Collaboration As Cooperative Learning
"Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning," (Johnson et al, 1993). Cooperative learning increases responsibility and motivates students to learn. Additionally, cooperative learning improves academic achievement, student relationships, time on task, collaboration skills, and attitudes toward learning, peers, and self. Collaborative learning is an essential component to a successful project based learning experience. In a collaborative learning environment, academic tasks are structured so everyone participates equally, all students are held accountable for what they learn, research-based strategies are implemented that encourage discussion, teamwork, and collaboration, and routines and expectations are established for teamwork. Because putting students in groups does not guarantee collaboration, it is important to consider how students will be grouped, how they will be held accountable, and what collaborative skills they will need to be taught in order to effectively engage in the PBL process.
Tip #1: Plan How Students Will Be Grouped
Part of planning for an effective PBL is deciding how students will be grouped. Consider providing opportunities for students to work in diverse groups of 2-4. Diverse groups provide students opportunities to learn different perspectives of peers, which can lead to better quality work. If you are putting groups together to work on a long-term project, consider implementing teambuilding activities prior to project based tasks. This helps students build trust. Some considerations when placing students in small groups, include achievement levels, work attitudes, personalities, and special needs or accommodations.
Tip #2: Plan How Students Will Be Held Accountable
Students should be held accountable for both independent work and group work in the project based learning process. Formative assessment tools such as rubrics, reflective journals, and exit tickets can be used to assess students' understanding while also serving as an accountability measure for the work they are doing with and for the group. You might consider assigning roles throughout the project process. Group roles support equalizing participation and should be rotated if the project is long-term. If you are assigning roles, be sure to explain thoroughly the goal of each role, why each role matters matters, and how each role contributes to the success of each individual in the group. The focus of roles should be on each individual and how the group supports the development of each person. In considering roles, always consider specific scaffolds students may need.
Tip #3: Plan Lessons That Teach Collaborative Skills
Cooperative learning in a project based environment should support students in a low-risk setting as they try new ideas, receive constructive feedback, and give constructive feedback. Collaborative skills, like receiving and giving feedback, must be taught and practiced in the context of a lesson. Additional collaborative skills that should be taught and practiced include asking for help, participating in a discussion, and asking clarifying questions. Teaching students these skills helps students build confidence and agency as contributors in the classroom and learning process.
Planning Collaboration
Students working collaboratively in project based learning are working towards reaching a common goal. Teachers can support the process by planning collaboration that encourages autonomy and helps students develop agency. In preparing for an efficient and effective PBL, plan how students will be grouped, how they will be held accountable for learning, and the collaborative skills students will need to be successful.
References
Jacobs, G.M, Power, M.P., Loh, W.I. (2016). The Teacher’s Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles, and Frequently Asked Questions.
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