Title: Collaborative Learning Techniques: A Handbook for College Faculty (2nd ed.)
Authors: Elizabeth F. Barkley, Claire Howell Major, & K. Patricia Cross
Brief description (from back of book):
“Now in its second edition, the bestselling Collaborative Learning Techniques reflects the changed world of higher education and offers college and university faculty a definitive guide for making the most of small group learning. In this new edition, the authors include ideas for using games in technologically-sophisticated curricula, information on effective online implementation for each of the book’s thirty-five techniques, as well as illustrative examples for adopting collaborative learning techniques in a variety of learning environments, including large lecture classes and “flipped” classes. The authors guide instructors through all aspects of group work and provide a solid grounding in what to do, how to do it, and why it is important for student learning.”
Why Collaborative Learning?
- “Students must build their own minds through a process of assimilating information into their own understandings.” (p. ix)
- “Many employers consider willingness and readiness to engage in productive teamwork a requirement for success.” (p. ix)
- “Our increasingly diverse society requires engaged citizens who can appreciate and benefit from different perspectives” (p. x)
- “Colleges and universities want to provide greater opportunities for a wider variety of students to develop as lifelong learners” (p. x)
What is Collaborative Learning?
- Intentional design of learning activities
- Co-laboring, through which all students in the group work together toward stated objectives
- Meaningful learning must take place so that an increase in knowledge or a deeper understanding of course material occurs
The authors suggest several steps for successfully incorporating collaborative learning in the classroom (with separate sections for translating their suggestions to the online environment):
- Design a learning task that is relevant, sufficiently complex, and matched to students’ abilities at that point in the course
- Orient students to working together in groups, to the course content, and collaborative learning in general so everyone is on the same page with regard to expectations
- Form groups randomly or through a variety of “pseudorandom” methods (e.g., count off or playing cards) that are roughly 2-6 students in size depending on the size of the class and the tasks to be assigned
- Instructor observation and interaction is necessary to help groups successfully navigate the task at hand and keep everyone on track.
- Intentional assessment of collaborative learning should occur
Some of My Favorite Collaborative Learning Techniques (there are 35 in the book):
- Structured problem-solving: breaking the problem-solving process into steps that the group must work through together so each student can explain the answer and process used to answer the question
- Think-Aloud Pair Problem-Solving: pairs of students work together on a series of problems, switching between “solver” and “listener”. The “solver” thinks out loud as they work through a problem, and then students switch roles for the next problem.
- Send-A-Problem: each group solves one problem, then passes the problem and solution to another group. Before looking at the previous group’s solution, the new group solves the problem. In the final pass, the last group evaluates and synthesizes solutions to present the best solution to the rest of the class.
- Team Scavenger Hunt: used to introduce new topics in particular (though can be used for anything), teams use problem-solving skills to attempt to be the first team to find each item on a list and record their findings in writing, via photos, video, or audio.
Table of Contents:
Part One: Establishing the Context
Chapter 1 Collaborative Learning: Coming to Terms with the Term
Chapter 2 The Case for Collaborative Learning
Part Two: Implementing Collaborative Learning
Chapter 3 Designing the Learning Task
Chapter 4 Orienting Students
Chapter 5 Forming Groups
Chapter 6 Facilitating Student Collaboration
Chapter 7 Grading and Evaluating Collaborative Learning
Chapter 8 Avoiding and Resolving Common Problems
Part Three: Collaborative Learning Techniques
Chapter 9 Techniques for Discussion
Chapter 10 Techniques for Reciprocal Teaching
Chapter 11 Techniques for Problem-Solving
Chapter 12 Techniques Using Graphic Information Organizers
Chapter 13 Techniques Focusing on Writing
Chapter 14 Techniques Using Games
Appendix A: Useful Tools for Implementing Collaborative Learning Techniques in Online Courses
Appendix B: Key to Classroom Environment in CoLT Examples
Appendix C: Key to Professor Names from CoLT Examples
Some ‘books like this’ I recommend:
Student Engagement Techniques (2nd ed), Barkley & Major
50 Strategies to Boost Cognitive Engagement, Stobaugh