A Professional Development Study on Student Collaboration in the Classroom
A Professional Development Study on Student Collaboration in the Classroom
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Issue Date
2022-06
Authors
Mathieson, Brian
Journal Title
Journal ISSN
Volume Title
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Abstract
Student collaboration among peers has always been an intriguing foundational component within education. Coming out of a roughly two-year pandemic where students lost (or never gained) their skills to collaborate with peers, social-emotional learning appears more important than ever. I learned through my own education in a masters in teaching (MIT) program that I had become a higher student achiever by regularly collaborating with my cohort peers. Included in many of the lesson plans I created during my master's program included a Turn-and-talk or Think-pair-share assessment strategy to encourage collaborative learning. It never dawned on me that most of the third-grade students in my classroom had never been taught the skills to collaborate using these formative assessment strategies. Through these experiences, I became curious as to what the best practices were for implementing collaborative assessment strategies. I also wanted to better understand the costs and benefits collaborative strategies have on student achievement and social-emotional learning.
Description
Keywords
student collaboration , cooperative learning , education
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess