EEF’s Teaching and Learning Toolkit
A summary of research on collaborative learning.
Collaborative or cooperative learning can be defined as learning tasks or activities where students work together in a group small enough for everyone to participate on a collective task that has been clearly assigned. This can be either a joint task where group members do different aspects of the task but contribute to a common overall outcome, or a shared task where group members work together throughout the activity.
Read more here:
Education Endowment Foundation Collaborative Learning
A summary of research on peer tutoring.
Peer tutoring includes a range of approaches in which learners work in pairs or small groups to provide each other with explicit teaching support. In cross-age tutoring, an older learner takes the tutoring role and is paired with a younger tutee or tutees.
Education Endowment Foundation – Peer Tutoring
The Journey to Excellence
‘Cooperative learning is the use of small groups through which students work together to accomplish shared goals and to maximise their own and others’ potential.’ Johnson, Johnson and Holubec (ASCD 1994)
Read full article here:
The LOCIT process is an inclusive approach involving teachers and their learners in constructing a shared understanding of successful learning. The principles of the LOCIT process (Lesson Observation and Critical Incident Technique, Coyle and Wiesemes: 2008) start with an analysis of ‘lived though’ lessons by both learners and teachers, using ‘playback’ reflection and critical incident technique (CIT). For Tripp (1993:8) critical incidents are
…not ‘things’ which exist independently of an observer and are awaiting discovery like gold nuggets or desert islands, but like all data [..] are created. Incidents happen, but critical incidents are created by the way we look at a situation […..] an interpretation of the significance of an event. To take something as a critical incident is a value judgement we make, and the basis of that judgement is the significance we attach to the meaning of the incident.
How can collaboration and discussion in class improve the teaching and learning of mathematics?
Teachers and researchers have been concerned with how best to help pupils overcome their difficulties with mathematics for many years. This TLA research summary* describes an approach that has helped some teachers address these difficulties. The project used a student-centred, collaborative and discussion based method for learning, with some positive results.
The key questions which the research set out to answer were:
– How can we design teaching using lessons from other research, so mathematics learning becomes more effective?
– What effect do student-centred and collaborative learning approaches have on student learning and attitudes to
learning, and on teachers’ beliefs and practices?
– What tools can be used to encourage collaborative learning in mathematics classrooms?