How can collaboration skills be developed in schools?

How can collaboration skills be developed in schools?

Collaboration is a style in which members of a team work together to make an instructional decision (Cook and Friend, 1991). In school’s students work together in various activities where collaboration is required. Donaldson (2015) aims to achieve collaboration within the new curriculum in Wales, stating that students must adopt being a team member as it is essential for the modern work place. The responsibility on teachers to deliver a teaching style that includes collaboration is vital as the new curriculum is dependent on providing students with the collaboration skill. However, difficulties may arise, collaboration has a misconception due to its similarities to cooperation. Cooperation could show confusion as it’s defined as “an act of working together with someone or doing what they ask you to do” (Cambridge Dictionary,2019). With both skills essential to Donaldson (2015)’s aims for the new curriculum it’s necessary to clearly present the difference on how both skills can be developed in schools.

Working together during learning activities in schools has increased during the 21^st century as collaborative learning has become a trend according to Laal et al (2012). Whilst working together in learning activities collaboration is adopted, as it falls under the type of collaborative learning through group work (Tolmie et al, 2010). Throughout group work, members focus on joint activity and fosters a self- contained task together in which Tolmie et al (2010) explains as collaborative learning, in allowing creative shared understanding to proceed. Although, the skill of collaboration can be present in team work the challenge that may occur is the barrier of communication. According to Jefferson and Anderson (2017) collaboration can only be developed successfully in team work activities if communication is happening between all participants. Vygotsky (1978) supports this as he relays that social interaction is a fundamental aspect of learning which links to the collaborative learning that individuals will foster through communication. Without communication there may not be a creative shared understanding (Tolmie et al, 2010) therefore communication is required as it relies on messengers collaborating with one another to allow successful engagement in group activities (Jefferson and Anderson, 2017).

Although Donaldson (2015) aims to achieve collaboration in the new curriculum in Wales, challenges may occur such as a team member lacking communication. With Kirsty Williams stating that the welsh government aim to raise standards for students in Wales (Learning Wales, 2017), including collaboration into the curriculum may have its downfalls. As Nokes-Malach et al (2015) imply that individuals can sometimes perform worse when working with others. With the risk of performances worsening, the development of collaboration skills in schools may reflect negatively on academic achievement for some individuals.

Considering the challenges of implementing collaboration into schools, additionally there are key aspects as to why developing the skill shows importance to an individual’s learning experience. Focusing on learning activities in groups, Reynolds (1994) indicates there are three reasons using groups is beneficial to the individual. Three reasons that include that collaboration is motivational, educational and ideological (Reynolds, 1994). Throughout my work experience I observed a year 2 class in Deighton Primary School, where the children were instructed to work in groups. Relating to Reynolds (1994)’s reasons of the benefits of collaboration, I witnessed children working together by communicating and engaging in the task instructed to build a bridge for a toy train using chopsticks and marshmallows. The children successfully adopted the collaborative skills in sharing creative ideas. They portrayed motivation within the activity determined to balance the train on the bridge that they created together as a group.

Although collaborative learning was shown through the classroom activity I observed, cooperative learning was also implemented during the task. Cooperative learning was presented as the pupils worked together to complete an instructed task from their teacher (Siegel, 2010). The difference between the cooperative and collaborative learning throughout the task, was that the pupils worked independently as a group to explore the collaborative skill together to finish their task (Laal et al, 2012).

Developing collaboration skills in schools is highlighted within the curriculum in Wales as it allows children to be more confident, offers experiences in increasing their responsibility and enables them to extend their own understanding (Welsh Assembly Government, 2008). Knowing group work emphasises collaboration in schools throughout activities, the focus on adopting collaboration in schools can transform teaching in the way activities are structured such as the use of technology.

Digital competency is gradually being included in to the new curriculum in Wales. According to the Welsh Assembly Government (2016) the structure and purpose of the digital competence framework is to provide digital skills which includes collaboration. The Welsh Assembly Government (2016) state that classroom tasks support the digital skills where appropriate. Practitioners will be required to provide a teaching method suitable to implement these developing skills. As Dillenbourg (2001) states that collaborative learning will transform teaching with the use of the computer or without. The responsibility practitioners will have, is to ensure that their teaching is up to date as collaboration skills with technology are changing continuously. However, collaborative technologies such as computers and ipad’s may take different forms, in which the boundaries between them might not be straightforward therefore, could become a challenge to a practitioner’s teaching method in integrating digital competence as a collaborative skill in schools (Laurillard, 2008).

Although challenges may occur in introducing collaboration skills through technology there are other areas to explore with using technology as a simpler route, such as digital programmes like skype. Collaboration skills can be provided through educational games e.g. mystery skype, where children are able to collaborate with one another to locate another classroom geographically (Microsoft, 2019). The video portrays collaboration with children and their peers yet shows collaboration skills with other students in different countries. Mystery skype allows children to widen and develop their collaboration skills.

https://www.youtube.com/watch?v=8LE4lzUwbaE&feature=youtu.be

In using digital technology such as skype it relates to the four purposes of Donaldson’s (2015) aims for the new curriculum in Wales. Collaboration skills develop through using technology by allowing individuals to be creative contributors in applying their knowledge and skills, to create ideas and products (Donaldson, 2015). Dillenbourg (2001) links to Donaldson (2015) in implying that the digital programmes not only apply communication but are able to aid entire classrooms to build on their knowledge. Digital technology also provides students inspiration to become the next generation of global citizens through transformative learning (Microsoft, 2019). Relating to the four purposes of Wales’ new curriculum Donaldson (2015) aims to achieve for students to become ethical, informed citizens.

Collaboration skills are developing in schools to some extent. With group work beginning as a focus point in teaching collaboration skills to allowing digital technology to embrace collaboration in and outside of the classroom. The challenges practitioners may face can be difficult in aiding collaboration skills to students. However, the support that the welsh assembly government provide to schools and the introduction of the new curriculum continuing may show improvement in guiding practitioners to teach collaborative skills in schools.

References

Cambridge Dictionary. (2019) Cambridge Dictionary. Available at: https://dictionary.cambridge.org/dictionary/english/cooperation (Accessed: 10^th March 2019).

Cook, L. and Friend, M. (1991) ‘Principle for the Practice of Collaboration in Schools’, Preventing School Failure: Alternative Education for Children and Youth, 35 (4), pp.6-9.

Dillenbourg, P. (1999). Collaborative learning: Cognitive and Computational approaches: Advances in Learning and Instruction. Pergamon: London.

Donaldson, G. (2015) Successful Futures. Available at: file:///C:/Users/mdbho/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(1).pdf (Accessed: 10^th February 2019).

Jefferson, M. and Anderson, M. (2017) Transforming Schools: creativity, critical reflection, communication, collaboration. London: Bloomsbury.

Laal, M., Laal, M. and Kermanshahi, K, Z. (2012) ‘21^st century learning; learning in collaboration’, Procedia- Social and Behavioural Sciences, 47, pp.1697-1701.

Laurillard, D. (2008) ‘The pedagogical challenges to collaborative technologies’, International Journal of Computer-Supported Collaborative Learning, 4 (1), pp. 5-20.

Learning Wales (2017) Learning Wales. Available at: https://learning.gov.wales/news/pressreleases/new-plan-for-national-mission-to-raise-standards-kirsty-williams/?lang=en (Accessed: 10^th March 2019).

Microsoft (2019) Microsoft. Available at: https://education.microsoft.com/GetTrained/skype (Accessed: 11^th March 2019).

Nokes-Malach, J, T., Richey, J, E. and Gadgil, S. (2015) ‘When Is It Better to Learn Together? Insights from Research on Collaborative Learning’, Educational Psychology Review, 27 (4), pp. 645-656.

Reynolds, M. (1994). Group work in education and training : Ideas in practice. (Educational and Training Technology). London: Kogan Page.

Siegel, C. (2005) ‘Implementing a Research-Based Model of Cooperative Learning’, The Journal of Educational Research, 98 (6), pp. 339-349.

Tolmie, K, A., Topping, J, K., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K. and Thurston, A. (2010) ‘Social affects of collaborative learning in primary schools’, Learning and Instruction, 20, pp. 177-191.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Welsh Assembly Government (2016) Digital Competence Framework Guidance. Available at: https://learning.gov.wales/docs/learningwales/publications/160831-dcf-guidance-en.pdf (Accessed: 10^th March 2019).

Welsh Assemby Government (2008) Skills framework for 3 to 19-year-olds in Wales. Available at: https://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf (Accessed: 10^th March 2019).

Youtube (2017) Youtube. Available at: https://www.youtube.com/watch?v=8LE4lzUwbaE&feature=youtu.be