Collaborative

Learning
Structures
and
Techniques


How do Children Develop?
http://www.atozteacherstuff.com/Themes/Character_Education/index.shtml
http://www.gdrc.org/kmgmt/c-learn/methods.html


Susan Jindrich
During the last 10 years, there has been an explosion in our knowledge of the ways in
which humans develop and learn. It is now known that babies are beginning to learn
even before they are born. As I have read the latest research, I often find myself
wishing I had known these things when my children were young. We all want our
children to be the best that they can be, and with some knowledge of how children
learn and the sequential steps they must go through in many areas of development, we
can provide many experiences at home to help them reach their potential.
When educators discuss children's development, they usually talk about physical,
mental, social, and emotional development. The following is a quick lesson in how
children develop and the stages they go through. Knowing these will help you
understand what stage they are in and what comes next. For greater understanding of
stages in the development of reading, writing, and math skills and for an idea of what
goes on in a quality child care center, read Ready To Learn. You can use that
information to help your child do the activities which will enable him/her to progress
smoothly to the next stage. Always remember that some children progress faster than
others and that the time spent in stages does not reflect their intelligence. They may
have a personality which needs to move slower in order to enjoy life and really
internalize their learning.

How Children Develop
Physically
Once born, children develop strength from top to bottom (head, then body, then legs,
then feet); from the inside to the outside (trunk, then arms and legs, then hands and
feet, then fingers and toes); from large muscle (jumping, hopping, running, throwing,
catching, carrying, climbing, and balancing) to small muscle (using muscles of the
wrist and hand in activities such as cutting, drawing, stringing beads, building block
towers, working with play dough) skills. THIS IS A SEQUENCE THAT ALL
HUMANS FOLLOW. (The development may vary for children with

disabilities).While children are young we need to do many activities to strengthen their
large and small muscles. Muscle skill development and maintaining a healthy body are
especially important for future reading, writing, and math success.
Mentally
When a child is born, he/she comes with a brain ready and eager to learn.The brain is
very much like a new computer. It has great potential for development, depending on
what we put into it. Early experiences greatly influence the way a person develops.
Everyone who works with children has an awesome responsibility for the future of
those children. The activities you do with them from birth to age 10 will determine
how their learning patterns develop. As children interact with their environment, they
learn problem solving skills, Critical thinking skills, and language skills.
Socially
First children develop a sense of self and then a sense of belonging to a family. They
begin to watch other children and to want to interact with them. Children's play
develops through stages (playing alone, playing near others but not with them, playing
with others but not sharing, playing and sharing, playing with a purpose, organized
games). These stages develop over time and with practice. Later, children develop the
ability to respect the rights of others and to feel empathy for them. They learn to work
cooperatively with others and to resolve conflicts in peaceful ways. You can interact
with your child in ways that encourage cooperative behavior and respect for the rights
of others. INTERACTING WITH OTHERS IN POSITIVE WAYS IS CRITICAL TO
SUCCESS IN LIFE.
Emotionally
As babies grow, they learn that they are not the center of the universe and that they can
depend on others. They develop a trust or mistrust of others. As toddlers, they learn to
be proud of their accomplishments and state their opinions and desires. As they
become preschoolers, children learn to separate from their parents and adjust to the
school environment. They begin to participate in classroom activities. They learn to
take turns and to solve conflicts using words. They begin to learn to control their
emotions. They learn that it is okay to make a mistake. They develop confidence in
themselves and learn to love themselves. You can help your children by encouraging
them and showing your faith in their abilities. HAVING CONFIDENCE IN
YOURSELF AND LIKING YOURSELF ARE CRITICALLY IMPORTANT TO
FUTURE SUCCESS IN SCHOOL AND IN LIFE.

How People Learn Best

Lakeisha and George are painting at the easel. Each of them has a jar of blue paint and
a jar of yellow paint. Suddenly George yells, "Look, 'Keisha, I made green!" "How did
you do it?" asks Lakeisha. "I put yellow paint on top of my blue paint - yellow and
blue put together make green!" yells George. Other children gather around to watch
and ask for a turn. The teacher wonders aloud what would happen if they mixed other
colors. She allows the children to explore colors and and help her chart their color
discoveries with words and color samples.
This is an example of discovery learning or hands-on learning. One child made a
discovery about 2 colors mixing to form a new color. Many children explored other
colors to make new discoveries. They charted them and posted the chart so they could
use it for a reference. They learned by doing. You see this kind of activity going on
daily in quality preschools and child care centers around the country.
Research has shown that people remember things better when they learn them by
doing. This is even true for adults. Here is an example.You want to learn how to play
softball so that you can join a team. How will you learn to play?
Will you:
1. Buy a book and read about how to play softball.
2. Watch a video about softball.
3. Ask a friend who plays to grab a ball, bat, and glove and teach you.
Which way will help you learn the game the best? Choice 3 is the best way for most
people because they actually get to try the game and learn the rules as they play. They
learn in a hands-on way.
Hands on learning is good for both children and adults. The learner is actively
involved instead of just sitting and listening. This is the way we want our children to
learn and we know that research backs us up. In order to learn best, children must be
actively involved in hands-on activities every day. Some good examples of hands-on
activities are: working puzzles, making collages, painting, measuring ingredients for
you as you cook, counting out napkins to set the table,playing simple board games
together, sorting silverware into piles of forks, knives, and spoons, looking at books,
and buttoning, zipping, and tying. You will be surprised at how much your child can
do and how fast he/she can learn.
You are invited to participate with your child in many meaningful learning
experiences - experiences using hands-on learning.

Ready to Learn

How do we prepare children to be ready to learn?
There is great interest on the part of parents in teaching children their letters and
numbers and writing skills. The following lists show the pre-reading and pre-writing
skills and beginning number skills that every child must develop in order to learn to
read, write, and do well in math.. After that, I have listed many of the activities that
quality preschools and daycare centers do in the learning areas (physical, mental,
social, emotional) to develop these readiness skills so that children will go to school
ready to learn.
Reading skills: Reading skills develop in a sequence and we as educators try to help
each child progress along that sequence as he/she is ready to progress. First, a child
develops a love for books. At the same time they are beginning to develop eye-hand
coordination. Next, they acquire tracking skills (the ability to follow words and pages
from left to right through a book). Then children begin to recognize individual letters
and later they realize that letters form words. Next they begin to understand that words
remain the same from day to day. Listening skills improve at about the same time. The
child begins to hear letter sounds and connect them with the written letters. Later,
he/she begins to string sounds together to make words. The child then learns to hear
and use the rhythm of the language. Reading ability continues to improve as he/she
receives positive feedback from interested adults.
Writing skills: This is a sequence which each child passes through. One step follows
another. A lot of practice is required at each stage. First the child begins to develop the
sequence of drawing skills (from scribbling to making representational drawings).
Encourage them to draw often. Small muscle strength needed for controlling writing
instruments is increased through activities using squeezing, pinching and cutting. Then
the child begins to recognize written names. Next he/she begins to imitate letters and
numbers for fun and then to write for a purpose. When they receive positive feedback
from interested adults, children's skills will continue to improve at a fast pace.
Math skills: These skills develop with much practice and we encourage their
development as the child is ready.The child begins to count for fun (rote counting).
Then they begin to see the purpose for counting and begin counting objects in a set
(meaningful counting). Next they begin adding to or subtracting objects from a set.
They begin comparing objects in a set. Then the child begins sorting (by size, shape,
color, etc.) and ordering (by size, first-second-third, etc). They enjoy learning to
estimate (guess how many) and predict (what will happen next). They begin to
sequence objects (red, yellow, blue, red, yellow, ____). This is a slow process and
requires a lot of practice. At last the child begins to recognize numbers and associate
the number with a like number of objects. They also begin to write numbers. Later,
they will write the number words. If we make this learning fun, children will enjoy
learning math through their school years.
To encourage physical development better preschools and daycare centers...
Feed children meals with good nutritional value and teach nutrition activities
to children and parents.
Teach children and families about good hygiene.
Practice large motor skills (balancing, galloping, skipping, building muscles in
the arms, legs, and trunk).
Build small motor skills through practice (cutting, holding writing instruments,
drawing, painting, stringing beads, using play dough, water play).
Present activities to develop eye-hand coordination.
Offer many movement activities.
Play instruments to the rhythm of the music.
Play games that involve listening to and following directions.
Don't forget to take your child for regular medical and dental checkups.
To encourage mental development they...
Ask open-ended questions (questions which encourage children to think
because they have no right or wrong answer).
Give children choices.
Allow and encourage creativity (through art, music and movement, dictation,
retelling stories and creating new ones).
Build language skills (through conversations with adults and each other, word
games, reading stories, learning nursery rhymes, singing, dramatic play,
introduction of new words, providing a writing center with word cards and
writing materials, activities with puppets, listening center activities).
Provide science experiments and introduce concepts about our world to help
them make sense of it.
Learn about the neighborhood and the city through walks and field trips.
Provide many manipulative materials which encourage the development of
problem solving skills.
Encourage counting objects through games and individual activities.
Ask the children for their opinions.
Make charts with their predictions and their opinions and reread them often.
Provide small group and individual activities involving counting sets and adding
or subtracting; provide manipulatives which encourage classifying (by size,
color shape, general classes like animals or plants and by function such as
library and book or mower and grass).
Read daily to the children.
Help them learn sequencing by telling stories back to you.
Observe each child in order to provide activities to encourage their individual
learning. Remember, what children know depends on the experiences they
have had.
To encourage social development preschools and daycare centers...
Set up their classrooms in learning centers to enable and encourage children to
work together in small groups.
Help them develop self-esteem by accepting and respecting their efforts.
Give them jobs and responsibilities in the classroom.
Teach children to clean up and straighten up at the end of their work time.
Help them learn to respect others through adult actions, words, stories and
conversations.
Encourage children to help other children in need and to share.
Give them love and encouragement.
Invite them to share their culture with others and encourage their parents to
come in to the centers.
Introduce them to children of other cultures and different abilities.
Help children develop a positive attitude by being trustworthy models.
Read books and have discussions which show parents leaving their children at
school and being there when their children arrive home.
Talk about careers and jobs and why parents have to work or go to school.
Have a structured day so that children will feel secure.
Let children help make the rules for the classroom and let them choose
projects to work on.
Through example and opportunity help them learn to work and play
cooperatively with others.
Give them the words to use to solve their problems with other children.
To encourage emotional development they...
Help children learn to control their own behavior through setting a positive
example.
Help them learn to wait for a turn and to share with others.
Help them develop plans for activities to do while waiting for a turn.
Reassure children that it is okay to have feelings and to express them in
acceptable ways.
Give them the ability to channel their energy in constructive ways.
Through showing respect to our children we help them learn to show respect
for each other.
Give children self-respect through accepting them as they are and helping
them develop their negotiating and problem-solving skills.

Copyright 1998, Susan Jindrich. www.meddybemps.com. All rights reserved. Used with permission.

How is knowledge processed?

Lisa Schuman and Donn C. Ritchie
Behaviorism
1. Knowledge and behavior. Is there a link?
The learner adapts his behavior to contingencies of events and objectives.
Learning is a gradual strengthening of the learned relationship between cue and
behavior, driven by a pattern of consequences (reinforcement). This is
called shaping. With enough practice, the link becomes so strong that the time between
cue and behavior gets very small.
2. Reality and rules
Learning takes place when a predictable connection is established between a cue in the
environment (stimulus), a behavior (response), and a consequence (reinforcement).
Everybody has a reinforcement history.
"Reinforcement history" is the sum of all your past experiences with all the
connections between cues, behaviors, and consequences. These influence what you are
likely to do when you encounter a pattern of clues you have seen before.
For example, you file the way you have successfully done it in the past, even if it is
not the most efficient way
3. Control of learner
The learner is in control of practicing the new behavior , based on new "cues", until
the behavior becomes automatic.
The basic types of connection between cues and behavior:
An association
A simple connection between a unique cue and a behavior that leads to certain
consequences.
For example, when a phone rings you answer it.
A chain
An association in which one behavior is a cue for the next behavior.
For example, when people recite their phone number they cannot recite last four digits
unless going through first three digits.
A discrimination
This is like an association except more than one cue is involved and all act together to
cue the behavior.
For example, when a person answers the phone, he is responding to two cues :
1. The ringing of the phone
2.He is home (not out).
Cognitivism
1. Knowledge and behavior. Is there a link?
Changes in behavior are carefully studied, but as indicators to what's going on inside
the learner's head.
2. Reality and rules
Reality is socially imposed and universally agreed upon. The learner mirrors objective
reality by using external reality as a mental model.
For example, if you grow up in Singapore, you will take on a reality based on the
social viewpoint in Singapore. This will affect your view of every situation you
encounter.
Rules involve actions. If you run through the steps often enough, the procedure will be
integrated into a single, smooth action.
3. Control of learner
The learner processes symbols and grasps the meaning of the symbols. He is able to
distinguish between the knowledge of concepts and the knowledge of the procedural
steps involved with those concepts. His knowledge is organized in his schema.
For example, if a person habitually hits the snooze button of his alarm clock when the
alarm goes off, and he wants to change this behavior, he needs to retain his knowledge
of the concept "alarm is going off", but incorporate this concept into the new
procedure of getting out of bed. The meaning or mental interpretation of the procedure
related to the concept "alarm went off" becomes getting out of bed. The new mental
interpretation is integrated into the procedure.
First, there is a rule. Then, there is an action.
New rule: When the alarm goes off, get out of bed.
New action: Get out of bed.
Constructivism
1. Knowledge and behavior. Is there a link?
There is a link between cues and behavior, but behavior is an indirect indicator of the
state of a person's knowledge structure.
Heuristic
A kind of knowledge about thinking and learning that guides strategies you use to the
learner so he can solve problems. You are your own "referee" in weighing out your
decisions.
2. Reality and rules
Learners interpret external reality based on individual experience.
Knowledge is based on the premise that we all construct our own perspective of the
world, using reflection of our individual experiences as a basis. We create our own
"rules" in order to make sense of our experiences. By adjusting our mental models to
incorporate our new experiences, we are experiencing the process of learning.
3. Control of learner
Reality is internally controlled. This puts the learner in control of what he learns and
how he learn it. People create their own interpretation of objective reality, based on his
schema.
For example, if a student receives a `C' in a class, his reaction might be one of
satisfaction or failure, depending on his existing schema. If he grew up with his
parents stressing that grades are not important or that the grade of a `C' is a pretty good
grade, his schema has incorporated that knowledge. When he receives a `C', he will
feel satisfied.
In contrast, if he grew up with parents who viewed any grade lower than an `A' as
incompetent, his schema will reflect that. When he receives a `C', he will feel like he
was not successful.

What is Structured Overview?
Structured Overview is verbal, visual or written summary or outline of a topic. It can occur
at the beginning of a unit, module or new concept, or it may be used to help relate a learned
idea to the big picture. A Structured Overview distills difficult or complex idea into simple
definitions or explanation, and then shows how all the information relates. It is the process
of organizing and arranging topics to make them more meaningful.
What is its purpose?
The purpose of a Structured Overview is to help students place new ideas in context.
Because ideas are simplified, it is easier for students to see the big picture. In addition,
connecting new ideas to information students already understand makes it easier to retain.
How can I do it?
There are three main ways in which Structured overview can be used. One is verbal
summary at the start of a new concept. The teacher starts by highlighting the new ideas to
be learned in a few simple sentences. Then the relationship between these ideas and the
ones the students already know is discussed. The structured overview takes the role of an
advanced organizer. Another type of Structured Overview is a written summary. The
approach is the same as the verbal summary, but students have a written record of the
ideas. Generally a combination of verbal and written Structured Overview is more effective
than either type alone. The final method is a visual Structured Overview. Venn diagrams of
concepts, semantic maps, semantic organizers, webs, and charts are all methods visual
Structured Overview. When accompanied by explanation, visual overviews are often very
effective at helping student connect ideas.
How can I adapt it?
A Visual Structured Overview can be a very strong tool for students who are struggling with
the content of a subject. While it is used at the beginning or end of a group of lessons with
most students, it can be used more frequently if necessary. Students who refer to a
structured overview more frequently are better able to articulate higher levels of learning
than students who do not. When students struggle with a subject, the repeated use of a
visual Structured Overview can have a strong positive effect on learning outcomes.
http://olc.spsd.sk.ca/DE/PD/INSTR/strats/structuredoverview/index.html
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Three-step Interview
Roundtable

Focused Listing
Structured Problem-solving
Paired Annotations
Structured Learning Team Group Roles
Send-A-Problem
Value Line
Uncommon Commonalities
Team Expectations
Double Entry Journal
Guided Reciprocal Peer Questioning
TOP

Three-step Interview
Three-step interviews can be used as an ice breaker for team members to get to know one another
or can be used to get to know concepts in depth, by assigning roles to students.
Faculty assigns roles or students can "play" themselves. Faculty may also give interview
questions or information that should be "found."
A interviews B for the specified number of minutes, listening attentively and asking
probing questions.
At a signal, students reverse roles and B interviews A for the same number of minutes.
At another signal, each pair turns to another pair, forming a group of four. Each member
of the group introduces his or her partner, highlighting the most interesting points.
TOP

Roundtable
Roundtable structures can be used to brainstorm ideas and to generate a large number of
responses to a single question or a group of questions.
Faculty poses question.
One piece of paper and pen per group.
First student writes one response, and says it out loud.
First student passes paper to the left, second student writes response, etc.
Continues around group until time elapses.
Students may say "pass" at any time.
Group stops when time is called.
The key here is the question or the problem you've asked the students to consider. It has to be one
that has the potential for a number of different "right" answers. Relate the question to the course
unit, but keep it simple so every student can have some input.

Once time is called, determine what you want to have the students do with the lists...they may
want to discuss the multitude of answers or solutions or they may want to share the lists with the
entire class.
TOP

Focused Listing
Focused listing can be used as a brainstorming technique or as a technique to generate
descriptions and definitions for concepts. Focused listing asks the students to generate words to
define or describe something. Once students have completed this activity, you can use these lists
to facilitate group and class discussion.

Example: Ask students to list 5-7 words or phrases that describe or define what a motivated
student does. From there, you might ask students to get together in small groups to discuss the
lists, or to select the one that they can all agree on. Combine this technique with a number of the
other techniques and you can have a powerful cooperative learning structure.
TOP

Structured Problem-solving
Structured problem-solving can be used in conjunction with several other cooperative learning
structures.
Have the participants brainstorm or select a problem for them to consider.
Assign numbers to members of each group (or use playing cards). Have each member of
the group be a different number or suit.
Discuss task as group.
Each participant should be prepared to respond. Each member of the group needs to
understand the response well enough to give the response with no help from the other
members of the group.
Ask an individual from each group to respond. Call on the individual by number (or suit).
TOP

One Minute Papers
Ask students to comment on the following questions. Give them one minute and time them. This
activity focuses them on the content and can also provide feedback to you as a teacher.
What was the most important or useful thing you learned today?
What two important questions do you still have; what remains unclear?
What would you like to know more about?
You can use these one minute papers to begin the next day's discussion, to facilitate discussion
within a group, or to provide you with feedback on where the student is in his or her
understanding of the material.
TOP

Paired Annotations
Students pair up to review/learn same article, chapter or content area and exchange double-entry
journals (see below) for reading and reflection.

Students discuss key points and look for divergent and convergent thinking and ideas.

Together students prepare a composite annotation that summarizes the article, chapter, or
concept.
TOP

Structured Learning Team Group Roles
When putting together groups, you may want to consider assigning (or having students select)
their roles for the group. Students may also rotate group roles depending on the activity.

Potential group roles and their functions include:
Leader - The leader is responsible for keeping the group on the assigned task at hand. S/he
also makes sure that all members of the group have an opportunity to participate, learn
and have the respect of their team members. The leader may also want to check to make
sure that all of the group members have mastered the learning points of a group exercise.
Recorder - The recorder picks and maintains the group files and folders on a daily basis
and keeps records of all group activities including the material contributed by each group
member. The recorder writes out the solutions to problems for the group to use as notes or
to submit to the instructor. The recorder may also prepare presentation materials when the
group makes oral presentations to the class.
Reporter - The reporter gives oral responses to the class about the group's activities or
conclusions.
Monitor - The monitor is responsible for making sure that the group's work area is left the
way it was found and acts as a timekeeper for timed activities.
Wildcard (in groups of five) - The wildcard acts as an assistant to the group leader and
assumes the role of any member that may be missing.
TOP

Send-A-Problem
Send-A-Problem can be used as a way to get groups to discuss and review material, or potential
solutions to problems related to content information.
1. Each member of a group generates a problem and writes it down on a card. Each member
of the group then asks the question to other members.
2. If the question can be answered and all members of the group agree on the answer, then
that answer is written on the back of the card. If there is no consensus on the answer, the
question is revised so that an answer can be agreed upon.
3. The group puts a Q on the side of the card with the question on it, and an A on the side of
the card with an answer on it.
4. Each group sends its question cards to another group.
5. Each group member takes ones question from the stack of questions and reads one
question at a time to the group. After reading the first question, the group discusses it. If
the group agrees on the answer, they turn the card over to see if they agree with the first
group's answer. If there again is consensus, they proceed to the next question. If they do
not agree with the first group's answer, the second group write their answer on the back of
the card as an alternative answer.
6. The second group reviews and answers each question in the stack of cards, repeating the
procedure outlined above.
7. The question cards can be sent to a third, fourth, or fifth group, if desired.
8. Stacks of cards are then sent back to the originating group. The sending group can then
discuss and clarify any question
Variation: A variation on the send a problem is to use the process to get groups to discuss a real
problem for which there may be no one set answer.
1. Groups decide on one problem they will consider. It is best if each group considers a
different problem.
2. The same process is used, with the first group brainstorming solutions to a single problem.
The problem is written on a piece of paper and attached to the outside of a folder. The
solutions are listed and enclosed inside the folder.
3. The folder is then passed to the next group. Each group brainstorms for 3-5 minutes on
the problems they receive without reading the previous group's work and then place their
solutions inside the folders.
4. This process may continue to one or more groups. The last group reviews all the solutions
posed by all of the previous groups and develops a prioritized list of possible solutions.
This list is then presented to the group.
TOP

Value Line

One way to form heterogeneous groups, is to use a value line.
1. Present an issue or topic to the group and ask each member to determine how they feel
about the issue (could use a 1-10 scale; 1 being strong agreement, 10 being strong
disagreement).
2. Form a rank-ordered line and number the participants from 1 up (from strong agreement
to strong disagreement, for example).
3. Form your groups of four by pulling one person from each end of the value line and two
people from the middle of the group (for example, if you had 20 people, one group might
consist of persons 1, 10, 11, 20).
TOP

Uncommon Commonalities
Uncommon Commonalities can be used to foster a more cohesive group.

Groups get together and first list individual things about themselves that define them as
people).
Groups then discussed each item, finding things that 1, 2, 3, or 4 of them have in
common.
When the group finds an item that all of them have in common, they list that item under 4;
when they find something that 3 of them have in common, the list that item under 3, etc.
TOP

Team Expectations
Some of the common fears about working with groups include student fears that each member
will not pull their weight as a part of the group. Students are scared that their grade will be lower
as a result of the group learning vs. learning they do individually. One way to address this issue is
to use a group activity to allow the group to outline acceptable group behavior. Put together a
form and ask groups to first list behaviors (expectations) they expect from each individual, each
pair and as a group as a whole.
Groups then can use this as a way to monitor individual contributions to the group and as a way
to evaluate group participation.
TOP

Double Entry Journal

The Double Entry Journal can be used as a way for students to take notes on articles and other
resources they read in preparation for class discussion.
Students read and reflect on the assigned reading(s).
Students prepare the double entry journal, listing critical points of the readings (as they
see them) and any responses to the readings, in general, or specific critical points.
Students bring their journal notes to class
Once in class, students may use their double entry journal to begin discussion, to do a
paired annotation, or for other classroom and group activity.
TOP

Guided Reciprocal Peer Questioning
The goal of this activity is to generate discussion among student groups about a specific topic or
content area.
Faculty conducts a brief (10-15 minutes) lecture on a topic or content area. Faculty may
assign a reading or written assignment as well.
Instructor then gives the students a set of generic question stems.
Students work individually to write their own questions based on the material being
covered.
Students do not have to be able to answer the questions they pose. This activity is
designed to force students to think about ideas relevant to the content area.
Students should use as many question stems as possible.
Grouped into learning teams, each student offers a question for discussion, using the
different stems.
Sample question stems:
What is the main idea of...?
What if...?
How does...affect...?
What is a new example of...?
Explain why...?
Explain how...?
How does this relate to what I've learned before?
What conclusions can I draw about...?
What is the difference between... and...?
How are...and...similar?
How would I use...to...?
What are the strengths and weaknesses of...?
What is the best...and why?




Collaborative Learning

Four Collaborative Learning 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.
SIMPLE JIGSAW: The faculty member divides an assignment or topic into four parts with all
students from each LEARNING TEAM volunteering to become "experts" on one of the parts.
EXPERT TEAMS then work together to master their fourth of the material and also to discover
the best way to help others learn it. All experts then reassemble in their home LEARNING
TEAMS where they teach the other group members.
NUMBERED HEADS TOGETHER: Members of learning teams, usually composed of four
individuals, count off: 1, 2, 3, or 4. The instructor poses a question, usually factual in nature, but
requiring some higher order thinking skills. Students discuss the question, making certain that
every group member knows the agreed upon answer. The instructor calls a specific number and
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.
Again, students benefit from the verbalization, and the peer coaching helps both the high and
the low achievers. Class time is usually better spent because less time is wasted on inappropriate
responses and because all students become actively involved with the material




Hari Srinivas - hsrinivas@gdrc.org

Return to Collaborative Learning





Collaborative Learning

Think-Pair-Share





Think-pair-share is a relatively low-risk and short collaborative learning structure, and is ideally

suited for instructors and learners who are new to collaborative learning.
In think-pair-share, the instructor poses a challenging or open-ended question and gives learners
one minute to think about the question. Learners then pair with a collaborative group member or
neighbor sitting nearby and discuss their ideas about the question for several minutes.
The think-pair-share structure gives all learners the opportunity to discuss their ideas. This is
important because learners start to construct their knowledge in these discussions and also to
find out what they do and do not know. This active process is not normally available to them
during traditional lectures.
After several minutes the instructor solicits comments to be shared with the whole group. The
responses received are often more intellectually concise since learners have had a chance to
reflect on their ideas. The think-pair-share structure also enhances the student's oral
communication skills as they discuss their ideas with the one another and with the whole group.
One variation of this structure is to skip the whole-group discussion. Another variation is to
have learners write down their thoughts on notecards and collect them. This gives the instructor
an opportunity to see whether there are problems in comprehension.

Interactiveness in
Collaborative
Learning





1. Pre and Post-Tests: Before the session begins, learners
can be given a 3-5 question quiz or asked to list 3-5 points
they would cover in an essay on a particular question. If
learners are provided access to correct or sample answers,
the tests can be self-scoring. These tests can help focus
learner attention on key ideas and provide feedback to
learners on whether or not they understand the material.
(This can work for online instruction, too.)
2. Attention Span Breaks: After every ten to twenty minutes
of your session pose a question that summarizes the
subtopic or foreshadows the next portion of the session. Or,
you could ask learners to vote on an opinion question
relevant to your topic. In pairs, you might ask learners to
provide a written example appropriate to your topic, collect
them, and discuss a few that are either excellent or
erroneous examples.
3. Reflecting on and Improving Note-taking, a three-
session technique: Provide a triple-spaced outline of your
session as a guide for learners' note-taking. After 20
minutes, ask learners to compare their notes with two other
people in the class. Give the next 20 minutes of the session
without an outline, then ask learners to compare their notes

with the same two learners. For the next session, provide an
outline for only half the session but follow the same
procedures as above, having learners compare notes twice
during the session. At the beginning of the third session,
conduct a short discussion as to what learners learned from
comparing notes. Have learners compare notes once a week
thereafter. You may want to join in and take a look at some
of their notes as well.
4. Checking Learner Understanding: After 15-25 minutes
of lecturing (or after a page or two of an online, textual
session) ask learners to respond to one or two questions.
Vary the questions, sometimes asking questions that check
comprehension or summarize main points, other times
asking learners to apply, analyze, or evaluate conceptual
material.
5. Think-Pair-Share: This is a cooperative learning
technique that can has dramatic results. After a bit of
lecturing, ask a multiple-choice question that is fact-based
or checks learner comprehension. After counting the vote
to each choice, ask learners to pair-up and explain their
answers, then take the vote again. Almost inevitably the
number of votes for the right answer increases
dramatically.
6. Making Material Relevant: After lecturing on an idea or
concept, stop and ask learners for examples from their own
experiences or readings. Or, you might show a news clip or
a movie segment and ask learners how it relates to the
session material. The variety of learner perceptions can be
amazing and provide the instructor with feedback about
how learners think.
7. Changing Peoples Minds: Sessions have been shown to
be fairly ineffective at changing peoples attitudes or
values. Discussion and concrete experiences are better for
meeting these types of learning goals. When appropriate,
ask learners to discuss or write you a note at the end of
class discussing how the course material has affected their
thinking or beliefs.
8. Discussion Questions: At some point during the session,
groups of 2-4 learners respond to a carefully prepared and
written out discussion question. It is extremely useful to
give learners the type of discussion question that they
might find on an exam as a short answer to essay question.
9. Group Activities: A variation on discussion is to provide a
small group activity instead of a discussion question. For
example, learners could be asked to fill out a comparison
chart between philosophers discussed in the session, list the
causes of an event noted in the session, define terms used
in session in their own words, or list attributes of theories
identified in the session.
10. Summarizing and Evaluating: At the end of the session
or a session segment, ask learners to summarize or evaluate
the session in a short paragraph. Take these home and flip
thought them. You will learn much.