Collaborative Learning in the Classroom: A Faculty Perspective Kim Jameson Composition Program Coordinator Collaborative Learning in the Classroom: from a Faculty Perspective Kim Jameson Composition Program Coordinator

Methodology Mini-lecture with individual and group interaction  Foster individual and team development  Focus on team building and team working strategies  Provide opportunity for novel questions  Provide opportunity for student-centered learning, enabling students to construct knowledge  Provide social interaction as base for learning

What Is Working Trust between students Groups teaching each other Writing Process and Peer-Review have excelled Works best in longer class times: 80 min. or more  Eight Week classes seem better suited to retaining students Exam scores higher on average for Pair Testing v Individual Testing  Improved student satisfaction and appreciation for college experience Participation of all students and higher involvement level of students Lessons are more creative Improved student connection with content Increased mastery of concepts

What Has Been Challenging Constant socializing: attention and focus are difficult to gain at times Maintaining group and pair activities due to fluctuating student attendance/enrollment Building cohesive sub-groups due to allowed “sick” days off Promoting restructured Base Groups (Teams)  Students want to dictate their exam/group partner(s) Developing meaningful learning experience for students (class prep) Creating a feedback loop for effective/non-effective group interaction

What is Not Working Grading: keeping students aware of individual grades, group grades, and overall grade Keeping each student more accountable and aware of individual progress Meta-reflection and classroom techniques assessment

Johnson Brothers’ Collaborative Learning Training Session Initial Training in May 2009: instrumental in providing basic tools and instruction Classroom Application in Summer 2009-Fall 2009: Concentration in developing basics Discovery of complexities Need for further training to move beyond basic level of Collaborative Learning: Fine tune basics Develop nuances Strengthen techniques Learn how to evaluate effectiveness of activities