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Worksheet completion of objective questions
This might be the
easiest collaborative lesson to perform. Multiple choice, true/false, and fill
in the blank questions require scrutiny but only a circle or one word answer.
Quiz with objective questions
Very similar to the previous assignment but handed in to be
graded. Students often work a bit more diligently on quizzes compared to
worksheets, especially if there is a time limit. This is often done as a way to
quiz what was covered in the preview night's homework.
Reviewing last night's homework
This will involve
discussion as individuals read and defend their answers. It might be a math
assignment where students go through the step by step procedure. The group may
decide to skip easy questions.
Worksheet completion using sentences and
paragraphs – Short responses
This is a case where some data gathering has to occur.
Suggest making an outline and jotting down information. The end product should
be replicated on each sheet. This will enable the members to have a complete
answer key if this work is needed for review purposes.
Essays
Again data gathering is needed but multiple paragraphs will
necessitate that one individual derive the written copy (the recorder). Having
each person copying every sentence may not be advantageous. Use of a data
processor would allow for the final product to be added to a server or emailed
to all parties. In such a long document it might be advantageous to have each
member write a paragraph or two after an outline has been established and a
decision made concerning topic sentences or main ideas. If the assignment
requires a considerable amount of time break it down into two or more
intervals.
Review for a test
Having a list of questions that readies students for a test
can be effectively treated in a collaborative setting. Coupling this with a
teacher-led discussion can prepare students quite well. I would often use this
format over a two day period.
Research reports
This an entirely different type of collaborative exercise in
that members ascertain all of your requirements to assemble a large report. It
will likely necessitate movement to other parts of the room to use computers to
gather information (unless they have their own devises). If computers are not
in your classroom, students will have to go to the school's technology center.
This is where the trust factor comes in.
You trust that the individual students know where to go and
how get the information as needed for their group. The administration and other
staff need to know that your students have permission to do research in this
manner. Concerns for printing must be hashed out too. If you do this over an
extended period such as a week, check on progress by visiting each module from
time to time, or have periods where each group gives a summary to the whole
class.
This is a phenomenal exercise in the realm of cooperative
learning in that it allows students to demonstrate their trust with all parties
in the school. The team will depend on members to carry out designated tasks
for the good of the team.
Leaving the group module to go to another location, collect
information, and follow instructions for a considerable amount of time is a
vital element in building trust and respect for academic work. It is this type
of educational process that particularly stimulates executive function: working memory, prioritizing, problem
solving, and implementation. It has life long value in the academic realm.
Furthermore, the
group can assign tasks as homework and then discuss with the group the next
day.
The report can be in the form of a paper and/or a PowerPoint
presentation that is delivered to the whole class. The presentation to the
whole class validates the project especially if time is apportioned for
questions.
Introduction of a topic
Similar to the research report except that the lesson is
designed to learn new content. A textbook or handout provides the information
or steps needed to master the subject and the team grapples with a group of
questions to show proficiency. This can range from one topic area to a series
of areas.
Jigsaw
This method divides
a topic into sections. Each member has a specific section that they study as
homework or during class, and then teaches the section to the other members.
An adaptation of the
jigsaw approach would be to have the whole class study a topic but each group
would be responsible for a different segment.
a) Teams then pair
up to teach the other group what they learned. The process is continued until
the entire class has had exposure to the range of topics.
or
b) Each team makes a
presentation to the whole class
Conclusions
Situations that
allow students to facilitate content in group settings can be an effective way
to master the understanding of subjects. The range of possibilities extends
from the simplicity of completing a worksheet to the complexity of projects
that use resources in other parts of the room or even the school with students delegating responsibilities. In all cases
the students are generally working independent of the teacher. It is a way to
incorporate positive interdependence where members of a group "encourage
and facilitate each other's efforts...in order to reach the group's goals."
