Research
This past school year our school district focused on Nancy Frey’s and Doug Fisher’s “Gradual Release of Responsibility Model.” One aspect of their philosophy and model is the importance of student collaboration in the learning process. I have recently been reading Literacy 2.0: Reading and Writing in 21st Century Classrooms (2010) by Nancy Frey, Doug Fisher, and Alex Gonzalez where the authors explain the role and importance of technology integration into literacy instruction and collaborative group work. “In order to learn, to really learn, students must be engaged in productive group tasks that require interaction…The collaborative phase is at the heart of literacy 2.0, as evidenced by the changes we’ve seen in the late 20th century with regard to the manner in which students work together” (pg. 13).
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An article I read recently by Leu et al entitled “Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies” (2004) discusses the changing structure of the workforce where employees are working in collaborative groups to make decisions based on their area of expertise. It is obvious that collaboration is imperative for these new tasks:
“A decentralized workplace requires collaboration and communication skills so that the best decisions get made at every level in an organization and so that changes at one level are clearly communicated to other levels…We need to support the development of effective collaboration and communication skills using new communication technologies if we wish to prepare children for their futures in a world where these skills are so important.”
Why does this matter?
Reflecting on these texts and quotes, there is no doubt there is a need for collaborative learning opportunities within classrooms. However, utilizing more collaboration prompts challenges for not only the teacher, but the students as well.
One major challenge I’ve encountered with my students involves their resistance. There are several reasons for their unwillingness to participate or work with others as optimally as I would like.
*previous classroom experiences
*individual conceptualization of school and its expectations
My students come to middle school with their previous experiences and conceptualizations of what school is and its expectations for them. If they have not had many opportunities for collaboration, then they question its purpose and role within my classroom. “Gergits and Schramer (1994) report that most students have been trained to see learning as an uncompromisingly individual process in which independence is demanded and rewarded” (Stairs, p. 4).
*teacher-centered learning is easier and less thought-provoking
Even some of my brightest students balk at learning opportunities and opportunities to work with others because it will require more work and engagement time. “Students feel that the lecture method is "easier" because they are passive during the class while apparently receiving the necessary information. In contrast, interactive classes are very intense. The responsibility for learning is shifted to the student, thus raising the level of critical thinking by each student” (Panitz).
*loss of content understanding
*impacts their own grades and goals for achievement
*parental expectations
*fear of social-loafers & free-riders
Since I work with talented and gifted students, I find that some of them have a difficult time working with others because they have their own goals and expectations and they do not want them impacted by others. They fear getting put into a group with other students who do not work and carry their weight, leaving them to do all of the work. Social loafers sit back and let others do the work while free-riders only contribute on what they are graded on. Some of these students also have high expectations from their parents and they do not want a lower grade because of another classmate's misunderstandings or mistakes. (Davis & Rimm. 2004) (Panitz)
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These various reasons challenge me to help my students become more comfortable with collaborative learning. Additional challenges I face as a teacher are:
*time to plan and implement
*grading/assessment
*training my students
Since many of my students are resistant, I need to spend time teaching them how to collaborate before I can actually give them collaborative tasks. I need to take time to establish the expectations and clearly communicate the purpose and benefits of the collaborative tasks. Each student is held accountable for his/her contributions and learning as opposed to one grade for all. I am still challenged though to find the time to plan and get everything prepared in the short amount of time that I work with my students.
(Panitz)
References:
Davis, G. & Rimm, S. Education of the Gifted and Talented, 5th Ed. United States: Pearson
Education, Inc, 2004
Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: Reading and Writing in 21st Century Classrooms. Bloomington, IN: Solutions Press.
Issues Raised for Students in Implementing Collaborative Learning. Available at:
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of
new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association. Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/
Panitz, T. Why more teachers do not use collaborative teaching techniques. Available at:
http://home.capecod.net/~tpanitz/tedsarticles/whyfewclusers.htm
Stairs, D. nd. Assessment in the collaborative classroom. Available at:
