Recogemos este genial artículo aportando ideas para llevar a cabo el
aprendizaje colaborativo en clase de la forma más conveniente. Recogemos
algunas de las ideas propuestas de la universidad DePaul, que
What is it? Students interview a partner and report back to a larger group.
Good for: Introductions and icebreakers; helping students cover a lot of material (e.g., sharing what they learned from readings); starting class discussion¬; allowing all students to speak without taking a lot of class time
How to: Have students split into pairs. Each person interviews the other, with questions provided by the instructor. Then the pair finds another couple and forms a quad. Each person takes turns introducing his or her partner and a summary of his/her responses to the group.
What is it? Students take turns responding to a prompt or question.
Good for: Brainstorming, collaborative writing prompts, identifying key points from a reading/lecture; defining a key term; midterm/final review
How to: Have students form small groups. Then give the students a question or problem and have them state their ideas aloud as they write them down, each taking turns. Ideally students will not skip turns, but if one gets stuck, he or she may “pass.”
Think – Pair – Share
What is it? A quick activity that allows students to think before sharing their responses with a nearby partner.
Good for: Giving students time to think independently before responding to prompts or answering questions; efficient group activity (i.e., all students can speak without taking a lot of class time)
How to: Give students at least 30 seconds to think prior to responding to a question or prompt you give them. Then have students turn to a partner and share their responses.
What is it? Individual students get feedback from peers on resolving obstacles to complex problems.
Good for: Identifying obstacles or roadblocks to solving complex problems or assignments; giving students opportunities to learn from one another
How to: Divide students into small groups. One student in each group has two minutes to explain the obstacle he/she has encountered. During this time no one is allowed to interrupt with comments or questions. Then each of the other group members has two minutes to share ideas about possible solutions. After the first person’s problem has been discussed, another student can go next, and then another, repeating the same process until each student has had time to discuss their obstacles (time permitting).
Recomendamos visitar el artículo original en la fuente: Collaborative Learning Activities – Teaching Commons.