked to metacognition
Encourage discussion and idea-sharing: Learners can share answers, ideas, and opinions with each other.
Broaden perspectives: Working with peers allows learners to gain new insights and viewpoints.
Provide mutual support: Peers can guide and support one another, offering valuable advice.
Build key skills: Collaboration helps learners develop teamwork, cooperation, listening, and leadership skills.
Foster positive relationships: Working with others outside their usual friends helps learners build connections in the classroom.
Group goal: Learners work together as a team, not just alongside each other, and success is measured by the group’s overall achievement.
Individual accountability: Every learner is responsible for their role and can’t rely solely on the group to succeed.
Read more here:
Wiliam, Dylan., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International.
Barkley, E. F., Major, C. H., & Cross, K. P. (Kathryn P. (2014). Collaborative learning techniques : a handbook for college faculty (Second edition.). Jossey-Bass.
Beck, R. J., Livne, N. L., & Bear, S. L. (2005). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28(3), 221–244. https://doi.org/10.1080/02619760500268733
Questions
How do teachers ensure that learners contribute fairly?
How do we manage less engaged learners from "coasting" on the efforts of their peers?
How do FES teachers think about personality clashes, differing work styles, or lack of cohesion within the group can hinder progress and create tension?
While the learning may be greater, collaborative tasks often require more time to organise and execute. How should FES teachers manage this challenge?
There is an argument that not all learners have the necessary communication or teamwork skills to make collaboration possible?
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