A Definition of Collaborative vs Cooperative Learning Essay Example for Free

A Definition of Collaborative vs Cooperative Learning EssayI have been searching for many years for the Holy Grail of inter brisk study, a distinction among collaborative and cooperative jibeing definitions. I am getting c meetr to my elusive remnant all the time entirely I am still not completely satisfied with my perception of the two concepts. I believe my confusion arises when I look at processes associated with each concept and see some overlap or inter-concept usage. I allow make a humble attempt to elucidate this question by presenting my definitions and re deliberateing those of other authors who have helped clarify my thinking. Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction intentional to facilitate the accomplishment of an end point of intersection or goal. Collaborative meditateing (CL) is a personal philosophy, not just a classroom technique. In all situations where people come together i n groups, it suggests a way of dealing with people which respects and highlights individual group members abilities and contributions. There is a sharing of delegacy and acceptance of responsibility among group members for the groups actions.The underlying premise of collaborative learning is based upon consensus building finished cooperation by group members, in contrast to competition in which individuals best other group members. CL practitioners apply this philosophy in the classroom, at committee meetings, with alliance groups, within their families and generally as a way of living with and dealing with other people. Cooperative learning is defined by a fix of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific.It is more directive than a collaboratve agreement of governance and closely controlled by the checker. While there are many mechanisms for group synopsis and self-contem plation the fundamental approach is teacher centered whereas collaborative learning is more student centered. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) provides an excellent definition of cooperative learning by looking at general structures which can be applied to any situation. His definition provides an unbrella for the cast cooperative learning specialists including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, etc. It follows below The structural approach to cooperative learning is based on the creation, analysis and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction between structures and activities. To illustrate, teachers can design many excellent cooperative activities, such as making a police squad mural or a quilt.Such activiti es almost always have a specific content-bound target area and thus cannot be use to deliver a range of academic content. Structures may be used repeatedly with almost any subject matter, at a wide range of grade levels and at various points in a lesson plan. John Myers (Cooperative Learning vol 11 4 July 1991) points turn out that the dictionary definitions of collaboration, derived from its Latin root, focus on the process of holding together the root word for cooperation stresses the product of such work.Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachers exploring ways to help students respond to literature by taking a more active role in their own learning. The cooperative learning tradition tends to use quantitative methods which look at achievement i. e. , the produc t of learning.The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature or a primary source in history. Myers points out some differences between the two concepts Supporters of co-operative learning tend to be more teacher-centered, for example when forming heterogeneous groups, structuring substantiative inter- dependence, and teaching co-operative skills. Collaborative learning advocates distrust structure and allow students more say if forming friendhip and interest groups. disciple talk is stressed as a means for working things out.Discovery and contextural approaches are used to teach interpersonal skills. Such differences can lead to disagreements. I contend the dispute is not about research, but more about the morality of what should happen in the schools. Beliefs as to whast should happen in the schools can be viewed as a continuum of preferences toward curriculum from transmission to transaction to transmi ssion. At one end is the transmission position. As the name suggests, the aim of this orientation is to transmit knowledge to students in the form of facts, skills and values.The transformation position at the other end of the continuum stresses personal and social change in which the person is said to be co-ordinated with the environment rather than having control over it. The aim of this orientation is self-actualization, personal or organizational change. gravelly Rockwood (National Teaching and Learning Forum vol 4 6, 1995 part 1) describes the differences by acknowledging the parallels they two have in that they both use groups, both assign specific occupations, and both have the groups share and compare their procedures and conclusions in plenary class sessions.The major difference lies in the fact that cooperative deals exclusively with traditional (canonical) knowledge plot of land collaborative ties into the social constructivist movement, asserting that both knowledg e and office of knowledge have changed dramatically in the last century. The result has been a transition from foundational (cognitive) understanding of knowledge, to a nonfoundational ground where we understand knowledge to be a social construct and learning a social process (Brufee, Collaborative learning high Education, Interdependence, and the Authority of Knowledge, 1993).Rockwood states In the ideal collaborative environment, the authority for testing and determining the appropriateness of the group product rests with, first, the small group, second, the plenary group (the whole class) and finally (but always understood to be subject to take exception and revision) the requisite knowledge community (i. e. the discipline geography, history, biology etc. ) The concept of non- foundational knowledge challenges not just now the product acquired, but also the process employed in the acquisition of foundational knowledge. Most importantly, in cooperative, the authority remains w ith the instructor, who retains ownership of the task, which involves either a closed or a closable (that is to say foundational) problem ( the instructor knows or can predict the answer). In collaborative, the instructoronce the task is set transfers all authority to the group. In the ideal, the groups task is always open ended. Seen from this perspective, cooperative does not empower students.It employs them to serve the instructors ends and produces a right or delicious answer. Collaborative does truly empower and braves all the risks of empowerment (for example, having the group or class agree to an embarrassingly simplistic or unconvincing position or produce a solution in deviation with the instructors). both person, Brufee holds, belongs to several interpretative or knowledge communities that share vocabularies, points of view, histories, values, conventions and interests.The job of the instructor id to help students learn to negotiate the boundaries between the communi ties they already belong to and the community represented by the teachers academic discipline, which the students want to join. Every knowledge community has a core of foundational knowledge that its members consider as given (but not inescapably absolute). To function independently within a knowledge community, the fledgling scholar must master plenty material to become conversant with the community. Rockwood concludes In my teaching experience, cooperative represents the best means to approach command of foundational knowledge. Once students become reasonably conversant, they are ready for collaborative, ready to discuss and assess,. Myers suggests use of the transaction orientation as a compromise between taking hard positions advocating either methodology. This orientation views education as a dialogue between the student and the curriculum. Students are viewed as problem solvers. Problem solving and motion approaches stressing cognitive skills and the ideas of Vygotsky, Pi aget, Kohlberg and Bruner are linked to transaction.This perspective views teaching as a conversation in which teachers and students learn together through a process of negotiation with the curriculum to develop a shared view of the world. It is clear to me that in undertaking the exercize of defining differences between the two ideas we run the risk of polarizing the educational community into a we versus them humour. There are so many benefits which acrue from both ideas that it would be a shame to lose any advantage gained from the student-student-teacher interactions performd by both methods.We must be careful to avoid a one-size-fits-all mentality when it comes to education paradigms. As a final thought, I think it behooves teachers to educate themselves about the myriad of techniques and philosophies which create interactive environments where students take more responsibility for their own learning and that of their peers. Then it will become practical to pick and chose t hose methods which best fit a particular educational goal or community of learners.