collaborative learning

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Collaborative Learning groups as an instructional strategy for teaching core content in ELA and Math.

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Collaborative Learning : 

Collaborative Learning Amber Budgett SPED 501 Azusa Pacific University

Collaborative Learning : 

Collaborative Learning The concept of collaborative learning, the grouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful. (http://www.gdrc.org/kmgmt/c-earn/index.html)

Collaborative Learning : 

Collaborative Learning As quoted in Smith, Polloway, Patton, and Dowdy, “Heterogeneous small groups work together to achieve a group goal, and an individual student’s success directly affects the success of other students (Slavin, 1987)”. (Smith, 507)

Core Instructional Areas : 

Core Instructional Areas According to Snell and Brown, the author’s of Instruction of STUDENTS with Severe Disabilities, “The academic content selected for instruction should contribute to students’ current quality of life and personal autonomy.” (p. 495) English Language Arts and Math are two core instructional areas that help contribute to a student’s quality of life and personal autonomy. English Language Arts- Snell and Brown believe that it is essential to think comprehensively when designing literacy instruction for students with moderate/severe disabilities. (p. 499) Math- “Like literacy, math is considered to be a critical area of knowledge for all individuals in today’s society.” (Snell and Brown, p. 514)

Reading Comprehension : 

Reading Comprehension Reading comprehension is an essential skill that many students struggle with. The ability to understand what is read is necessary when considering critical thinking skills among students with moderate to severe disabilities. The ability to understand elements of text and communicate about them effectively builds both academic and social skills.

ELA Standards and FPI : 

ELA Standards and FPI Standard 3.2.3 - Comprehension and Analysis of Grade-Level Appropriate Text: Demonstrate comprehension by identifying answers in the text Alternate Achievement Standard 3.2.3A - Answer who, what, and where questions FPI E2R3.2.3A1 - Will identify a basic element of text FPI E2R3.2.3A2 - Will respond to simple questions about text FPI E2R3.2.3A3 -Will recall events/story FPI E2R3.2.3A4 - Will answer “Wh” questions about materials read (http://www.ccsesa.org/resources/ELA%20LEVEL%20II.pdf

Instructional Strategy : 

Instructional Strategy Collaborative Learning is an instructional strategy that can be used to teach any core content area. Having students work together in a group with a common goal increases the learning potential for everyone in the group. Collaborative Learning groups can be used to teach the FPIs for the ELA standard: Standard 3.2.3 - Comprehension and Analysis of Grade-Level Appropriate Text: Demonstrate comprehension by identifying answers in the text. Students can work in collaborative learning groups to identify basic elements of the text, respond to simple questions about the text, recall events that occur in the story, and answer “Wh” questions about materials read.

Instructional Strategy : 

Instructional Strategy Collaborative Learning can be used to teach English Language Arts. Much like a book club discussion, students can learn from each other as they consider their different perspectives on the text. Students can also practice important skills like fluency, intonation, and communication skills.

Numeracy and Computation : 

Numeracy and Computation As quoted by Snell and Brown, “Research suggests that many students with severe disabilities are able to learn complex math skills when provided with systematic instruction and support.” (Browder, Spooner, Algrim-Dezell, Harris and Wakeman, 2008; Butler, Miller, Lee & Price, 2001) Collaborative Learning does not take the place of systematic instruction, but instead it offers support for what the teacher has taught and the students need to practice.

Numeracy and Computation : 

Numeracy and Computation Numeracy skills are essential. According to Snell and Brown, “The ability to count and use numerals are essential prerequisite skills to learning more complex math concepts such as more and less, and the ability to complete basic operations such as addition and subtraction.” (p. 514)

Numeracy and Computation : 

Numeracy and Computation Once students have mastered the necessary prerequisite skills, they can move on to learning basic mathematical operations, including addition and subtraction. (Snell and Brown, p. 514) Snell and Brown suggest several instructional strategies that will work nicely in collaborative learning groups. For example, the use of manipulatives, number lines, touch points, and calculators.

Math Standards and FPI : 

Math Standards and FPI Standard 2.2.2 - Find the sum or difference of two whole numbers up to 3 digits long. Alternate Achievement Standard 2.2.2A - Find the sum of two whole numbers (limited to single digit numbers and sums up to five) FPI M2N2.2.2A1 - Will add single digit numbers presented horizontally with sums up to five FPI M2N2.2.2A2 - Will add single digit numbers presented vertically with sums up to five

Instructional Strategy : 

Instructional Strategy Students can practice essential math concepts in collaborative learning groups. Students can work with individual white boards to practice teaching each other a skill presented through direct instruction in a whole group.

Implementation : 

Implementation Collaborative Learning groups are easily implemented throughout the school day. Students can be broken up into groups for every instructional area. Students also work in collaborative groups when working with additional support providers such as occupational therapists, counselors, and speech pathologists.

Works cited : 

Works cited http://www.gdrc.org/kmgmt/c-earn/index.html http://www.ccsesa.org/resources/ELA%20LEVEL%20II.pdf Smith, T. E.C., Polloway, E., Patton, J.R., & Dowdy, C.A. (2004). Teaching Students with Special Needs in Inclusive Settings. (4th ed.). Boston: Pearson Education, Inc Snell, M. E., & Brown, F. (2010). Instruction of students with severe disabilities (7th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

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