Modulo 1 - Metodos Collaborative Learning Y05

Metodologías fundamentales de
enseñanza comunicativa de las

competencias lingüísticas
3. Collaborative Learning
3. Collaborative Learning
Collaborative learning” is an umbrella term for a

variety of educational approaches involving
joint intellectual effort by students, or
students and teachers together. Usually,
students are working in groups of two or more,
mutually searching for understanding, solutions,
or meanings, or creating a product.
What is collaborative learning and example?
Collaborative activities are any activities where learners are working co-
operatively in pairs or groups. For example: Pair or group discussions.
Completing shared tasks in a pair or group, e.g. matching, sorting, ranking. Activities
or games with a competitive element, e.g. bingo.
Elements in Collaborative Learning
Positive interdependence.
Team members are obliged to rely on one another to achieve the goal. If any team members fail to do
their part, everyone suffers the consequences
Individual accountability.
All students in a group are held accountable for doing their share of the work and for mastery of all of the
material to be learned Face to face promotive interaction.
Although some of the group work may be parceled out and done individually, some
must be done interactively, with group members providing one another with
feedback, challenging one another's conclusions and reasoning, and perhaps most
importantly, teaching and encouraging one another
Appropriate use of collaborative skills.
Students are encouraged and helped to develop and practice trust
building, leadership, decision making, communication, and conf lict
management skills Group processing.
Team members set group goals, periodically assess what they are doing well as
a team, and identify changes they will make to function more effectively in the
future.
Strategies
THINK -PAIR - SHARE:
(1) The instructor poses a question, preferable one demanding analysis, evaluation, or synthesis, and gives
students about a minute to think through an appropriate response. This "think -time" can be spent writing,
also.
(2) Students then turn to a partner and share their responses.
(3) During the third step, student responses can be shared within a four-person learning team, within a larger
group, or with an entire class during a follow-up discussion. The caliber of discussion is enhanced by this
technique, and all students have an opportunity to learn by reflection and by verbalization.
THREE-STEP INTERVIEW:
Common as an ice-breaker or a team-building exercise, this structure can also be used also to share
information such as hypotheses or reactions to a film or article.
(1)Students form dyads; one student interviews the other.
(2)Students switch roles.
(3)The dyad links with a second dyad. This four-member learning team then discusses the
information or insights gleaned from the initial paired interviews.
NUMBERED HEADS TOGETHER:
SIMPLE JIGSAW:
Members of learning teams, usually
composed of four individuals, count off: 1, The faculty member divides an assignment or topic
2, 3, or 4. The instructor poses a question, into four parts with all students from each LEARNING
usually factual in nature, but requiring TEAM volunteering to become "experts" on one of the
some higher order thinking skills. Students parts. EXPERT TEAMS then work together to master their
discuss the question, making certain that fourth of the material and also to discover the best way to
every group member knows the agreed help others learn it. All experts then reassemble in their
upon answer. home LEARNING TEAMS where they teach the other
The instructor calls a specific number and group members
the team members originally designated
that number during the count off respond
as group spokespersons. Because no one
knows which number the teacher will call,
all team members have a vested interest
in understanding the appropriate
response.
Collaborative vs. cooperative learning: What is the difference?
The difference between cooperative

learning and collaborative learning is
that, in cooperative learning,
participants are responsible for a
specific section of their own learning
and success, and also that of the
group as a whole.
They must use their knowledge and

resources to make sure that all team
members understand the concepts
that they are learning.
To think about collaborative learning in terms of roles within an

organization, in software development, a group of junior developers
has a task to learn a new framework, then develop part of a program
while using it.
Each developer has their own part of the code to develop, but their
work will only be successful if everybody learns and performs their
part properly.
Even though each person has a separate role in the work, the entire
group has a stake in the success of others.
In collaborative learning, individual participants must also take responsibility for their
team’s learning and succeeding, but their roles, resources, and organization are left
up to them. There is no director to administer the rules of engagement, so the group
itself must self-direct.
6 ways ClickView can help with cooperative and collaborative
learning
Group discussion
Students can watch a video together, and then have a discussion where they are asked to share their
thoughts. This activity is beneficial in the elementary-age classroom.
Group videos
Groups can create a video for an assignment by using the app to record. You can then annotate the video
and share feedback with the group.
Lesson starters
Existing video clips can be used as a framework when designing group collaboration or as a group lesson
starter in your classroom.
Group tasks
Teacher packs and lesson plans in ClickView have resources designed specifically for group engagement
and collaborative learning.
Building playlists
You can build playlists together for specific topics, subjects or units of work.
Giving feedback
Your students can use ClickView to record self or peer feedback on a task, in the form of a video blog, or
vlog.

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Metodologías fundamentales de

enseñanza comunicativa de las

Collaborative learning” is an umbrella term for a

(2) Students then turn to a partner and share their responses.

(1)Students form dyads; one student interviews the other.

(2)Students switch roles.

The difference between cooperative

They must use their knowledge and

To think about collaborative learning in terms of roles within an

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