Using Collaborative Learning Techniques in the Writing Classroom

Using Collaborative Learning Techniques in the Writing Classroom By Mellisa Huffman

Classroom Collaboration Features � Essentially it involves "goal-directed use of small groups" coached by the instructor (Bean 149). �A good small group task �promotes controversy, �has a product, �can be accomplished in the specified time limit [part of class or entire class], and is �directed toward a learning goal for the course (Bean 152).

Benefits of Using Collaborative Learning Strategies � � � It encourages active learning instead of regurgitation of lecture notes; thus, it is more engaging and empowering. This method can supplement other teaching styles. Collaborative activities allow space for all students to get feedback in a non-threatening way (especially those who normally would not). � Allows students to gather ideas for their papers from classmates. � It can create community in the classroom. � It can generate some fruitful impromptu discussion.

Tips for Forming Groups � � � Begin using groups from day 1 of class. At the beginning of the semester (when you don’t yet know your students), you may want to assign groups by simply numbering off. Consider the task when considering how many members to put in a group. Consider assigning set teams for entire semester and give them a team name (or let them pick one), or switch teams every sequence if teams are dysfunctional or if you want to provide some variety. Avoid grouping students who are friends. You may have to alter the physical makeup of the classroom to accommodate the activities.

Tips for Conducting Group work � Write the group task prompt on board, handout, or projected document, noting time frame and deliverable (list, group answers, responses to peer’s writing, etc. ). � Always relate the group task to what your class is accomplishing in the context of the writing sequence. � Assign a task to each member (record, facilitate, report), but also consider allowing students to help you determine who does what in each group. � Some initial supposedly "unproductive" conversation may need to be allowed when students first work together so that they begin to build trust.

Conducting Tips Cont. . . � Allow them to work independently once you’ve assigned task--clarify questions about task but do not intrude. � Encourage students to consider dissenting opinions when they present their answer(s), and teach them how to negotiate their ideas. � Instructor should synthesize, clarify, and analyze group responses for the class. � Give quiz or participation grade to create student buy-in—even for peer review.

Example In-Class Group Assignment

Bean’s Suggested Strategies Problem-Posing Strategy The instructor assigns an open-ended, thought-provoking, relevant question to which students co-construct an answer supported by evidence/examples. The Frame Strategy The instructor assigns a writing prompt or thesis statement, and groups create and outline (or complete a diagram) with topic sentences or main points supported by evidence. The Question-Generating Strategy Instructor assigns a general topic or provides a list of topics, and students design three questions about the topic. This works particularly well when students are generating research questions or methods. The Believing and Doubting Strategy Instructor assigns a controversial topic and asks groups to present arguments for both sides or from multiple perspectives. The Evidence-Finding Strategy Instructor provides a sample paper and asks students to analyze how another writer uses evidence in his/her argument, or the instructor can ask groups (outside of class) to locate evidence to support an assigned topic and present their findings to the class. The Norming Session Strategy Instructor distributes sample pieces that respond to the assignments students are currently working on. The groups assign the samples a grade and a justification for the grade. The "Rough Draft Workshop" Strategy Students bring drafts of papers, swap drafts with classmates, and provide specific responses to questions on peer editing sheet provided by instructor.

Workshop Prompt With your sequence-planning group: � Flesh out a group activity for the first or second week of class, or create a completely new one. Your deliverable will be to write the collaborative activity for your students. So, clearly identify the following in your prompt: ◦ ◦ ◦ � � � clear directions for the activity itself, what the deliverable should look like (ex: written list), any extra items needed to complete task (textbook, worksheet, etc. ), how much time allowed, and how they’ll be credited for completing (this is optional, but I usually indicate if they’ll receive participation points). Elect one person to record your prompt and one person to share answer with the rest of us. Record your activity and give to me at the end of the session, or e-mail electronic versions to me: mellisa@unm. edu. Thanks for participating! Let me know if you have questions throughout the semester.