How could collaborative learning potentially impact on Primary Education?

Emily Vaughan

Blog Task

How could collaborative learning potentially impact on primary education?

 I have recently taken part in a volunteering project working with St Nicholas Primary School in Cardiff; the children from the school were in year 5 and 6. The main aim of the project was to introduce technology to the pupils by using Green screen and Garage band. This benefitted the pupils as they were learning how to use different types of technology but also demonstrated collaborative learning as all the pupils were working with one another in order to create different pieces of work but also it links in with Piaget as his theory says that he promotes social interaction and this is what the pupils used when split into two group one group using the green screen and the other garage band. It showed me and helped me that seeing the children experience how to use technology and how collaborative learning is. All the children were taking part and getting involved even the reserved pupils by the end were communicating with the students who took part in the project but also giving the garage band a go and coming up with ideas and choosing them on the computer/iPad. The engagement with the children was amazing and shown me that this project should be shown to other pupils in primary schools. 

Collaboration is an active engagement interaction among other groups in education in the classroom to achieve goals but also to communicate and share ideas to outline a wider knowledge of other member’s ideas. Lloyd, C and Beard, J (1995) suggested that talking is a vital part of learning as it is a tool which every child uses every day and use to interpret but also to communicate to work through and make sense of one another’s experiences. They also mentioned that working within collaboration with others is by no means a new idea in education. On another hand, Barnes, D (1976) enhanced that learning to communicate with other members in education is the heart of learning. The impact on collaboration in primary schools if for the children to participate with one another and share ideas and are able to come up with different resources by using their imagination or knowledge they may already know to be able to discuss to the class or with groups. Collaboration is a key skill that needs to be taught in primary schools but some argues that the impact has decreased made on classroom practice over the years. As a role of a teacher changing no longer communication is in a one way process as all children should have the right to share their ideas and discuss with their teacher.  However, teachers are not the only resources in a primary classroom for the children as technology has increasingly been used in many classrooms for children’s learning as teachers are not only the expert that can be heard in education. Bennett, D and Todd, F (1977) increase on this as ‘by setting aside the traditional teaching model learning becomes a social experience by putting children into situations where they will be confronted with opposing views requiring negotiation and learning that perhaps others viewpoints may be just as valid as their own points.’ 

Collaborative learning is known as an instruction method which students at various levels work with one another in small groups towards a common goal. By impacting collaborative learning in education children can be the success of one child by helping another child to be successful with their learning. Most research suggests that collaborative work is a high impact on children’s learning in primary schools as communication with one another is at a higher level. Main advantages are technology and the changes of it as it has put increased emphasis on team work within the workforce. Therefore, developing and enhancing technology through collaborative learning is on the primary school goals in education. Collaborative learning clams that the active exchange of ideas within small groups of children in schools not only increase the interest with one another but it also can promote critical thinking if they had to discuss a topic but use a wider range and the knowledge they may already know and put depth into the discussion. According to Johnson, R.T and Johnson, D.W  (1986) ‘there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion and to take responsibility for their own learning and this can become critical thinking.

Reference List:

Barnes, D. (1976) From Communication to curriculum. Harmondsworth: Penguin. Accessed (20^th November)

Bennett, D. and Todd, F. (1977) Communication and Learning in small groups. London: Routledge & Kegan Paul. Accessed (20^th November)

Johnson , R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children , 24, 31-32. Accessed (20^th November)

Lloyd, C., & Beard, J. (1995). Managing classroom collaboration. (Cassell Practical Handbooks). London: Cassell. Accessed (20^th November)

Totten , S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research . New York: Garland. Accessed (20^th November)