Group, Collaborative and Cooperative
The group, collaborative and cooperative learning space refers to the way in which students, rather than working individually, work with the other students in the class. As Piaget’s theory outlines, cognitive development is influenced heavily by social interactions (Woolfolk and Margetts, 2013). Hammond (2001) relates this learning through conversations and interactions as the social construct theory, and is therefore integral to this learning space and environment.
As stated by Slavin (2010), this type of learning space is seen to be strong as it increases students thinking skills, higher order learning, but ultimately it is a great way to expose students to the way in which socialisation and working collaboratively is detrimental in the future.
Group, collaborative and cooperative learning, although they all share goals and ultimately involve one or more students working together to achieve a goal, offer a unique space.
The group learning space refers to a seemingly unstructured way for students to work together. Although this involves students working together, due to the unstructured nature, often on student tends to take the brunt of the work.
Collaborative learning involves students working together to search for “understanding, meaning, or solutions or to create an artefact or product of their learning” (Teacherswithapps, 2014). The success of collaborative learning lies within the group’s ability to work together as a team, involving the students actively learning and, although it is teacher facilitated, relies on each student using their individual knowledge of aspects to figure out authority.
Finally, cooperative learning is depicted by its careful structure, which makes each person responsible for his or her own part. This type of learning can be depicted by activities such as literature circles. Every student is given a role, and is accountable to this aspect of the group work. In saying this, accountability is therefore enforced, and the success of the team depends on each and every member of the group pulling their own weight (Teacherswithapps, 2014).
The classroom layout, as discussed further in the Classroom and School section, and in the 3-part video in the links section, can be suited to this type of learning. Gone are the days when the students sat on a single desk, facing the front of the room. Tables such as circular, rectangular or square promote communication, and this concept of group, collaborative and cooperative learning.
Benefits for teachers:
Student centred, teacher facilitated learning
Enables teachers to assess the way in which students work with others
Allows the teacher to find a way to accommodate for all learning types
Makes it easier for some students to understand; easier to understand from other students rather than the teacher
Benefits for students:
Teaches students to work with others, helping them for their future endeavours
Able to work and learn with others at the same authority level
Students can reinforce their understanding by explaining it to others
Fosters students responsibility
Negatives for teachers:
Sometimes hard to assess students (more so in group and collaborative) as some students may not contribute but take credit
May create a noisy classroom
Negatives for students:
Students can often get distracted by others in the group
Students may feel unacknowledged