Classroom Collaboration Strategies

My Accidental Introduction to Collaboration in the Classroom

The first time I introduced collaboration in my class, I didn't even know it was a "thing". 

When I joined the A-level program to teach the students, I was faced with a challenge:

How I was going to teach a student population of over 1,000?😲 

These students had finally passed Biology after several years of poor performance, which had prevented them from gaining admission into the university's medical program in their second year.

That year, they succeeded.

 For the first time in years, we had students get admitted to study Medicine.

 It was a huge celebration in the office, everyone was proud of their achievement.  

Sustaining Success Through Collaboration

I wanted this success to continue. But more than that, I wanted to make sure that students enjoyed learning, despite the large population and lengthy, content-heavy notes.

And that's what birthed my journey into collaboration. 

I started giving students questions and then grouping them-20 students per group.

Here's the twist:

They weren't allowed to use the notes I had previously given them.

And guess what?

The students were engaged, performed really well, and retained the lessons better. They could even connect what they learned to real-world situations.  That was when I truly realized the power of collaboration. 

What is Collaboration in the Classroom?

Collaboration means working together in groups or in pairs and communicating effectively. It encourages students to learn from each other while practicing critical thinking and communication. 

Here are a few ways you can incorporate collaboration:

• Turn and talks 

• Think, write, pair and share 

• Small group discussions or problem-solving tasks 

Listening Matters: Be the Guide, Not the Giver of Answers

When students engage in group discussions, it's important for the teacher to be involved- not by taking over, but by listening in and asking the right questions. 

For example, I once gave my students this statement: 

"All pigs have tape worm ".

I asked them to discuss in groups, and it immediately sparked great interaction- especially since we were learning about parasites in Biology. 

As expected, many students agreed, while a few disagreed.

As a teacher, I paid close attention and then asked:

• Those who said yes: "why do you agree?"

• Those who said no: "Why do you disagree?" 

This encouraged critical thinking, evidence-based reasoning, and active participation from everyone in the class.