Collaborative writing activities Collaborative writing Some teachers tend to avoid writing in class, perhaps feeling that as it is something which learners do individually and in silence, it is better done for homework. However, when writing is done as a collaborative activity, it can have many of the same benefits of a group speaking activity: Discussing the writing process obviously provides more opportunities for learners to interact in English, a benefit in itself.
What Is the Collaborative Classroom? They are knowledgeable, self-determined strategic, and empathetic thinkers. Research indicates successful learning also involves an interaction of the learner, the materials, the teacher, and the context.
Applying this research, new guidelines in the major content areas stress thinking. Guidebook 2 describes these new guidelines and provides four characteristics of "a thinking curriculum" that cut across content areas.
The chief characteristic of a thinking curriculum is the collaborative writing assignment agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge.
Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others.
Indeed, it is through dialogue and interaction that curriculum objectives come alive.
Collaborative learning affords students enormous advantages not available from more traditional instruction because a group--whether it be the whole class or a learning group within the class--can accomplish meaningful learning and solve problems better than any individual can alone.
This focus on the collective knowledge and thinking of the group changes the roles of students and teachers and the way they interact in the classroom.
Significantly, a groundswell of interest exists among practitioners to involve students in collaboration in classrooms at all grade levels.
The purpose of this GuideBook is to elaborate what classroom collaboration means so that this grass-roots movement can continue to grow and flourish. We will describe characteristics of these classrooms and student and teacher roles, summarize relevant research, address some issues related to changing instruction, and give examples of a variety of teaching methods and practices that embody these characteristics.
Characteristics of a Collaborative Classroom Collaborative classrooms seem to have four general characteristics. The first two capture changing relationships between teachers and students.
The third characterizes teachers' new approaches to instruction. The fourth addresses the composition of a collaborative classroom. Shared knowledge among teachers and students In traditional classrooms, the dominant metaphor for teaching is the teacher as information giver; knowledge flows only one way from teacher to student.
In contrast, the metaphor for collaborative classrooms is shared knowledge. The teacher has vital knowledge about content, skills, and instruction, and still provides that information to students.
However, collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation.
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Collaborative learning, including collaborative writing, is an exercise in constructing knowledge (Bruffee, ). The purpose of group writing assignment is to introduce students to the skills and procedures necessary to produce a composition through collaboration.
Classroom Practice: Collaborative Writing Description The practice of collaborative writing has fairly recently (in comparison to other, more traditional Assignment No. 1 a) According to the parameters set by the instructor (type of source, length, broadness of.
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