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Collaborative learning in the high s...

Smith, Joleen Diane.

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Collaborative learning in the high school classroom: An evaluative case study of a curricular workbook.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Collaborative learning in the high school classroom: An evaluative case study of a curricular workbook./
Author:	Smith, Joleen Diane.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3160006
ISBN:	0496936107

Collaborative learning in the high school classroom: An evaluative case study of a curricular workbook.
Smith, Joleen Diane.

Collaborative learning in the high school classroom: An evaluative case study of a curricular workbook. - 142 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078.

Thesis (Ed.D.)--Fielding Graduate Institute, 2005.

Collaborative learning methods in the high school classroom are rarely used because there are few curriculum resources for implementing this learning approach. As a secondary school educator, I collected and assembled a workbook for implementing collaborative learning in my classroom, including implementation guidelines, sample group exercises, and supplemental learning materials. The workbook was eventually shared with a group of 13 teachers who implemented it in their own classrooms for at least one complete academic year. The goal of this study was to evaluate the effectiveness of the workbook and to seek ways for improving it. I met periodically with the teachers, using focus group discussions to learn more about the effectiveness of the workbook. Discussions were guided by the following three questions: (1) What collaborative learning strategies/concepts were most effective in the workbook? (2) What collaborative learning strategies/concepts were less effective? (3) What can be done to improve the quality of the workbook? The teachers' feedback focused on the content of the workbook as well as the format. They identified numerous areas of the workbook that were effective, including collaborative learning processes and skill building for learners, teaching standards listed in each collaborative activity, quick referencing capabilities from collaborative guidelines to strategies, adaptability techniques for teachers to transfer subject matter content into collaborative learning experiences, a CD provided on the back page for teachers to print student hand-outs, and diagrams used throughout the workbook for direction and clarity. Areas for improvement included separating collaborative methods and strategies into two parts, development of a glossary to include key terms identified throughout the guidelines and strategies, providing a subject index, placing more subject matter content into collaborative projects, and narration of collaborative learning stories weaved throughout the methods chapters of the workbook. Finally, suggestions were offered for making the workbook to represent each section; additional variations and discussion questions on each exercise; continued development of the CD to include diagrams, instructions, and video examples; and design a website to further the development of collaborative learning projects and resources by teachers who use the workbook. This feedback informed the subsequent workbook edition, leading to its eventual publication so that it can become available to other teachers who wish to implement collaborative learning in their high school classrooms.

ISBN: 0496936107Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Collaborative learning in the high school classroom: An evaluative case study of a curricular workbook.
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500 $a Chair: Rodney Beaulieu.
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520 $a Collaborative learning methods in the high school classroom are rarely used because there are few curriculum resources for implementing this learning approach. As a secondary school educator, I collected and assembled a workbook for implementing collaborative learning in my classroom, including implementation guidelines, sample group exercises, and supplemental learning materials. The workbook was eventually shared with a group of 13 teachers who implemented it in their own classrooms for at least one complete academic year. The goal of this study was to evaluate the effectiveness of the workbook and to seek ways for improving it. I met periodically with the teachers, using focus group discussions to learn more about the effectiveness of the workbook. Discussions were guided by the following three questions: (1) What collaborative learning strategies/concepts were most effective in the workbook? (2) What collaborative learning strategies/concepts were less effective? (3) What can be done to improve the quality of the workbook? The teachers' feedback focused on the content of the workbook as well as the format. They identified numerous areas of the workbook that were effective, including collaborative learning processes and skill building for learners, teaching standards listed in each collaborative activity, quick referencing capabilities from collaborative guidelines to strategies, adaptability techniques for teachers to transfer subject matter content into collaborative learning experiences, a CD provided on the back page for teachers to print student hand-outs, and diagrams used throughout the workbook for direction and clarity. Areas for improvement included separating collaborative methods and strategies into two parts, development of a glossary to include key terms identified throughout the guidelines and strategies, providing a subject index, placing more subject matter content into collaborative projects, and narration of collaborative learning stories weaved throughout the methods chapters of the workbook. Finally, suggestions were offered for making the workbook to represent each section; additional variations and discussion questions on each exercise; continued development of the CD to include diagrams, instructions, and video examples; and design a website to further the development of collaborative learning projects and resources by teachers who use the workbook. This feedback informed the subsequent workbook edition, leading to its eventual publication so that it can become available to other teachers who wish to implement collaborative learning in their high school classrooms.
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