Collaborative Learning Groups
Within AVID, we refer to our groups as collaborative rather than cooperative because they do notnecessarily follow all the organizational rules, which gurus of cooperative teaming espouse. InAVID, the purpose of collaborative learning is to bring students together to take responsibility fortheir own learning. In small groups, they ask, explore, and answer questions; they become betterlisteners, thinkers, speakers, and writers; they discover ideas and remember them because theyare actively involved with them. The teacher/tutor becomes a coach, carefully guiding students intheir learning. Research shows that students learn best when they are actively manipulating thosematerials through making inferences and then generalizing those inferences. Collaborative groupsencourage this kind of thinking.
Collaborative Learning Groups vs. Traditional Learning Groups
| Traditional | Collaborative |
| No interdependence | Positive interdependence |
| No individual accountability | Individual accountability |
| Homogeneous | Heterogeneous |
| One appointed leader | Shared leadership |
| Responsibility only for self | Shared responsibility for one another |
| Social skills not a focus | Social skills necessary for task completion |
| No group processing | Groups process their effectiveness |
| Teacher/tutor does not focus on | Teacher/tutor observes and intervenes group functioning |
Preparing for Collaborative Learning Groups
The Task
In collaborative learning groups, students experience the process of learning, the how, aswell as the what, of learning. In order to achieve this, the teacher/tutor must carefully guidethe group to encourage members to share their ideas and to explore and respect the ideasof others. The group must constantly probe, define, and redefine until the expression ofideas is precise and clear. The group task may have students share individual completedassignments, notes, or work together to brainstorm or to problem solve.
Selection of Groups
In collaborative learning, there is no set way to group students. Depending on the class andthe assignment, the teacher may use teacher-determined, self-selected, spatial, or randomly selected groups.
Preparing Students
Students need to be prepared to work in groups; though, in the beginning they may shyaway from group work because they are reluctant to share their work. Group work shouldbegin with experiences that are non-threatening and gradually increase in task demands andduration. Teachers need to discuss "group etiquette," stereotyping, and group dynamicswith the students before they begin work, as well as tell them that the benefits to working incollaborative groups are:
1. No one knows everything.
2. Teachers expect analysis, synthesis, and evaluation of subject matter, which is the stuff of collaborative groups.
3. Students will move faster and remember more.
4. Being with other people is more fun than learning alone!
Since learning to collaborate in groups is an ongoing process, after completing a groupactivity, the students should write about and discuss what went well in their groups and whatthey need to improve for the next time.
Avoiding Mayhem
1. Provide the students with careful instructions and simple directions before they move into groups.
2. Establish a specific routine for moving into groups.
3. Have students move their desks close together to prevent loud talking and to create a group atmosphere conducive to exchanging ideas.
4. Establish a reasonable time limit. Allowing too much time for an activity can cause the groups to deteriorate. It is better for the groups to have too little time than too much. Remember, it takes time and practice for students to learn to work effectively in collaborative learning groups.