Collaboration

4. Provide the opportunity to collaborate

Learners’ sharing their knowledge and experiences with their peers through articulation and reflection (see characteristic 5) “assists them in identifying their relative strengths and weaknesses to improve their own learning” (Petraglia, 1998, p. 55). Also, approaching the task from different perspectives (see characteristic 3) in collaboration urges learners to modify their output and this, in turn, creates conditions for acquisition to occur (Ellis, 2012). Moreover, writing in collaboration can facilitate positive relationships among students that increase participation, lead to the use of more sources, and increase varied points of view (Howland, Jonassen, & Marra, 2011).

Coaching & Scaffolding

Let your students struggle but not fail

Scaffolding is an important element in education. While scaffolding can be done among learners where more capable ones guide the others, it can also be provided by the teacher while collaborating with the students. However, teachers should know very well when to provide guidance and when to withhold it (i.e., be invisible in the learning environment). While unnecessary guidance may lead the students to gain a habit of waiting for everything readily available to them (i.e., spoon feeding), lack of guidance at critical times may lead students to fail and that will cause frustration.

Be visible (in terms of a teacher) if needed

Be an active learner