Questioning, Collaborative and Co-Operative Learning

In the modern world, the field of education is also exposed to a lot of changes. As a result the role of the teacher in a classroom has changed to that of a facilitator. Contemporary classrooms demand novel teaching techniques other than the outdated ones like chalk-talk and lecturing.

Narration, description, exposition, explanation, review, group discussion, dramatization, role-play, brainstorming, buzz session, questioning, debate, workshop, co-operative learning, symposium, seminar, collaborative learning etc are some instances for umpteen techniques we shall give a try.

Here, I am trying to give a short note on some of them. My concerned topics are :-

1. Questioning method
2. Collaborative method
3. Co-Operative method

Questioning method

"Questioning by the teacher which does not lead to asking of questions by students is unsatisfactory. If the students are thinking, really trying to solve problems of issue, they will have questions of their own." (Strayer)

Questioning is one of the most common technique used by teachers since ages. This is very effective in stimulating the thinking process of the students to the optimum level. This technique boosts divergent thinking. Hence divergent as well as convergent questions are required. Mere recalling of memory is not essential for this method unlike drill method.

Questioning can be used for a variety of purposes. But the teacher should always keep in mind that the process is very time consuming.

Questioning method can be divided into 3 forms:-.

• Diagnostic questioning
• Informational questioning
• Developmental questioning

1. Diagnostic questioning

As the name suggests, this method is used for the purpose of diagnosis. It is used to test the previous knowledge of the student. This may take the form of drill, quiz or test. Memory plays the key-role here.

    2. Informational questioning

This method helps the students to remove their misunderstanding of the concept taught in the classroom or their previous knowledge.

  3. Developmental questioning

Developmental questioning develops the ability of thinking rather than mere recalling. This form provides opportunities for the students for thinking and expressing themselves. This kind of questioning helps the teacher to gain and hold the students' attention.

The teacher can use questioning as a method for the following purposes:-

• To seek attention
• To ensure that  the class is effective
• To encourage healthy competition
• To encourage learning
• To use as a complementary device
• To provide information
• To express themselves

Questioning helps the teacher to check previous knowledge, to determine the level of each student, their depth of knowledge etc. There are a number of methods to make questioning more effective. They are as follows:-

• Ask questions which reinforce thinking rather than mere recalling.
• The questions asked should be priceless study guides. They should arouse curiosity in the learner.
• The questions should stimulate observation.
• If the teacher is practicing drill method, he or she should ask only factual recall questions.
• Never ask suggestive questions.
• The question should be addressed to the whole class.
• The teacher should not repeat the question as a habit.
• The questions should be in a logical sequence.
• Never allow monopoly of a small group of students.
• The teacher should appreciate the effort of the students, even though he or she has not correctly answered.
• The teacher should keep an eye on those students who ask irrelevant questions to waste the time.

Collaborative Learning

This method is otherwise known as peer learning. Collaborative learning is based on the view that knowledge is a social construct. It takes place in larger groups. In this method, a large group of students are divided and subdivided into small groups to discuss the given topics. This promotes group learning, team work etc.

Collaborative learning are most often based on four principles:-

• Learner is the primary focus
• Interaction and doing are of primary importance.
• Working in groups as an important mode of learning.
• Structured approaches to developing solutions to real-world problems should be incorporated into learning.

Examples of Collaborative Learning

• Stump Your Partner
• Think-Pair-Share
• Catch-Up
• Fishbowl debate
• Case study 

Problem based learning is a collaborative, student centered approach to learning in which students learn about a subject by working in groups. While designing group work assignments the teacher should think about the course objectives. Consider how groups will be organized, how they might address the topic and how students will be evaluated. It will be better and systematic to create groups that include 'experts' in different areas.


The teacher can easily manage the usually noisy group works by a simple and effective 3 steps method:-

• Introduce the test
• Provide students with enough time to work through the topic
• Debrief and open the floor for questions

Evaluate students on the basis of their way of method or the process they went through as well as the final product. Use rubrics to evaluate is an idea. Give the students a clear idea about how you will calculate their grades, at the beginning of the session itself.

Advantages

• Provide a positive effect on students.
• Demands a higher level of engagement.
• Helps better explanation.
• Questions are more likely to be asked and answered.
• Interpersonal and collaboration skills can be learned and improved.

Disadvantages

• A burden for those who have to learn as their own.
• Some students get passive and do not take part in the task.
• Depends the interest of the learner.
• Does not seek help of adults.
• Higher ability students may not experience challenge, where as lower ability students may feel need of help.

Cooperative learning

Cooperative learning is otherwise called as small group learning. In this strategy, the students are supposed to work in small groups on a common task. The task given should be either simple or difficult. The group can work together without assigning formal roles for individuals where as in some cases the group members are individually accountable for part of the task being taken from them.

According to David Johnson and Roger Johnson (1999), there are 5 basic elements that allow successful small group learning.

• Positive interdependence
• Face to face interaction
• Individual and group accountability
• Group behaviours
• Group processing

In this technique the ownership of teaching and learning is shared by groups of students. The teacher acts only as a facilitator. The students have more opportunities to participate actively in the learning process. This motivates them to engage in the process and thus by enhance their learning. This aspect has been proven to increase their self esteem, motivation and empathy.

Like collaborative learning, cooperative learning also aims to promote the team skills like verbalizing and justifying ideas, handling conflicts, collaborating building consensus and disagreeing politely.

Cooperative learning can be described generally in terms of low, medium and high faculty or student time investment.

• Low

Simple, informal, less than 15 mins in class

• Medium

One to two meeting sessions, more formal, in or out of class

• High

Complex, formal, across multiple class period, in and out of class

Co-operative learning can also be conducted via online. The choice of settings may vary from recitation and laboratory sections, small enrollment classes, large enrollment classes etc. Following the five key steps might help to work out cooperative learning more effectively.

• Pre-instructional planning
• Introduce the activity to the students
• Monitor and intervene
• Assessment
• Process

Discussion, sequence chains, writing, dyadic essays, peer editing, problem solving, send a problem, three stray etc are some of the cooperative learning techniques.

Advantages

• Creates a positive impact on students.
• Have great potential to produce a higher level of engagement.
• Students may explain things better each other.
• Questions are more likely to asked and to be answered.
• Learns to manage conflicts.
• Creates a rapport among the peer group.

Disadvantages

• A burden for those who dislikes group learning.
• Low achievers become passive and do not focus on the task.
• Depends on an individual's motivation and interest.
• Does not seek help from others.
• Increased chances of conflict.
• Difficult for the teacher to make sure that the students are discussing the given topic itself rather than something else.

As a result of the study conducted on the topic questioning, collaborative and cooperative learning, we can find that these methods are very effective in the process of teaching-learning.

Questioning helps to detect the previous knowledge of the learner where as collaborative and cooperative learning helps to provide and collect information on a variety of topics. All these methods are proven highly effective in the process of teaching.

Bibliography

Dr.Sivarajan,K,TV RAmakrishnan,K Mridula(2012), English Language Education.Calicut University,Calicut
Khan,Mohammed Sherief, Syed Rashid Akbar,(1997),School Teaching:APH publication Corporation, New Delhi
Vedanayagam,EG(1988),Teaching Technology for College Teachers.Sterling Publishers Pvt ltd,New Delhi