Focus on the Classroom Climate Classroom climate must be established before classroom learning can take place.

Collaboration - A Key Element in Inquiry Based Learning

One of the key elements in an inquiry-oriented activity is collaboration. Students have the opportunity to gain skills that are desired by today's employer as they work in teams collaborating, communicating and decision making. They decide how to find answers, solve problems, and present information while collaborating with teachers, peers, and community members. Learning is a social process and students need opportunities to develop a social awareness of themselves and others. Cooperative learning strategies support and develop the skills of listening, helping, cooperating, sharing, encouraging and working together. Provide the opportunity for students to discuss ideas with others in order to deepen their understanding.

How do I go About Grouping Students Together?

Pairs, trios, quartets and other group sizes are all workable. For groups to function effectively, all students must have a sense of belonging. Positive interdependence among team members as well as a sense of individual responsibility are also necessary elements of productive, co-operative team work. Both must be present when students work together toward achieving a common goal. Diversity is the key. When we place all of the ‘smart’ kids together we rob them, and others, of the real life experiences that all students have to share.

Vygotsky laid the foundation in which the cooperative classroom is built on in his Zone of Proximal Development theory. He believed that social interaction plays a central role in the development of cognition and that through working in collaboration with others, learners can perform tasks that could not be achieved alone (Riddle, 1999). In a cooperative classroom, the roles of the teacher and student vary greatly from that of traditional ones. The teacher facilitates the learning process in a number of ways which include prompting students with open-ended questions, encouraging dialogue and reflective thought, designing inquiry based or project based activities as well as encouraging students to assess their learning and learning processes.

What is the Role of the Teacher in Inquiry-Oriented Learning?

For the teacher who is new to inquiry based learning, the new role can be somewhat difficult at the onset. In an inquiry based classroom the teacher moves from the traditional role of dispensing a number of facts to becoming a facilitator. Teachers lend support and knowledge when it is needed and respect the experiences and knowledge of the students. When the teacher gives only on an ‘as needed’ basis the students begin to take more responsibility for their own learning. In other words, the teacher helps the student ‘learn to learn’.

The result?

Better teachers and eager students. Once teachers break from their traditional role they begin to sharpen those skills which foster a collaborative classroom. Teachers ultimately become better listeners thus enabling them to provide students with the answers to relevant and necessary questions. Teachers begin to craft better questions to ask of their students and in turn, students reciprocate with better questions of their own. Well thought out questions from the teacher and students will lead a higher level of decision making and independent decision making and problem solving (apart from the teacher).

What is the Role of the Student?

In inquiry-oriented learning the student moves from being a receptical for facts and becomes an integral part of a problem solving team. The student is encourage to find what they already know about the problem and begin from a point of their own experience. Students share previous knowledge within the group and within this context extend their own knowledge of the topic. From this point the students brainstorm ideas and assign appropriate roles.

How does the Teacher Facilitate?

The goal of the teacher is to provide a setting that encourages collaboration between students and the teacher as well. The teacher is still ‘in control’ but demonstrates an appreciation for, and values, the experiences, knowledge and cultural differences that his/her students bring to the class. Students feel safe in sharing with the teacher and fellow students. The teacher is responsible for providing an inquiry that is open ended and meaningful to the students. He/she is also responsible to make sure that necessary resources are available to the students. Once students are involved in the task, it is important for the teacher to move from facilitator to mediator, only moving in to assist when assistance is needed. When these moments of need arise it is the teacher job as mediator to move in and give only the information and support that is required to get the students back on track. In this way the students become more responsible for their work. Students learn to learn.

Using Technology to Support and Encourage Collaboration

Technology can be used to assist the teacher in creating this type of environment. Shared
workspaces on networks allow teachers to easily set up folders where students can share files or resources while working together on projects. School networks also provide opportunities for the teacher to share useful resources including web links and templates with groups of students. Furthermore, the network allows for collaboration and sharing among teachers through common workspaces where files or discussion forums can be accessed by all staff.

Positive interdependence among team members as well as a sense of individual responsibility can be established in inquiry-oriented activities where technology plays a central role. The implementation of technology in this environment can be useful not only as a tool to locate, organize, synthesize and present information but also to foster positive interdependence among group members. Just like in any inquiry-oriented activity, it is important to abdicate the traditional role of teacher as knowledge dispenser. Group members rely on each other for the unique skills and experiences individuals bring to the table. While one student may have experience with file management, another may have experience navigating the Internet; one student may have knowledge in formatting documents while one is an expert at keyboarding. The unique technology skills individuals bring to the project enhances the interdependence of group members as rely on each other’s abilities and begin to share their knowledge to investigate, produce quality products, and offer pracitcal solutions to complex issues.

Individual responsibility is achieved by appointing members to be in charge of different tasks and holding them accountable for contributing their fair share. How can you introduce and reinforce role responsibilities using technology? Establishing routines is a key element in classroom management. If you plan to establish co-operative group work as part of your daily routine, why not start immediately? Roles could be introduced as part of a co-operative group activity.