The power of Collaborative Learning

 

Creating a better future through collaborative learning -TEDx-Maddie Edwards

The power of Collaborative Learning

Collaboration is one of the 4Cs used to inspire our learners. It is one of the 21st-century skills and among the most essential tools in teaching and learning.

According to Unesco, collaboration is a process through which learners at various performance levels work together in small groups toward a common goal. It is a learner-centered approach derived from social learning theories as well as the socio-constructivist perspective on learning.

It can be to work on a separate or shared activity; both contributing to a common goal. The main aim of cooperative learning is not to promote competition in the classroom but to encourage constructive arguments, findings and meaning as learners engage authentically. It is the type of learning where learners collaboratively use their independent powers to relate with their peers authentically. During collaborative learning, learners find answers by working through the process. It is an active process driven by -self-empowerment, mutual respect understanding and teamwork.

Hellen Keller once said" Alone we can do so little; together we can do so much"

This is exactly what collaborative learning is. Learners brainstorm, learn new ideas, and evaluate options with an outcome that will positively improve learning.

Interested in knowing the benefits of Collaborative learning? Here are they

1. Collaborative learning helps learners cultivate and nurture the habit of self and mutual respect

2. Research has shown that shared learning enables learners to construct meaning

3 Collaboration helps learners to use their strengths and skills to relate authentically with their peers.

4. It promotes confidence in learners as they relate authentically with their peers

5. It promotes team spirit.

5. Collaborative learning makes learning fun. Learners not only learn but enjoy learning as well. This will make them build greater learning interest and enthusiasm

6. Collaborative learning enhances learners' communication skills and the ability to learn from one another.

7. With Collaborative learning, learners build authentic relationships outside the usual classroom friendship.

Thinking about using collaborative learning in your classroom, here are some simple tips

1. Before the lesson, choose a creative learning task. It can be a separate or shared task.

2. Ensure the resources learners will need to effectively engage are available. Communicate with your line manage on time for resources required.

2. Carefully plan the task you will want your learners to engage with; whether a separate task or shared activity, just plan. Ensure the task is such that will enable the learning goal to be achieved.

3. It is advisable to present more than one task to the grouped/paired learners and allow them to choose. Two groups or paired learners can choose the same task and it is fine.

3. Ensure the task will be fun, enhance learning flow and can be achieved within the allotted learning period (do not engage your learners with a boring task that is not achievable).

4. Pair the learners or group them and let them know that they are not competitors but learners who work together to achieve a common goal. Learners should know that they are accountable to each other and should neither work against each other nor individualise the task to achieve the goal. Let them know that it is all about 'We win not I win'.

5. Effectively communicate with your learners. Let the learners know what they are to do .Display the rubrics and the assessment criteria. Do not assume and keep your learners in the dark. That is not part of the deal.

Thinking about some creative collaborative learning activities, here are some

·    Project or research-based learning activities are great ways to promote collaborative learning. They promote interactions which enable learners to think critically and solve problems. These kinds of activities enable learners to conduct some findings on the problem they are solving and encourage active engagement as they work through the process. Both Project and research-based activities are capable of promoting problem-solving skills.

·    Puzzles enable learners to think deeply and find connections or missing links. Puzzles enable learners to work through the process of arriving at the answer.

·    Presentation- enables the paired or group members to actively contribute toward the success of their presentation. They pull resources together to work it out

·    Class discussion is boosts collaborative learning .Here, learners interact effectively to contribute their thoughts and ideas in carrying out their task.

Wondering about your role as a teacher as learners collaborate? Here is the thing

No doubt, collaborative learning reduces stress for the teacher but that does mean you should go on sabbatical. While you enjoy the workload relief, ensure you did not drop your role as a guide. Monitor the groups as they work and check in with individuals. Participate in the feedback on the group work and encourage their efforts by motivating them intrinsically. Reward the process and the outcome. Display their work to inspire them. Above all, maintain discipline in the classroom and ensure no one is victimized by any form of microaggression.

Are there promoters of effective collaborative learning? Yes, here are some factors

1.The belief system that learners should lead learning. Once a teacher's mindset is wired like that, collaborative learning will be possible

2.Teacher awareness- The teacher's knowledge and application of collaborative learning is crucial. That means that if you do not know anything about collaborative learning, you can learn. There are lots of credible free online resources in regard. Workshops and trainings are useful.

3- Learners' awareness - Learners' collaborative learning skills is highly important both in the classroom and in the outside world. The teacher should educate the learners about this skill. They should understand that the skill is not a competition arena but one where everyone learns from each other to achieve a common goal. Learners should know that in collaborative learning, both the process and the outcome are crucial, They should know that the skill is driven by mutual respect and understanding; Nobody should sit down for others to do the work. Everybody must be involved.

4. Availability of technology- The advent of technology proves the possibility of school away from school. It shows that interactive learning is possible with learners in different geographical location- Technology fosters connectedness in learners and It nullifies the fact   that distance is a barrier. We all witnessed the efficacy of technology in the promotion of collaborative learning during the 2020 pandemic

5- Availability of resources- like books, functional library

6- Adequate sitting arrangement.

7. Availability of power

Inhibitors-Here are some of the factors that can inhibit effective collaboration

1.    The belief system that teachers should lead learning-(killer mindset)Learners are not allowed to contribute nor talk during lesson-Knowledge absorbers

2.    Teacher ignorance, Change resistors

3.    Learners' ignorance- Seeing collaborative learning as a competition ground

4.    Lack or poor professional development

5.    Lack of technology

6.    Poor power supply

Additional resources

https://www.cambridge.org/elt/blog/2022/04/29/collaborative-learning-science-behind-it/

(Collaborative learning: the science behind it, and why it works)

https://www.cambridge.org/core/books/abs/cambridge-handbook-of-cognition-and-education/collaborative-learning/E6BFC590620CE962113239D4B4B94D5F

(Collaborative Learning.The Benefits and Costs)

https://blog.cambridgeinternational.org/all-together-now-assessing-collaboration/

(All together now: assessing collaboration)

 

Effective Communication .A powerful teaching and learning tool

Click here to watch the video💚👉The Art of Effective Communication by Marcus Alexander Velazquez.TEDxWolcottSchool

Communication has been a routine activity of man. We communicate with our family members, friends, colleagues, church members, groups, etc. Teaching and learning; not exempted.

According to the dictionary meaning: Communication is simply imparting or exchange of information by speaking, writing and some other medium.

Features of Effective Communication

Mutual respect

In teaching and learning culture, there is something called the Teacher-Learner Relationship. Effective communication is one of the powerful forces that drives this relationship. It is possible for a teacher to just pass and receive information from his or her learners, talk and write for them without effectively communicating. Effective communication is beyond all of that, it involves mutual respect as the entry point, eye contact, body language, and Positive verbal and non-verbal expressions. Respect is in both ways. Teachers are to have respect for learners in their dealings and in turn, receive that from their learners. With respect, learners are greatly valued. Once they are valued, eye contact and body language, verbal and non-expression will be positive. Yeah

I must state here that we need to be careful with our non-verbal expressions because it speaks volume. It can be interpreted wrongly

According to Zig Ziglar "In many ways, effective communication begins with mutual respect, communication that inspires, encourages others to do their best".

When communication is not accompanied with respect, it might be understood as harassment and over time, the person or people involved at the other end might begin to lose interest. In the teaching and learning culture, communication must be carefully handled to make it effective.

Teachers need to communicate effectively with their learners and at the same be ready to allow their learners to communicate with them. It is never a one-man show.

In my years of practice as a teacher, I have taught a lot of learners and most times when you ask them what they admire in teachers, they will tell you that they love the way some teachers or a particular teacher talks to them' That is an undertone feeling of being respected and loved. So communication is a carefully planned concept that must begin with great tone and respect.

Everyone wants to be valued. Word usage tones and body language should be paid attention to.

Effective communication should embrace Listening

Effective communication must involve listening. Both parties must know when to pause talking and listen. This requires self-discipline. Most times in teacher-centered settings, teachers tend to talk more without allowing the students to make any contributions. Learners tend to bottle their opinions in this kind of setting because their opinions do not count much. This is not supposed to be so because, in a communication setting, the voice of both parties matters. So, in the teacher-learner relationship, I encourage teachers to listen to the learners too because they are part of the relationship.

Effective communication should be encouraging, motivating, and inspiring

.The choice of words matters in teaching and learning. In our communication with our students, we should endeavour not to use words or actions that will tear the learning walls down. We should try as much as possible to give feedback that will improve learning. Praise the learners in their areas of achievement, motivate and reward them intrinsically, and encourage them to work on their weaknesses. Words and actions are powerful. With effective communication, we inspire our learners to participate in activities they may ordinarily not want to participate in. There is nothing as powerful as inspiring our learners because it brings out the best in them. Fuel your learners with, encouraging, and inspiring words. Do not forget that. Effective communication should be able to bring out learners from yes or no corners and put them in a platform where they can be able to express themselves. Learners should not be held hostage

Effective communication should foster a positive connection

Communicating with our learners involves building a powerful connection. It is one of the best ways learners positively connect with their teachers and until that link is established, there may not be a smooth flow in learning. Teachers want their learners to understand them and learners want to be understood. So it is not all about talking, talking but effectively interacting with your learners in an inspiring and meaningful way. Effective communication is crucial in a teacher-learner relationship because without it, that link might not be established and learning may not take place as expected.

Mutual understanding

Of what use is communication when both parties do not understand themselves? Teachers should ensure that learners understand them and learners should acknowledge that they understand. If your learners cannot use the information you provide to work, it does not make sense.

In the classroom and outside the classroom, information, feelings, Ideas, and thoughts are exchanged. Where to sit and what to do during the lesson should be effectively communicated to learners. They should understand clearly the rubrics and the criteria for assessment Class rules should be clearly stated. The timetable should be handy to avoid confusion of any kind. On no account should learners be left in a dilemma. There must be an effective communication flow between the teacher and the learners.

.As a teacher, do not use what we call in quote "big words). Use words and sentences that learners can run with. Do not try to be too difficult. Explain things the way they should be. Understand and be understood as well. Do not give your learners bulky notes to write. Make your note concise and meaningful. Simplicity is the key. Remember, it is all about learning. Encourage your learners to politely tell you where they are not clear at any point in time. Help them to build that confidence. To foster mutual understanding there must be an effective communication flow.

Effective communication embraces diversity

Tony Robins said it all

"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others."

The academic world is a diverse one with learners from different cultures and ethnic backgrounds. That must be consciously remembered. Every teacher should endeavour to respect learners' differences in the course of communication to avoid subtle insults and victimization which might negatively affect learning. A lot is involved in effective communication. How the teacher passes the information is important but more importantly is how the learners receive the information. We can respect our diversity through positive verbal and non-verbal expressions, pictures, and so on

Can effective communication skills be learned? Yes

In agreement with Brian Tracy

"Communication is a skill that you can learn. It's like riding a bicycle or typing. If you're willing to work at it, you can rapidly improve the quality of every part of your life.

It is all about determination and hard work. Be intentional about professional development and get trained in that aspect. Study wide and attend workshops.

*There are a lot of credible online resources in that regard. Utilize them and be better*

Additional resources

https://www.researchgate.net/publication/311857862_The_Role_of_Communication_Skills_in_Teaching_Process

(Effective communication skills: Successfully share your vision and ambition)

Inspire your learners with the 4Cs

Loading learners with content is not a great practice for a teacher.Inspiring the learners is the key. There are 4 techniques we can deploy in our classrooms to ensure authentic teaching and learning. 

These are the 4Cs:Communication, Collaboration, Critical thinking and Creativity. 

By next week, we will be dealing with the 4Cs one by one to gain more insight. 

Meanwhile the TEDX video below by Joe Ruhl- is loaded. ENDEAVOUR to watch.

Till next week. Stay tuned.

 

Self and Peer assessment .What are they?

Watch this👉Self and Peer Assessment by Dr. Dylan William

The knowledge of Assessment For Learning (AFL) informed us that learners are to be involved in the learning process. If they are to be involved in the learning process, then self/peer assessment is in order. Allowing the opportunity for Self/peer assessment is a challenge for most teachers. This may be due to some factors; poor class control, the inability of some teachers to relinquish learning powers to the learners’ belief system that only teachers can assess learners' work and lack of trust on the part of teachers.

Now, what is self-assessment? As the name implies, self - assessment in general terms is the ability to evaluate oneself, actions attitudes, or performance (dictionary meaning).

That means something should be evaluated or examined. There is work to be done.

In Education, Self-assessment is the assessment by which a learner gathers information about and reflects on his or her own learning, judges the degree to which it reflects explicitly stated goals or criteria, identifies strengths and weaknesses, and revises accordingly. It is the learner’s own assessment of personal progress in knowledge, skills, processes, and attitudes. Unesco  ( adapted from Ontario Ministry of Education).

Self-assessment stems from the confidence of learners as they are allowed the opportunity to take responsibility for their learning. When students are allowed to lead learning, their self-esteem rises. As they build up their confidence, they can be able to evaluate their actions and performances with a high level of sincerity, openness, and integrity. With the criteria provided, learners evaluate their performances. There is always a discernment on how to improve. Peer assessment is beyond learners marking each other's work; the feedback they share as they critically evaluate each other’s work has benefits for the giver and the receiver.

With self-assessment, learners become the judge of their own work

Peer assessment on the other hand is the assessment of a student’s work by another learner. There is always qualitative feedback on a learner's performance by another learner. Involving learners in assessment is crucial because, by practice, learners learn to critically evaluate their performances and that of their peers. Though both assessments are sometimes criticized especially in the areas of tampering with scores if the assessment is based on grading, their authenticity cannot be overruled.

 Peer assessment /Self-assessment is beyond learners marking their own work or each other’s work; the feedback they share as they critically evaluate their work has a  significant impact on the giver and the receiver. The bottom line is that learners help each other improve their work. which helps them understand what good work is all about.

Self- Assessment and the benefits

 Thinking about using Self-assessment? Click here👉 Self-Assessment-Center for Teaching Innovation-Cornell University to learn more.

Peer Assessment and the benefits

Thinking about using Peer assessment? Click here👉

Peer-Assessment-Center for Teaching Innovation-Cornell University to learn more.

Additional resource

Using Student-to-Student Peer Assessment-IOWA State University

Using Student-to-Student Peer Assess Using Student-to-Student Peer Assessment

ment

 

Us Using Student-to-Student Peer Assessment

ing Student-to-Student Peer Assessment

 

Assessment For Learning-Why so much noise ?

 

Are you a teacher? Have you been properly assessing your learners with the AFL approach? If yes, thumbs up👍👍 

Before we delve into the matter completely, Let us even look at the meaning of the term assessment in Education.

According to The Glossary of Education Reform, the term assessment in education refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Assessment  (The Glossary of Education Reform).

In addition, Assessment is the systematic collection, review, and use of information about educational programs undertaken to improve student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999) -Westminster College(What is assessment?)

From both definitions above, performances should be measured, data should be collected, and reviewed, and focus should be defined. So Assessment should not be one-time stuff, it should be done multiple times. Conducting a single assessment or using a single assessment to measure learning is not ideal. Diverse tools and measures must be deployed to measure learners’ learning progress.

 Meaningful assessment encourages learners to improve and become leaders of their learning. It is important to note that assessment is beyond grades or grading, It involves every aspect of the student’s learning. Assessment should be learner-centered. Assessment; meaning that learners should be involved in the process to improve learning.

The whole essence of assessment is to promote effective learning. A concerned teacher must regularly assess his or her learners to monitor their improvement status. Assessment should provide a platform for monitoring the progress of learners. It should not be assumed.

Assessment can be OF Learning Or FOR Learning

Let us look at the Assessment of Learning (AOL)-This is just an assessment based on grades: standardized tests, exams, and final projects, teacher assessment.  AOL is summative-based and criterion-referenced oriented. Summative assessment is mostly used at the end of a term, semester, or course and is mostly scored or graded. It is commonly OF learning not FOR learning. As an educator, I have learned that grade-based assessment is not enough to measure learning. I believe that a successful Summative assessment should begin with an effective learning improvement assessment.

Let us now look at the Assessment For Learning (AFL)

 John Hattie, a professor of education and the director of the Melbourne Education Research Institute at the University of Melbourne, Australia stated that:

“The major purpose of assessment in schools should be to provide interpretative information to teachers and school leaders about their impact on students so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt. So often we use assessment in schools to inform students of their progress and attainment. Of course, this is important, but it is more critical to use this information to inform teachers about their impact on students. Using assessments as feedback for teachers is powerful. And this power is truly maximized when the assessments are timely, informative, and related to what teachers are actually teaching”.

 Oxford Press informed that Assessment for learning is a process where teachers seek and use evidence to decide where learners are in their learning, where they need to go, and how best to get there. The emphasis here is on using assessment practices to gather information, which can then be used to make judgments about teaching decisions and directly improve learning.

Cambridge Assessment International Education believes that Assessment For Learning ( AFL) is a learner-centered type of assessment. An approach to teaching and learning that creates feedback which is then used to improve learning.

I see it as learners' learning improvement plan or process because every tool, and skill deployed in the assessment should be geared towards the improvement of learning. Assessment should be carefully and properly carried out. There should be no cut and join. It should be a deliberate practice to encourage learning. Therefore teachers should embrace it.

As a learner-centered approach, AFL encourages students' involvement in the learning process and therefore gives them the confidence to improve. AFL is an amazing practice because it helps to bridge the gap between the current learning state of learners’ and where they want to be. It is formative in function. The outcomes from formative assessments inform and also direct the teachers on the next step to take to improve teaching. Unlike AOL, AFL involves questioning, and feedback. peer and individual /self-assessment, and target setting.

The approach is not only interested in the learners’ current state of learning and where they are going but also how to get there.

 

 

AFL in  action

AFL in Action  (Cambridge Assessment International Education)

 

What is the importance of AFL?

·         AFL promotes learning outcomes because learners are involved in the learning process and therefore take charge of their learning process with significant achievement.

·         AFL promotes confidence in learners

 The fact that the approach is learner-centered enables learners to believe in themselves as they take responsibility for their learning. With confidence learners not only believe in themselves but also trust in their abilities to authentically reach out to their peers.

·         AFL promotes independent learning

 AFL boosts learners' confidence and trust in their abilities, With such confidence and trust, learners can be able to engage in self-assessment, peer, and other collaborative works without fear of failing.

·         It encourages supportive and active learning where learners are actively engaged and can try new things without having to be afraid of making mistakes. This will help learners to reach their potential

·         AFL is inclusive in function. Findings have shown that even the low ability learners thrive in AFL.

·         The feedback from Formative assessments provides valuable  information for the teacher to make decisions

·         AFL promotes a culture of feedback

As an approach that thrives in feedback, AFL encourages teachers to give learning feedback. Some teachers ordinarily may not want to give feedback on learners' work but with AFL, they will not have a choice but to do the right thing-Constructive feedback helps learners bounce back in the face of learning challenges.

For more on feedback, visit:https://www.apa.org/education-career/k12/using-praise

(Article from the American Psychological Association)

New to AFL and wondering how to go about it, click here AFL Checklist to view the checklist   (Cambridge Assessment International Education)

Are there misconceptions about AFL? Yes. 

Click here Misconceptions about AfL to view the misconceptions about AFL

(Cambridge Assessment International Education).

Are there challenges of AFL? Yes. What are they? Click here Challenges of AFL to view the challenges

(Cambridge Assessment International Education)

Other takeaways

Be that teacher that empowers his or her learners to get the best out of the learning process

Do not control learning

Guide learning and let positive things happen

Additional resources

Assessment-The Glossary Education Reform

https://www.edglossary.org/assessment/

Westminster College-What is assessment?

https://www.westminster.edu/about/accreditation-assessment/definition.cfm

Getting Started with AFL (Cambridge Assessment International Education)

About Assessment-Reshan Richards at TEDxNYED

https://www.youtube.com/watch?v=MDZ8sjCufDs&list=RDCMUCsT0YIqwnpJCM-mx7-gSA4Q&start_radio=1