Collaborative learning

Collaborative learning occurs when two or more students learn or attempt to learn something together (P. Dillenbourg, 1999). This is distinct from cooperative learning where students work side by side on the same table.

Working in collaborative team benefits student learning outcomes, the development of science inquiry skills and enhances students' ability to work effectively within a group. This approach benefits from the explicit teaching of skills in listening, questioning, providing explanations and making decisions.

Students' ability to listen equally to each member of a group provides opportunities to:

• observe new ways of thinking.
• consider multiple perspectives.
• encounter new vocabulary in context.
• build on one another’s ideas.
• discuss and debate ideas.
• revise and rethink their reasoning.

This, in turn, also supports the development of students’ science inquiry skills, as it allows them to:

• ask questions in context.
• share, justify and refine predictions.
• process and analyse in meaningful ways.
• compare and evaluate conclusions and claims.
• refine their science communication skills.

By experiencing the benefits of working in a team, students begin to value the opportunity for collaboration. They learn to:

• communicate effectively.
• make decisions.
• negotiate and resolve conflict.
• appreciate diverse perspectives.
• become resilient and adaptive.
• build confidence.

All of these attributes are features of the Australian Curriculum General Capability ‘Personal and Social Capability’ and can be found on the Personal and Social Capabilities continuum.

Discuss with your colleagues

Discuss an example of:

• a challenging classroom situation that arose during student group work.
• how you dealt with the situation at the time.
• how you could set expectations in the classroom before the group activity begins.

Identify a picture book in your school that models resolving a conflict, and discuss:

• how the picture book approaches conflict.
• the advantages and disadvantages of using the story and approach in the classroom.

References

Pierre Dillenbourg. What do you mean by collaborative learning?. P. Dillenbourg. Collaborative learning: Cognitive and Computational Approaches., Oxford: Elsevier, pp.1-19, 1999. ffhal-00190240

Skamp, K., & Preston, C. (2021). Teaching primary science constructively (7th ed.). Cengage Learning Australia.