Unit 4
Getting Started with Collaborative Activities

It's vital to understand the special nature of cooperative learning because it is very different from traditional "group work." True collaboration is carefully structured, and every student takes an important role in the learning process. Here are the basic requirements:

1. Physical setup
Collaborative group members should be seated so that everyone can easily be seen and heard. The phrase "Eye to eye, knee to knee" is a good reminder.

It's equally important for everyone to be able to see and hear you. Often you'll need to rearrange desks and chairs for clear sight lines. (Developmental students often have difficulty with this requirement. Instructors may need extra patience and persistence, especially in the first few class meetings.)

2. Readiness
Students should be prepared for the collaborative task and have a clear set of instructions. To minimize interruptions, materials should be distributed before the activity begins. (Every group should have a designated "courier" to take charge of this task.)

Students also need to know one another before they can work together cooperatively. Don't expect students to collaborate until they've completed a few icebreaker activities and feel comfortable working together.

3. Interdependence
In traditional "group work," too often one student ends up completing the assignment while other group members daydream or chat among themselves. But in true collaborative learning, everyone has a designated role. Instructors can promote interdependence in three ways:

having members share materials and handouts rather than providing individual sets--or dividing materials so that students must cooperate in order to complete the task assigning each member a unique role (or having groups assign the roles themselves). Some roles that students enjoy include manager, notetaker, courier, reporter, researcher, and editor. using assessment tools that hold the whole group accountable for their working process and product

4. Structure
Traditional "group work" often involves informal discussions about course material. As a result, students often lose sight of the task at hand. By contrast, collaborative activities require careful planning. The objectives, steps, and desired outcome of the activity should be clearly stated and understood before the group begins to work together.

5. Accountability
The group process and product can be graded in a variety of ways. Many developmental instructors report that a combination of individual and group assessment works best for their students. Developmental students benefit when they know their work will be carefully evaluated afterward.

It's important to allow time after a graded activity for groups to assess their performance and process and--most important--agree upon improvements they wish to make next time.

Tips for Success

1. Make a positive start. A brief, pleasant, matter-of-fact introduction conveys the message that you expect students to cooperate. A half-hour of well-planned and enjoyable "getting to know you" activities will usually overcome any resistance that students have to collaboration.

2. Establish base groups (permanent groups that meet together regularly) early in the semester, and have them meet every class period. Because students soon get to know one another, an atmosphere of trust and cooperation is created. The friendships that develop in such groups can be a vital antidote for the loneliness and other hardships of college life. Base groups help students to develop communication and leadership skills that will benefit them throughout college and professional life.

3. Expect a steep learning curve when students first work collaboratively. Begin with ungraded activities designed to teach students how to work together. "Practice comes before testing" is a good motto for developmental classes. View mistakes as "teachable moments" rather than crises.

4. Make your words count. Trainers at Sea World use small, subtle hand signals to communicate with their marine performers. The reason? The animals know they have to pay close attention in order to perform appropriately and earn their rewards. Keeping your statements brief and to the point will encourage your students to listen attentively.

5. Encourage everyone to buy into success. The promise of a group reward (such as a class party) can do wonders for students' motivation. To ensure cooperation, the reward should be tied to 100% class achievement.

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