Staying On Course March 2018

Is There a Difference Between Cooperative Learning and Collaborative Learning?

Collaborative learning and cooperative learning have been used as active learning structures for decades in the k-college classes.  Often educators use the terms collaborative and cooperative interchangeably, but there is a difference. 

The similarities include that both promote active learning, the teacher/instructor serves as a facilitator, students develop social and team building skills, diverse perspectives are  encouraged, and the teaching and learning experiences are shared by both the student and the teacher.

The differences may seem slight, but there are some key differences that might provide some insight or food for thought when instructors are developing cooperative or collaborative activities.  From the research, two stand out the most.

In cooperative learning students receive training in small group social skills whereas in collaborative learning, students already have the necessary social skills to work together and will build on those skills.  In cooperative learning activities are structured with each student having (or being assigned) a specific role; however, in collaborative learning students organize and negotiate efforts themselves (they are more self-directed learners). 

These distinctions have direct implications for our teaching.  Students in the introductory courses don't have the necessary background information in order to always negotiate the learning in collaborative groups.  However, when students are given specific roles or tasks to complete in a more structured (cooperative learning) learning new concepts and content becomes an easier task.  Plus, the instructor has more control or guidance over what is being learned.  It is easier to facilitate collaborative learning in the more advanced classes due to the fact that the students have the background knowledge and the collaboration with their peers enhances the learning process.

The Wise Choice Process

It's midterm mania time.  This is a great time to teach or remind students of the  Wise Choice Process so they can make better choices and take personal responsibility.  Have the students sit down and  thoughtfully answer the following questions.

1. What's my present situation?
2. How would I like it to be?
3. What are my possible choices? (Come up with 3-4)
4. What is the likely outcome of each choice?
5. Which choice(s) will I commit to doing?
6. When & how will I assess my plan?

For more detailed information on the Wise Choice Process, e-mail  ann.brandon@cloviscollege.edu

Structure to Try

One structure to try in your course that encourages collaborative learning is "Send-a-Problem." 

Needed supplies:

1. Manila envelopes (quantity depends on number of groups)
2. 5x7 note cards for each group
3. Various problems / scenarios typed out and affixed to the envelopes (1 problem / scenario to each envelope).

Process:

1. Form student groups of 2-4 in each group.
2. Distribute a different problem / scenario to each group.
3. Ask each group to discuss the problem, to generate possible solutions, and to record the best solution on the provided 5x7 card.  Each group then places the 5x7 card in the envelope.
4. Each group passes the envelope (with their card inside) to the next group (clockwise / counterclockwise - choose a specific direction ahead of time to avoid confusion).  Tell the new groups NOT to open the envelope with the last group's solution.
5. Each group repeats steps 1-4 (it is up to the instructor how many times to pass the envelopes).
6. When the envelope is passed to the final group, that group opens the envelope and reads all of the other groups' solutions.    The  final group then comes up with a final solution by synthesizing all of  the other groups' responses, records a response, and then shares out with the class.

Variations:

1. Consider students generating their own list of problems / scenarios they would like to see the class solve.
2. Consider using Send -a-Problem as a review for an examination.  Bring copies of old tests for students to take and compare answers.
3. For LGI classes, consider having several groups work on the same problem     (works better if groups with the same problem are not seated together).

Professional Development Opportunities

Don't miss out on the next Active Learning Saturday Sessions. 

March 17th / 10-12 / AC2-276

Dynamic Lecturing - You don't have to get rid of lecturing as a strategy.  There are ways to incorporate some active learning structures to enhance the learning and retention of the content, and the overall success of your students.  Over 150 CCC students were surveyed in February about what they think are effective and ineffective lectures, what strategies they use to pay attention in a lecture, and if they feel comfortable asking questions in a lecture setting.  Do you want to know what they said?  Come on Saturday March 17th.  Sign up here.