1. Collaborative Learning
(From AVID Tutorial Support Curriculum Resource Guide)

2. Working with Collaborative Learning Groups
Take Cornell Notes as you read the next 3 slides

3. Working with Collaborative Learning Groups
Collaborative learning groups are the cornerstone of successful tutorials. Students work together while taking responsibility for their own—and the group’s—learning. Collaborative groups strengthen and enhance students’ listening, thinking, speaking, and writing skills. Students have the opportunity to ask higher-level questions as they work with peers to find answers to problems. The collaborative process provides an opportunity for students to discover new ideas and take ownership of their learning because they are active participants. For true collaboration, students do not have to have the same skills and knowledge. By relying on the strengths of individual group members, the collaborative group creates a positive interdependence and productiveness. The tutor’s role in this process is to serve as a facilitator and to coach students in their learning and questioning of each other. With the encouragement of the tutor, students will feel comfortable enough to openly share their ideas with their peers. It is important that each student understand his/her role as an active participant in the collaborative study group.

4. Tutor’s Role in the Collaborative Process
Encourages group members to respect the ideas/thinking of others.
Models use of inquiry to help students gain a deeper understanding of academic materials.
Facilitates a balance of shared participation among students.
Prompts students to use WICR to summarize what they have learned.
Coaches students to ask higher-level questions of each other to gain a deeper understanding of the content being explored.
Ensures a safe environment where students are free to ask for clarification of the content.
Communicates regularly with teachers and students about student participation and group interaction

5. Student’s Role in the Collaborative Process
Respects the ideas/thinking of others in the group.
Uses inquiry to gain a deeper understanding of the content under discussion.
Actively participates in the group by listening, asking questions, answering questions, and taking Cornell notes.
Uses WICR in the collaborative process.
Creates an environment where others in the group feel comfortable enough to ask questions and seek clarification of content.
Communicates openly with tutor/AVID site coordinator/teacher about the group experience

6. Traditional vs. Collaborative
Traditional Groups
No interdependence
No individual accountability
Homogeneous
One appointed leader
Responsibility only for self
Social skills ignored
Teacher/tutor ignores group functioning
No group processing required
Collaborative Learning Groups
Positive interdependence
Individual accountability
Heterogeneous
Shared leadership
Shared responsibility for one another
Appropriate social skills are addressed and modeled by the AVID site coordinator/teacher/tutor
AVID side coordinator/teacher/tutor observes, monitors, and intervenes
Groups process their effectiveness through reflection
Activity 14:
Describe a time when you had a successful
collaborative experience in school.
What did it look like, feel like, and sound
like?

7. Collaborative Group Work Interview
Interview the AVID teacher you are working with to complete Activity 15