Collaborative Groups

Applying Theory - Multiple Intelligence Model - Resources - Collaboration Rubric

Source: A Review of Research on Project-based Learning (see Resources below)

             The peer to peer  models emphasize the development of what is called positive interdependence, or cooperation where collective action also celebrates individual differences. In cooperative learning situations there is a positive interdependence amongst students' goal attainments; students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals. Teachers using cooperative learning methods need to stress at all times the goals to be sought. The students are not expected to simply cooperate, but to develop focus toward academic or social goals and maintain that focus. When peers recognize that their rewards are dependent on the success of their teammates, they are more likely to provide emotional and tutorial support for learning.

             Another study by Achilles and Hoover (1996) reported poor implementation  results for three middle schools and one high school classroom taking part in problem-solving learning. Students failed to work together well, especially in small groups. The authors attribute these problems to students' lack of social skills...the design of the project consisted of a highly scripted, problem-solving activity which may have accounted for students'  desultory participation.

             As we can see from these considerations, learning to work together productively as well as to interact socially and effectively in a group can be a challenge for some students. A variety of skills, for example, interpersonal, problem solving, and study skills are important to the outcome of the project. It is also not uncommon to assume that learners would have acquired these skills and the processes of group work from their experiences in social interactions and discourse. Modeling of group behavior is one way to address this problem. Of benefit also are design models that encourage diversity, flexibility, and ownership. The grouping strategy that seems to find favor with many educators, however, is based on Howard Gardner's theory of multiple intelligences.

Applying the Theory of Multiple Intelligences to Project-based Learning

     When assigning teams, students should be placed in groups that provide them with the opportunity to take advantage of their strengths as well as nurture their weaknesses.

     Gardener proposed seven areas of intelligence and include:

1. Linguistic Intelligence - the ability to use words effectively, whether orally or in writing.

2. Logical-Mathematical Intelligence - the capacity to use numbers effectively and to reason well.

3. Spatial Intelligence - the ability to perceive the visual-spatial world accurately and to perform transformations upon those perceptions.

4. Bodily-Kinesthetic Intelligence - expertise in using one's body to express ideas and feelings and facility in using one's hands to produce or transform things.

5. Musical Intelligence - the ability to perceive discriminate, transform, and express musical forms.

6. Interpersonal Intelligence - the ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people.

7. Intra-personal Intelligence - self-knowledge and the ability to act on the basis of that knowledge.

This table identifies an intelligence, observed student behaviors, and a recommended role and task in a project.

 Source: Multimedia Projects in Education, Ivers and Barron, Libraries Unlimited, 1998, p.5

     It is important to note that all students possess all intelligences, though with varying degrees of strength. Hence, students may contribute to projects in multiple ways. Placing students in teams that capture the diversity of the intellectual profiles can provide them with the motivation, skills, and support necessary to learn. Working in diverse groups allows students to nurture their weaknesses and capitalize on their strengths. Students are able to make valuable contributions to group projects as well as augment their intellectual profiles.

Multiple Intelligences Model

        This illustration shows relationship between the individual strengths and interests in the collaborative group to the investigated topic.  Idea from  "Connection, Correlation, and Integration" by Sue Snyder, Music Educators Journal, March 2001

Resources

        Collaboration Rubric on-site collaborative group assessment model.

        Handbook of Cooperative Learning Methods, review of a professional reference edited by Shlomo Sharan http://info.greenwood.com/books/0313283/0313283524.html 

        A Review of Research on Project-based Learning -  A March 2000 research paper from Dr. John Thomas and Autodesk Foundation that provides an extensive review of over 10 years of research related to the project-based learning model.  http://www3.autodesk.com/adsk/index/0,,327082-123112,00.html

        Cooperative and Active Learning - The Homepage of Dr. Felder whose papers and workshops focus primarily on active and cooperative learning, and other instructional methods designed to reach a variety of learning styles; a resource for links to other web sites related to active and cooperative learning http://www2.ncsu.edu/unity/lockers/users/f/felder/public/RMF.html 

        Cooperative Learning References: http://volcano.und.nodak.edu/vwdocs/msh/llc/is/clref.html 

        Cooperative Learning Through Telecommunications - article by Margaret Riel http://www-cscl95.indiana.edu/cscl95/outlook/14_Riel.html 

        Cooperative Learning Approach to Teaching Social Issues on Computer -article by Tom Jewett http://www.engr.csulb.edu/~jewett/social/cql96.html 

        Cooperative Learning - an article bibliography from the Teaching Resource Center at University of Virginia  http://www.virginia.edu/~trc/cooperat.htm