Collaborative Presentasi - Mustofa, Welas, Budi

Collaborative
Learning Techniques
BY :
MUSTOFA AY
BUDIYONO
SLAMET
WELAS HADI
SUSILO
B
I. INTRODUCTION
BACKGROUND
Why we apply collaborative learning?
1. Because knowledge is socially produced by
consensus among knowledgable peers (Bruffee
: 1995; Vygotsky : 1978)
2. One of the most effective teaching method is
student teaching other students. (Mc Keachi,
Pintrich, Lyn, & Smith, 1986, p 63)
3. Discussion is the prototype teaching method
for active learning and one of the most
valuable tools in the teachers repertoire (Mc.
Keachi : 2002, p.30)
WHAT DO WE MEAN BY
COLLABORATIVE LEARNING ?
To collaborate is to work with another or others.

In practice, collaborative learning has come to mean students
working in pairs or small group
to achieve shared learning goals. It is learning through group
work rather than learning by working alone.
SOME ESSENTIAL FEATURES :

1
COLLABORATIVE LEARNING IS
TWO OR MORE STUDENTS LABORING TOGETHER AND
SHARING THE WORKLOAD
EQUITABLY AS THEY PROGRESS TOWARD INTENDED
LEARNING OUTCOMES.
FIVE ELEMENTS FOR SUCCESSFUL

COOPERATIVE LEARNING GROUP =
THE GOAL OF COOPERATIVE LEARNING =

IS TO WORK TOGETHER IN HARMONY AND
MUTUAL SUPPORT TO FIND THE SOLUTION.
THE GOAL OF COLLABORATIVE LEARNING IS
TO DEVELOP AUTONOMOUS, ARTICULATE
THINKING PEOPLE, EVENT IF AT TIMES SUCH
A GOAL ENCOURAGES DISSENT AND
COMPETITION THAT SEEMS TO UNDERCUT
THE IDEALS OF COOPERATIVE LEARNING.
COOPERATIVE EDUCATION MAY BE

APPROPRIATE FOR CHILDREN.
COLLABORATIVE LEARNING IS MORE
APPROPRIATE FOR COLLEGE STUDENTS.
II. Underlying Principles
COLLABORATIVE LEARNING OCCURS WHEN

STUDENTS AND FACULTY WORK TOGETHER TO
CREATE KNOWLEDGEIT IS A PEDAGOGY THAT
HAS AT ITS CENTER THE ASSUMPTION THAT
PEOPLE MAKE MEANING TOGETHER AND THAT
THE PROCESS ENRICHES AND LARGES THEM .
( MATTHEWS,1996,P.101)
COOPERATIVE LEARNING IS THE

INSTRUCTIONAL USE OF SMALL GROUP
SO THAT STUDENTS WORK TOGETHER
TO MAXIMIZE THEIR OWN
AND EACH OTHERS LEARNING
( SMITH,1996,P.71)
IT IS NOT UP TO THE TEACHER TO

MONITOR GROUP LEARNING ,BUT RATHER
THE TEACHERS RESPONSIBILITY IS TO
BECOME A MEMBER, ALONG WITH THE
STUDENTS, OF COMMUNITY IN SEARCH OF
KNOWLEDGE.
In its tightest definition assumes that

knowledge is socially produced by consensus
among knowledgeable peers.
Knowledge is something people construct by
talking together
and reaching agreement.
( Buffee,1993,p.3 )
COOPERATIVE LEARNING REQUIRES

STUDENTS TO WORK TOGETHER ON A
COMMON TASK, SHARING INFORMATION
AND SUPPORTING ANOTHER. IN
COOPERATIVE LEARNING, THE TEACHER
RETAINS THE TRADITIONAL ROLE OF
SUBJECT MATTER EXPERT AND
AUTHORITY IN THE CLASSROOM.
THE TEACHER DESIGNS AND ASSIGNS

GROUP LEARNING TASKS, MANAGES TIME
AND RESOURCES, AND MONITOR STUDENTS
LEARNING, CHECKING TO SEE THAT
STUDENTS ARE ON TASK AND THAT THE
GROUP PROCESS IS STILL WORKING WELL
( CRANTON,1996;SMITH,1996)
IMPLEMENTING COLLABORATIVE
LEARNING
The purpose
- how to create productive learning environment
through the use of collaborative learning groups.
In the collaborative learning the learners must
actively engage in building their own minds,
teachers cannot pour the knowledge into the
students head and hope they will assimilate into
the understanding that we call learning
III. PROCEDURE IN
COLLLABORATIVE LEARNING
TECHNIQUES (COLTS)
There are six discussion CoLTS

(Collaborative Learning Techniques)
are good for improving class
discussion
1. Think Pair Share
is a simple and quick technique for

students to share their ideas with a partner
it is particularly effective as a warm-up for
the whole class discussion
The think component requires students to

stop and reflect before speaking, they have
opportunity to collect and organize their
thought.
The Pair and Share encourage the
learners to compare and contrast their
understanding with another to rehearse
their response first a low risk situation
before going public with the whole class
THE PROCEDURE
1.
2.
3.
Pose the question to the class, giving

students a few minutes to think about the
question and devise the individual responses
Ask students to pair with another student
nearby
Ask student A to share the responses with
student B, if they disagree clarify their
position so that they are ready to explain
how and why they are disagree.
2. Round Robin
is primarily brainstorming technique in
which students generates ideas but do not
elaborate, explain, evaluate, or question the
ideas.
it is effective for generating many ideas
because it requires all students to
participate, and its discourage comments
that interrupt or inhibit the flow of ideas
it also ensures equal participation among
group members
PROCEDURE
1.
2.
3.
4.
5.
Ask students to form groups of four to six

Explain the purpose of the brainstorming
is to generate many ideas.
Allow few moments for role assignment
Announce time limit and pose the prompt
Ask the students to begin the activity by
stating an idea or answer aloud in turn
BUZZ GROUP
Buzz group are terms of four to six students that are
formed quickly and extemporaneously to respond to
course-related questions.
PREPARATION
Priors
to coming to class, decide

what the Buzz Groups will discuss.
PROCEDURE
Form groups; announce the discussion

prompts and time limit.
Ask group members to exchange ideas in
response to the prompts.
Check periodically to see whether groups are
still actively engaged and focused on the
assigned topic.
Ask the students to return to whole-class
discussion and restate the prompt to begin.
OBSERVATION and ADVICE

This is a good technique for introducing a
topic and having students engage in semistructured conversation about important

issues in the field.
If the Buzz Groups responded to a different
questions, an alternative report out strategy
is to have each group serve as a panel
VARIATIONS AND EXTENSIONS
Assign the groups a task other than

responding to questions.
Hold the discussion without formal or
stuctured questions.
After each Buzz Group has completed an
initial discussion, have two Buzz Groups to
join together and continue the conversation
as a single, larger group.
CoLTS 4
TALKING CHIPS
Students participate in group discussion,
surrendering a token each time they

speak.
The purpose of this CoLT is to ensure
equitable participation by regulating how
often each group member is allowed to
speak.
PREPARATION
Determine
a question or problem
for group discussion.
PROCEDURE:
Form student groups.

Give each student 3 to 5 token that will serve
a permission to share, contribute, or debate
in a conversation.
Ask students to participate equally in the
group discussion.
When all students have contributed to the
discussion and all token are down, ask
student to retrieve and redistribute the chip.
VARIATIONS AND EXTENSIONS
Give each student several chips of the same color.

Instruct them to surrender a chip every three to five
minutes that they have the floor.
Give each student only one chip.
Instead of using chip, assign a group member the
task of recording individual contributions to a
conversation.
OBSERVATION AND ADVICE
Talking chips can help to build listening and

communication skills because students who
tend to spout off consider more carefully
what they have to say, since it will require
their surrending a token.
This may be most effective if students reflect
personally upon how their involvement in the
discussion changed because of the use of
tokens.
COLTS 5
THREE STEPS INTERVIEW
Student pairs take turns interviewing each other

and then report what they learn to another pair.
The three steps are:
Step 1: Student A interview student B.
Step 2: Student B interview student A.
Step 3: Student A and B each summarizes their
partners responses for student C and D, and vice
versa.
PROCEDURE:
Students divide into groups of four, and quads subdivide

into pairs A-B and C-D.
Student A interview student B and student C interview
student D for a predetermined time. The interviewer
asks questions, listen, and probes for further information
but does not evaluate or respond.
Partners revers roles and interview each other for the
same amount of time.
Students A and B introduce each other with synthesized
summaries of their partners interview responses to
students C and D. Students C and D do the same for
students A and B.
ONLINE IMPLEMENTATION
Implementing a modified Three-Step

Interview can be effective strategy to help
student get to know other students in the
class.

Three-Step
Interview is an effective
strategy for drawing out students
experience and knowledge from outside
of class.
Generally, students should interview
students who they do not know well so
that the interview is fresh and generate
information
that
is
new
to
the
interviewer.
Establish a time limit so that student
discussion does not drift into socializing
that has nothing to do with course
CoLTS 6
CRITICAL DEBATE
In
Critical debate, individual students

select the side of an issue that is contrary
to their own views. They then form teams
and discuss, present, and argue the issue
against an opposing team.
Debates can increase motivation, enchance
research skill, promote critical thinking,
and developed communication proficiency.
PREPARATION
Spent sufficient time selecting a

controversial topic.
Determined whether students need
any background information to
address the proposition.
Identify the ground rules.
PROCEDURE
1.
2.
3.
4.
5.
Propose the motion and ask students to identify which

side of the proposition they most support.
Expand to students that they will argue the side that
is contrary to their own beliefs, stressing the benefit
of arguing against their personal views.
Divide the students into four- to six teams, with half
the teams assigned to one side of the argument and
the other half assigned to the opposite argument.
Explain the ground rules and give students time to
assign time roles and organized how they will prepare
for and conduct the debate.
Give the student time to prepare their argument
Pair teams representing opposing sides.

7. Announce
and allow time to present
argument.
8. Give team time to prepare rebuttals.
9. Announce
and allow time to present
rebuttals.
10.Hold a whole-class discussion to summarize
the important issues and to give students the
opportunity to discuss the experience of
arguing opinions they do not hold.
6.
ONLINE IMPLEMENTATION
Prepare as you would for a face-to-face

( F2F ) debate.

This technique works best if students
have reasonably deep knowledge or

understanding of the topic so that they
can make better argument and rebuttals.
Try to select a topic that will generate
opposing viewpoints.
IV.CONCLUSION
DISCUSSION BECOMES VERY POPULAR BECAUSE :
THE STRENGNESS
Helps students to formulate their ideas and
learn to communicate clearly
Encourage the students to think in the
language and habits of the discipline
It exposes students to multiple perspectives,
increases awareness of ambiguity and
complexity and challenges them to recognize
and investigate assumptions
B. THE WEAKNESS
The weakness in discussion Technique :
1. Time comsuming
2. Difficult to make conclusion
Suggestions for
teachers
1. The teacher should design and assign group
learning tasks so that the learning process run
well.
2. The teacher should manage time and
resources so that the learners do not take much
time
3. The teacher should monitor students learning,
hecking to see that students are on task and
that the group process is still working well
4. Encourage the learners that they must be
actively engaged in
building their own minds

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Collaborative

To collaborate is to work with another or others.

SOME ESSENTIAL FEATURES :

FIVE ELEMENTS FOR SUCCESSFUL

THE GOAL OF COOPERATIVE LEARNING =

COOPERATIVE EDUCATION MAY BE

II. Underlying Principles

COLLABORATIVE LEARNING OCCURS WHEN

COOPERATIVE LEARNING IS THE

IT IS NOT UP TO THE TEACHER TO

In its tightest definition assumes that

COOPERATIVE LEARNING REQUIRES

THE TEACHER DESIGNS AND ASSIGNS

There are six discussion CoLTS

is a simple and quick technique for

The think component requires students to

Pose the question to the class, giving

Ask students to form groups of four to six

to coming to class, decide

Form groups; announce the discussion

OBSERVATION and ADVICE

topic and having students engage in semistructured conversation about important

VARIATIONS AND EXTENSIONS

Assign the groups a task other than

surrendering a token each time they

Form student groups.

VARIATIONS AND EXTENSIONS

Give each student several chips of the same color.

OBSERVATION AND ADVICE

Talking chips can help to build listening and

Student pairs take turns interviewing each other

Students divide into groups of four, and quads subdivide

Implementing a modified Three-Step

OBSERVATION and ADVICE

Critical debate, individual students

Spent sufficient time selecting a

Propose the motion and ask students to identify which

Pair teams representing opposing sides.

Prepare as you would for a face-to-face

OBSERVATION and ADVICE

have reasonably deep knowledge or

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