“Get a Master’s, Degree” they said. “It’ll be fun!” they said. Well, let’s just say that my feelings about the wonderfulness of writing a thesis can be summed up in the following Haiku. It goes like this:

Words, words words, words, words,
Words, words words, words, words, words, words,
Can I be done yet?

Alright, to be fair, no one actually said getting my master’s degree would be fun, but I digress.

All joking aside, I really am enjoying what I’ve been researching as I’ve been writing my thesis. I chose to write on collaboration in the classroom (also known as cooperative learning, but the term collaboration encompasses so much more than cooperation, so I’ll stick with the first term).

The reason I’ve chosen to write my thesis on collaborative learning is because I’m super passionate about it, and my school is EXTREMELY supportive of the collaborative learning model. We’re also looking at ways for ALL our teachers to incorporate routine collaborative lessons along with teaching our core content.

Through my research on and 17 years of practice with collaboration in the classroom, I’ve been working towards taking this HUGE concept of collaborative learning and simplifying it for easy application in EVERY classroom. Here’s what I’ve discovered: Every successful collaborative exercise must include these three stages: 1. Frontload, 2. Facilitate, 3. Debrief.

Every successful collaborative exercise must include these three stages:
1. Frontload
2. Facilitate
3. Debrief

1. Frontload
This is the very beginning step where you set up the expectations for all parts of the activity. After putting your students in teams, explain the collaborative exercise. Next, review the rules and procedures you have in place during collaboration times (one person speaking at a time, students stay with their team, use kind words, etc.). Then discuss the social skill(s) you want to see practiced from each of your students. Ask them what you should SEE and HEAR from all teams. Finally, establish team roles (if applicable).

2. Facilitate
Now your learners are ready to begin the activity. Did you notice that this next step ISN’T called, “teach?” That’s because the teacher’s role here isn’t to actually teach anything! The teacher’s role is to facilitate the collaborative learning experience [1] by walking around and taking notes, redirecting behavior, affirming students, and discussing conflict resolution strategies with your bickering students. Your role is to transfer the responsibility of learning to your students’ capable hands.

When your learners experience problems in their team (which, of course they will), the teacher’s role is NOT to take over and solve the problem for them! NOPE! Stop right there and re-read that sentence again.

The teacher’s role is NOT to take over and solve the problem for them!

It is your STUDENTS’ responsibility to use their problem-solving and communication skills to find a resolution. If we jump in and handle the situation for them, we are literally ROBBING THEM of the collaborative learning experience and empowerment that follows when your learners figure out how to get themselves out of a sticky situation.

Now, of course, this does not mean you get to sit in the back of the room, sipping your coffee while mayhem ensues. Remember, you’re walking around the room monitoring the teams. When you see a team begin to argue, walk over to them and just observe. Don’t say anything, just watch. A majority of the time you’ll find that just your presence alerts the team that they need to wrap up the disagreement quickly, and usually they can. Be sure to affirm their problem-solving skills before leaving them!

But, let’s say that your presence didn’t halt the conflict and your learners are still disputing. Say to them, “What seems to be the problem here?” Only allow one person at a time to recount the issue. Once all sides have been heard ask, “What did you do to try resolving the problem?” If they respond by admitting that they didn’t try anything, say to the team, “Do you need more time to work things out on your own, or are you stuck?” If they tell you that they need more time, stay with the team until they’re able to work things out. However, if your students share that they are stuck, offer them a few suggestions of how they could solve the problem and then ask, “Which of these ideas do you think would be the best way to solve the issue?”

If your students explain that they did indeed try to solve the problem on their own and then share with you the methods they tried, first offer them praise for their efforts, and then ask them why they think their idea(s) didn’t work. Ask them, “Is there anything you haven’t tried that you think you should try?” Maybe take a second to remind them which social skill(s) you’re looking to see from everyone. Most likely these probing questions will be enough to activate more self-directed problem-solving strategies in your students.

Lastly, as a final resort, give them a strategy to use that will help them solve the problem at hand. Notice that the last resort is NOT to solve the problem for them - it is simply to give them the specific tool they need to help them overcome the issue.

3. Debrief
Debriefing the collaborative exercise happens once the activity is complete. And this is going to be the MOST CRUCIAL PART of the collaborative learning experience! John Maxwell said it best, “Experience is not the best teacher. Evaluated experience is the best teacher[2].” Give your students a chance to REFLECT with their team and SHARE what went right, what went wrong, ways they contributed to a solution or problem, and which social skills were necessary for the success of the activity. In doing so, your students will make CONNECTIONS with the content, enriching their understanding.

John Maxwell said it best, “Experience is not the best teacher. Evaluated experience is the best teacher.”

Ask your students: Without naming team members specifically, how could these social skills have helped solve problems in your team? If you were able to repeat this exercise, how would the activity be better next time? Would YOU want to work with YOU next time?

Providing a time for your students to analyze their ability to interact interpersonally with their peers empowers them to analyze how often and how well they are using collaboration skills, which in turn, will improve their performance[3]. As they debrief together they make deep connections to the learning content, develop on-going self-awareness of their social and collaborative skills, and celebrate their successes as a team. That is why this time of debriefing is critical.

REFERENCES

[1] Smith, Joleen D. (2005) Collaborative Learning in the High School Classroom: An Evaluative Case Study of a Curricular Workbook.

[2] Maxwell, J. (2011, October 6) Borrowing Experience. John C. Maxwell Blog. https://www.johnmaxwell.com/blog/borrowing-experience/

[3] Johnson D.W. and Johnson R.T. (1990) Social Skills for Successful Group Work. Educational
Leadership, 47(4), 29-33.