Collaborative Learning

GROUP WORK AND MOTIVATION

Group learning is based on this concept, whereby individuals collaborate to learn something new or to solve a problem. Small groups are crucial to this process because they allow students to learn from their peers. In a standard or traditional classroom setting, students might spend more time listening to what the teacher says. It can work well as a motivational strategy because as we discussed in the first lesson of this chapter, social contact is key to motivation. Furthermore, according to the sociocultural theory of development (Vygotsky), learning is more likely to occur when students work with an instructor or their peers to address challenges that are beyond their current developmental level.

Information Gaps and Motivation

When one student knows more about a topic than another, we call this an “information gap” in communication. Consider the following from Scrivner (2015) describing how effective using information gaps in ELL classrooms can be, “Most real-life communication comes about because of such gaps of information. When someone knows something we don’t, there is a reason for talking (or writing/reading). By creating classroom activities that include such information gaps, we can provide activities that mimic this reason for communication, and this may be more motivating and useful to language learners”

Benefits of Group Activities and Projects

Well-designed group projects at any level will help students:

·       Divide tasks into smaller parts

·       Manage their time

·       Improve understanding and comprehension of topics through discussion

·       The ability to give and receive feedback from their peers

·       Develop stronger communication skills

·       Be exposed to different perspectives and experiences

·       Develop relationships with their peers and build rapport

·       Tackle more complex subject matter than on their own

·       Learn how to resolve differences

Examples of Effective Group Activities

Think-Pair-Share. A question for discussion is posed by the teacher. Before talking to a peer about their answers, students are urged to consider or write about their answers to the question. Following that, groups present their findings to the class.

Jigsaw. This method has students work in four-person teams to become experts in one area of the new content, while other "expert teams" in the class focus on other areas of the new subject. After then, the class reorganizes into new groups with a representative of each expert team. The new team members then alternate teaching each other the material they are most knowledgeable about.

The Role of the Teacher in Group Activities

The teacher divides the class into groups and specifies the activity's learning goals. The groups are often diverse, paying close attention to the abilities required to complete the assignment successfully. In other words, balancing the students’ levels appropriately. Students may be given specific roles within the groups, and the instructor will explain the standards for success and the kinds of social skills that are required. It's crucial to note that the instructor remains actively involved throughout the groups' work, supervising it and assessing both the entire group and individual students.To identify potential changes for subsequent group work, teachers should encourage groups to reflect on their interactions (What went well in the group? What didn’t go well in the group?).

Challenges of Group Work

Unfortunately, groups can sometimes have the opposite of their intended effect and be quite demotivating for students. For example, when one or more group members take advantage of the more devoted ones, they are said to be free riders. If free riding is not actively handled, it tends to reduce the long-term motivation of diligent students. Conflict within a group can lower morale and lead to members withholding their support. It may be mild or overt, and free riding may both be the source and effect, though this isn't always the case. Conflict can leave group members with a severely tainted perspective if it is not appropriately handled. As a teacher, it is best to try to address these problems in advance. Some techniques you can apply: Describe the benefits of group work and why it has future value (you will need to work with difficult people throughout life) Establish round rules and/or use team contracts with older students, clearly define what each group member is expected to do. Combining group and individual grades will increase individual accountability. You can role-play reactions to fictitious team conflict scenarios before the assignment or activity. This is an opportunity to teach and reinforce conflict resolution skills. Ask for regular progress reports and peer evaluations for longer projects.