Vygotsky, a Russian psychologist, develop the theory called the zone of proximal development. This zone refers to the difference between what a person can do by himself without help from others and what she can do with help. Educators built upon Vygotsky’s theory and created the collaborative learning theory.
Educators who use collaborative learning activities feel that students learn better and remember more when they are actively involved in the learning process. (They do not believe students learn much from listening to the teacher lecture.) Students are put in small groups to create something (like a video or PowerPoint presentation), to complete a task, or to solve a problem.
Students learn more when exposed to different viewpoints. When working in collaborative learning situations, students are encouraged to share thoughts and ideas. Discussions and conversations are encouraged. (Teachers don’t require students to sit quietly without talking.) They are required to express and defend their ideas – and to politely listen to and consider other students’ perspectives and points of view.They are also expected to ask questions for clarification and further understanding.
Students must understand that they succeed or fail as a group. It is a team effort. Make sure that there is a fair division of the labor so that one person isn’t overwhelmed with her part of the problem.
The problems that the students work on must be geared to their knowledge and skill level. At the beginning of the school year, they should be fairly easy to solve. As the year progresses, the problems should become more difficult and challenging.
After the problem has been solved or the project completed, have the students evaluate themselves and their team members. Have them ask: What did each member do that was helpful for the group? What could each member do to make the group even better?