Individuals vary on the desire to collaborate and interact with a group. When designed and moderated, group activities can improve learning in the classroom. There are numerous studies that support this concept. Careful teacher training to facilitate collaborative learning is important, however.
My children hate group projects and select individual work if given the choice. This is not because they dislike other people. They are very social and enjoy the company of their peers. The problem stems from a lack of skill in working in a group. In several instances, the assignment of a group project deteriorated into a social disaster. Some humans may exhibit a basic instinct for group work, but many need to learn the interpersonal skills required to be successful. Part of the collaborative process has to be establishing norms and a requirement for equitable participation.
Collaboration among adults can suffer from a similar fate. True collaboration requires a conscientious effort on the part of each member of the team. One person cannot take the role of leader and run roughshod over the other group members. The inverse is also a concern. If every member of the group tiptoes through the process no one accepts the role of coordinator, the project will stall. This illustrates that establishing norms and communication, even among adults, facilitates the collaboration process.
Technology is useful in the development of a collaborative group. Using technology eliminates the need for physical proximity. This means collaboration can take place in venues like Google Documents using tools such as Skype. Graphic organizers can assist with the process of synthesizing ideas presented by various group members. The use of technology for research to support decision-making allows each group member to contribute to the final product.
The education process needs to include the development of skills that facilitate collaborative learning. Teaching behavioral expectations for group interactions will develop workers prepared for collaborative assignments. Once students master these skills and strategies, the prospect of group projects will no longer bring on a feeling of dread. This preparation will also support the learning gains evidenced in the collaborative process.
Further reading and resources on this topic can be found at:
Gupta, A. (2008). Constructivism and Peer Collaboration in Elementary Mathematics Education: The Connection to Epistemology. Eurasia Journal of Mathematics, Science & Technology Education, 4(4), 381-386. Retrieved from EBSCOhost.
Vaas, E. & Littleton, K. (2010). Peer collaboration and learning in the classroom. In K. Littleton, C. Wood, & J.K. Staarman (Eds.), International Handbook of Psychology in Education (p. 105-139). Bingley, England: Emerald Group Publishing. Retrieved July 11, 2011, from http://books.google.co.uk/books?hl=en&lr=&id=tNepO17yQO4C&oi=fnd&pg=PA105&dq=+Peer+collaboration+and+learning+in+the+classroom+E+Vass&ots=4AV-SuPU1o&sig=qAd2c-0pBD8KSnivRuZ9sA8uCYc#v=onepage&q&f=false
Tinzmann, M.B., Jones, B.F., Fennimore, Bakker, T.F., Fine, J., C., and Pierce, J. (1990). The Collaborative Classroom. Retrieved July 11, 2011, from http://www.arp.sprnet.org/admin/supt/collab2.htm
Jeriann
ReplyDeleteI enjoyed your post. The skills needed to work in groups should be foster at an early age for students to be successful in the classroom. Norms should be established in the very first days of preparing to engage in the activity. What key points do you suggest for educators that struggle with collaboration?
Jeriann,
ReplyDeleteWhat is the age grade of your children? I would suggest it is expedient that you introduce activity that would help them realize the importance of teamwork. Without collaboration, problems cannot be solved at a higher level, and this world might not be a better place. Starting off with a group of two that are very friendly might change their mindset, and gradually they would form a larger group. Theory of mind comes into play in this situation. If they are socially inclined, they need to understand another person desires, and develop the ability to work with them.
Jeriann,
ReplyDeleteVery applicable post. When it comes to adults, I can not help but think about the prisoner's dilemma. Plenty of hard workers do not want to commit -fully because they feel that others will not commit -fully. Consequently, the work is sub-par because they all share this perspective. Does this occur with you children?
Jeriann,
ReplyDeleteVery applicable post. Do you every see evidence of the prisoner's dilemma with hard workers unwilling to commit because they feel others will not?