How could collaborative learning potentially impact on primary education?

Collaboration is acknowledged as an act that entails groups of individuals functioning collectively and cooperatively to disentangle a problem or accomplish an objective (Smith and Macgregor, 1992; Macgregor, 1990).

Correspondingly, for this to operate, collaboration must be reciprocal which encompasses synchronised interaction where philosophies and perceptions are swopped and explored (Goos, Galbriath & Renshaw, 2002). Equally, learning can be assembled as the process of transporting and interrelating divergent meanings (Hicks, 1996).

Additionally, Klemperer (1994) disputes collaboration in education involving pupils merely talking to one other. Thus, the assumption that communication through conversation, is collaboration is a huge misconception as the accuracy of children’s language, interpretations and discussions can be unreliable and a misrepresentative in learning (Klemperer, 1994). However, Lloyd and Beard (1995) believe the responsibility language carries in learning is fundamental, as it is only through children’s discussions they communicate, interpret and make sense of their experiences. Significantly, “Learning to communicate is at the heart of education” (Barnes, 1976, p.73). For example, pupils questioning areas of confusion develops their understanding e.g. ‘What is going on? Why is this happening?’ 

Therefore, it is essential children take part in conversations in order to assist the development of their learning and to handle new matters (Lloyd and Beard, 1995).

Moreover, in a classroom encounter, communication is key. The teacher’s obligation is to communicate with the pupil, likewise the leaner also requires the chance to discuss their learning experience, to adopt it for their particular benefit (Garvey, 1984). Correspondingly, teachers must facilitate a range of prospects for their class to collaborate and form discussions in groups, through allocated play time and in problem solving tasks (Garvey,1984). Hence, that in education, in order for individuals to communicate, analyse and evaluate their experiences, they are dependent upon teachers constructing potential to encounter new learning (Garvey, 1984).

After all, “what others first did for the child and the child next learned to do for himself, speaking aloud as did others, he has now learned to do for himself” (Garvery,1984, p.215). This relates to Vygotsky’s (1978) ‘scaffolding’ theory which enriches how beneficial the social construction of knowledge is. This involves a child’s, controlled level of effective collaboration, amongst their more capable peers or teacher, with the aim of assisting them to fulfil a precise goal (Vygotsky, 1978). Vygotsky (1978) believed that social interaction was the primary focus of an individual’s expansion process.

On the other hand, over the years academics perceive diminutive impact has been achieved towards classroom practice (Bennet and Dunne, 1992). Moreover, Bennet and Dunne (1992) confirm individualisation based on the concept of the pupil as a ‘lone scientist,’ requires a composed pedagogy qualifying the child to adapt to the position of a ‘social being’, parting from idiosyncratic to collaborative classroom accomplishments. As a result, the prominence has transformed from individual’s efforts and contribution, to teamwork from individuality to community (Leonard and Leonard, 2001). Consequently, in the 21^st century collaboration in education has converted a craze in which society appreciates the compulsion for individuals to think and work together (Austin, 2000; Welch, 1998). Essentially, when pupils are assessed in schools, those children who partake in group studying tasks, generally have an advanced performance in comparison to those who had worked alone (Barron, 2003).

Furthermore, during lectures in Cardiff Metropolitan University I had the opportunity using a mystery Skype call to connect with Jairus, fonder of Cherry School, from the slums of Nairobi, Kenya. This partnership well-informed us of their school’s ratio of 450 pupils to 9 teachers and their countries culture. This interaction was further developed through students creating iMovie’s using green screens/animation, offering a tour of the university, reciting welsh songs and poems and sending these via technology as teaching resources for their school. The pupils had the chance to interact with students and lecturers whilst refining their understanding of higher education and our culture. Equally, this collaboration was beneficial to the university, inflicting creative philosophies which could be incorporated in primary schools to custom class projects whilst educating pupils on cultures across the world with this exceptional experience (Donaldson, 2015). This is a perfect example of how collaboration can be used in an authentic style to benefit students learning (Barnes, 1976).

 

Here is the link to the video I created during this partnership project:

https://www.youtube.com/watch?v=6OLkun8RFYE

Additionally, this project links to the purposes encompassed in the Welsh curriculum ensuring children mature as ethical, informed citizens through learning about alternative countries cultures and needs (Donaldson, 2015). Distinctly, children are also permitted to engage with diverse modern-day issues building upon their knowledge and clarification in the project (Donaldson, 2015). Progressively, it empowers individuals to become adventurous, creative contributors as they can investigate initial tasks further through their own areas of interest (Donaldson, 2015). This was demonstrated when I took part in the Cherry School Project as I decided to fundraise money towards the development of their school e.g. classroom resources, water and building improvements.

Correspondingly, Broers (2005) conforms to the belief of creativity being increased by collaboration, due to unique concepts being exposed to the variety of contemporary ideas, as it empowers others to see viewpoints in distinctive ways. Evidently, the arrival of technological expansions and extensive internet has extended the notion of collaboration (Dillenbourg, 1999). Dillenbourg (1999) fortifies that primary school encounters have the facility to develop their own knowledge base using software programs. However, with or without any form of technology, collaborative learning determines the transformation of pedagogical practice in any school classroom (Dillenbourg, 2001). Therefore, one of the definitive skills essential to be educated in tomorrow’s classroom is collaboration (Broers, 2005).

In conclusion, collaboration in education is fundamental (Garvey, 1984). An education system without it would mean a system that is failing to prepare students for success in adulthood (Barnes, 1976). However, despite the prospective demands of the contemporary period, the media and authorities dismiss all efforts to alternate the educational system, to adapt students fully for their futures (Leonard and Leonard). Regardless, of children’s longing love towards learning when they are encouraged to activate their natural creativity and inquisitiveness (Barron, 2003). Nevertheless, education conquers this disposition by indoctrinating them (Klemperer, 1994). Therefore, Donaldson’s (2015) substantial implementation of collaboration in classrooms is significant to compel children can explore in their unique ways, developing their interests through collaboration (Goos, Galbriath & Renshaw, 2002).

Reference List

Austin, J. E. (2000). The collaboration challenge: How nonprofits and businesses succeed

through strategic alliances. San Francisco: Jossey-Bass.

Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307-359.

Barnes, D. (1976) From Communication to curriculum. Harmondsworth: Penguin.

Bennett, D and Todd, F. (1977) Communication and Learning in small groups. London: Routledge & Kegan Paul.

Broers, A. (2005). The Triumph of Technology, (The Reith Lecturers) 4^th May.

Dillenbourg, P.(1999). Collaborative LEARNING: Cognitive and Computational approaches: Advances in Learning and Instruction. Pergamon: London.

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales, pp. 39-40.

Garvey, C. (1984) Children’s Talk. London: Fontana.

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49, 193-223.

Hicks, D. (1996). Discourse, learning and schooling. New York: Cambridge University Press. 

Klemperer, K. (1994). German Resistance against Hitler. Oxford: Clarendon Press.

Leonard, P., and L. Leonard. (2001). Assessing aspects of professional collaboration in schools: Beliefs versus practices. The Alberta Journal of Educational Research 57, no. 1 (Spring): 4-23

Lloyd, C., & Beard, J. (1995). Managing classroom collaboration. (Cassell Practical Handbooks). London: Cassell.

Smith, B. L. and MacGregor, J. T. (1992) What is Collaborative Learning? in Collaborative Learning: A Sourcebook for Higher Education, the National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University, pp. 10-30

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Welch, M. 1998. Collaboration: Staying on the bandwagon. Journal of Teacher Education 49, no. 1 (Jan./Feb.): 26–38. Accessed Apr. 24, 2004, http://web7.infotrac.galegroup.com.