QUESTION 1

According to Brufee (1993) collaborative learning is a situation two or more people learn or
attempt to learn something together. Meanwhile based on the article collaborative learning is an
approach to teach and learn that requires learners to work together to deliberate, discuss and
create meaning.
Based on the definition given above, it shows that collaborative learning is not a spoon
fed learning but it is required for the students to unveil the information or facts by discussion,
pair work and etc. There are so many methods or activities in for us to implement collaborative
learning during teaching and learning process inside the classroom.
For student-student collaboration, from the article it says that collaborative learning not
only let the student engage with the contents but to enhance intrapersonal skills also.
Collaborative efforts among students result in a higher degree of accomplishment by all
participants as opposed to individual, competitive systems in which many students are left
behind (Slavin 1967). Competition fosters a win-lose situation where superior students reap all
rewards and recognition and mediocre or low-achieving students reap none. In contrast everyone
benefits from a CL environment. Students help each other and in doing so build a supportive
community which raises the performance level of each member (Kagan 1986). This in turn leads
to higher self esteem in all students (Webb 1982). Past researchers have found that outcomes
expected part of collaborative learning corresponded to the goals for student content
understanding and skill attainment. The strategies associated with collaborative learningsuch
as role assignments, collaborative problem solving, and task and group processingall build the
social skills that students need to be successful when working with others. Additionally, these
skills are important in preparing students for the world of work, where collaborative writing and
problem-solving are key elements of many careers. There is a plethora of instructional and
learning strategies that encourage student collaboration, including peer teaching, peer learning,
reciprocal learning, team learning, study circles, study groups, and work groups, to name just a
few (Johnson & Johnson, 1986).
By their very nature people find satisfaction with activities which value their abilities and
include them in the process. Effective teams or groups assume ownership of a process and its

results when individuals are encouraged to work together toward a common goal, often defined
by the group. This aspect is especially helpful for individuals who have a history or failure
(Turnure & Zeigler 1958) Passive educational experiences where the student is the receptacle for
information presented by the expert teacher are inherently dissatisfying.
Collaborative learning fosters a higher level of performance by students (Bligh 1972).
Their critical thinking skills increase and their retention of information and interest in the subject
matter improves (Kulick & Kulick 1979). When students are successful they matter with a very
positive attitude because their self esteem is enhanced. This creates a positive cycle of good
performance building higher self esteem which in turn leads to more interest in the subject and
higher performance yet. Students share their success with their groups, thus enhancing both the
individual's and the group's self esteem. Some cooperative learning structures formalize this
effect by awarding certificates of view the subject achievement or improvement to students, or
extra credit to groups for an individual's or group's improvement.
It is shows that collaborative learning is more fun if we engage students in their learning.
For instance, we ask them to prepare for the next class to present the next topic with facilitation
of a teacher and they will teach their friends. It shows that students are responsible to their
learning; meanwhile teachers are responsible to facilitate and assist students in preparing them to
be ready for the next lesson. It shows our teaching and learning process is student-centered. We
also can use all cooperative learning strategies to be implement in teaching and learning process.
Without teacher and students realize, students are engage to their own learning process.
Besides, in engaging students to their own learning teacher-students collaboration is also
important. As mentioned in the article learning will occurs by interaction between teachers and
students. As the teacher and students talk and listen they will gain better understanding to each
other. Collaboration requires a shift from teacher-led instruction to instruction and learning that
is designed by both teachers and students. Collaboration between student and teacher plays a
critical role in helping students reflect and engage in their own learning experiences. The
constructivist learning movement is one current example of efforts to increase the amount of
collaboration between student and teacher occurring in the classroom. Students construct their
learning, with the teacher serving as a guide or facilitator. The teacher does not function in a

purely didactic (i.e., lecturing) role. Neo and Neo (2009) found that constructivism helps
students develop problem-solving skills.
For teacher-teacher collaboration as mentioned in the article, positive outcomes
associated with professional learning communities, including a reduction in teacher isolation,
increases in teacher commitment and sense of shared responsibility, and a better understanding of
effective instructional practices as case study conducted by Louis and Kruse (1995). Professional
learning communities encourage collaborative problem solving and allow teachers to gain new
strategies and skills to improve and energize their teaching and classrooms.
Teacher-teacher collaboration within my context is the same situation as above. Where in
each unit, Mathematics Unit for example, each teacher will exchange their idea on how to
improve teaching and learning in each class where each class have different cognitive level.
Besides, in our school we do not have any specific activities that show teacher-teacher
collaboration but it happened every day because most of the teachers in my school we like to
share thoughts, experience and many more about lives as a teacher. This will enhance the
relationship and information exchanges happen quite active.

Teaching Resources (2013, May 16). Benefits of collaborative learning. Retrieved April
16, 2014 from http://tep.uoregon.edu/resources/librarylinks/articles/benefits.html

Bruffee, Kenneth (1993). Collaborative Learning. Baltimore: The Johns Hopkins

University Press. pp. 2851.