Collaborative+Learning+Techniques+COLTS

Add a description next to ONE of the following COLTS (include your name at the end of your description)

FISH BOWL-- An expert and an interested layperson chat as the class views them "in a fishbowl". The interested person asks questions of the expert, allowing the class to eavesdrop on the conversation, learning about the subject as they listen. I would also think this could be called "The Fly on the Wall", as referenced from the outsiders' POV. Chris Brod

SEND A PROBLEM-- The class is split up into groups. Each group is given a problem and instructed to collaboratively solve it. They write their final solution down and add it to the folder upside down so that the next group cannot see their solution. the folders are then passed along to the next group who does the same. On the last round, before the first group gets their original problem back, the groups take all of the solutions out of the folder and evaluate them to determine which one, if any, is the best solution to the problem. They then present their problem to the class along with the solution they determined was best, or their own solution if none were found acceptable. This is a very productive group activity that can be used across many different disciplines. Julie Samms

JIG SAW-- This activity helps to create efficiency in information gathering and learning within the group (as well as demonstrating what it takes to teach a subject to others). The larger group is broken into smaller groups (e.g., A, B, and C). Each smaller group collects information about a given topic or solves a given problem and becomes 'expert' on that topic. Then members of the small groups redistribute themselves so that the newly constituted groups contain one member of each of the original 'expert' groups (now each group is composed of A, B, and C people). The expert for each topic or problem then shares the acquired information with the other non-experts. In our example exercise, three groups became 'experts' on a given holiday, then transmitted that expertise to members of the other groups. Laurie Brion

GROUP GRID-- In this activity, the instructor creates a grid on the board or overhead. The grid is designed to learn categorization of ideas, topics, items or terms. An example of this would be to list 4 types of animals on the left side of the grid and categories that each type of animal would fall into at the top of the grid. On the board or overhead is a list of items to be categorized. As the items are categorized, they are crossed off the list and placed in the appropriate spot on the grid. This technique could be used at many age levels and is a fun activity. Susy Hymas

THINK/PAIR/SHARE-- The instructor asks the entire class to think about a topic (individually) for a few minutes before breaking the class into pairs. Each partner shares his/her opinion on the topic. The partners talk about their opinions (can they sway the other person?) before the instructor brings the group back together for a discussion. Each pair shares their discussion and outcome with the larger group. Laura Nelson

TALKING CHIPS-- This was a fun exercise where each participant was given a set number of chips. A topic was introduced and then each person had to surrender a chip when they spoke and made their contribution. This method enabled all students to have an equal opportunity to speak and negates the problem of one or two students doing all the talking and others being allowed to be "wallflowers". Each participant has an equal contribution. Alisa Wollens-Spencer

COLLABORATIVE WRITING-- This type of collaborative learning technique involves a group of student (2-3) to work together to write a paper. The team is to decide amongst themselves what is to be included in the paper, what the goal of the paper is and who will write specific sections of the paper, which when combined will make up the total paper. Throughout the process all members of the group will read the paper and make revisions and corrections as needed. This type of collaborative learning can be very effective because all members of the group know that the other members of the group are relying on them to complete their part. Also they know that others are going to be reading their portion of the paper and they may write better. This type of writing can lead to papers that may be more complex then papers written by a single individual, because different experiences and diversity are being brought to the assignment. Collaborative writing assignments may also prepare the learner for future writing assignment they may have when working in their professional careers. Shane Weg

THE LEARNING CELL-- Students are asked to individually develop questions about a reading assignment or other activity and then work with a partner, alternating asking and answering each other’s questions. This COLT is intended to engage students actively in thinking about content, encourage them to generate thought-provoking questions, and teach them how to check their understanding. Students are more likely to question, explain, and divulge misunderstandings with their peers rather than the instructor. It allows them to practice their interpersonal skills while developing their content knowledge. Deidre Kent

CASE STUDY--