Model-Model Pembelajaran:

LEARNING MODELS: COLLABORATIVE LEARNING TECHNIQUES

Nur Zaida

I. Pendahuluan

A. Latar Belakang

Pembelajaran yang efektif tidak hanya terjadi karena materi yang disampaikan sesuai namun juga karena cara penyampainnya tepat.  Untuk dapat menyampaikan dengan tepat, guru perlu memahami model-model pembelajaran yang telah teruji baik secara empiris maupun praktis.

          Model-model pembelajaran telah banyak disampaikan dalam pelatihan-pelatihan.  Namun dalam prakteknya banyak guru yang belum memahami model-model yang sesuai bagi pembelajaran di kelas mereka. 

Mengingat banyaknya jenis model pembelajaran yang telah diciptakan oleh para pakar pendidikan, maka materi TOT ini menfokuskan pembahasan pada model pembelajaran kolaboratif.       

B. Kompetensi

Peserta mampu mengimplementasikan model-model pembelajaran kolaboratif dalam proses belajar mengajar.

II. Materi

A. What is Collaborative Learning?

       To collaborate is to work with another or others.  In practice, collaborative learning has come to mean students working in pairs or small groups to achieve shared learning goals.  It is learning through group work rather than learning by working alone. 

B. What is the Difference between Cooperative and Collaborative Learning?

       The main difference is that the goal of cooperative learning is to work together in harmony and mutual support to find the solution, the goal of collaborative learning is to develop autonomous, articulate, thinking people, even if at times such a goal encourages dissent and competition that seems to undercut the ideals of cooperative learning. 

C. Some Kinds of Collaborative Learning Techniques (CoLTs)

Techniques for Discussion	·      Think-Pair –Share ·      Round Robin ·      Buzz Groups ·      Talking Chips ·      Three-Step Interview ·      Critical Debate
Techniques for Reciprocal Teaching	·      Note-Taking Pairs ·      Learning Cell ·      Fishbowl ·      Role Play ·      Jigsaw ·      Test Taking Teams
Techniques for Problem Solving	·      Think-Aloud Pair Problem Solving TAPPS ·      Send-A-Problem ·      Case Study ·      Structured Problem Solving ·      Analytic Teams ·      Group Investigation
Techniques Focusing on Writing	·      Dialogue Journals ·      Round Table ·      Dyadic Essays ·      Peer Editing ·      Collaborative Writing

                                                       (Barkely, et al. 2004)

III. Strategi Pembelajaran

·         Social icebreakers

·         Paparan Penyaji

·         Diskusi

·         Simulasi

IV. Cakupan Materi

           

A. Techniques for Discussion

1. Think-Pair-Share

2. Round Robin

3. Buzz Groups

4. Talking Chips

5. Three-Step Interview

6. Critical Debate

Ringkasan tiap teknik:

Techniques:	Is a Technique in Which Students:	It is Particularly Useful for:
1. Think-Pair-Share	Think individually for a few minutes, and then discuss and compare their responses with a partner before sharing with the entire class.	Preparing students to participate more fully and effectively in whole class discussions.
2. Round Robin	Generates ideas and speak in order moving from one student to the next.	Structuring brainstorming sessions and ensuring that all students participate.
3. Buzz Group	Discuss course-related questions informally in small groups of peers.	Generating lots of information and ideas in a short period of time to prepare for and improve whole-class discussions.
4. Talking Chips	Participate in a group discussion and surrender a token each time they speak.	Ensuring equitable participation.
5. Three-Step Interview	Interview each other and report what they learn to another pair.	Helping students network and improve communication skills.
6. Critical Debates	Assume and argue the side of an issue that is in opposition to their personal views.	Developing critical thinking skills and encouraging students to challenge their existing assumptions.

B. Techniques for Reciprocal Teaching

1. Note-Taking Pairs

2. Learning Cell

3. Fish bowl

4. Role Play

5. Jigsaw

6. Test-Taking Teams

Ringkasan tiap teknik:

Techniques:	Is a Technique in Which Students:	It is Particularly Useful for:
1. Note-Taking Pairs	Pool information from their individual notes to create an improved, partner version	Helping students acquire missing information and correct inaccuracies in their notes and learn to become better note takers.
2. Learning Cell	Quiz each other using questions they have developed individually about a reading assignment or other learning activity	Engaging students actively in thinking about content and encouraging them to challenge each other to pursue deeper levels of thought
3. Fishbowl	Form concentric circles with the smaller, inside group of students discussing and the larger, outside group listening and observing	Providing opportunities for students to model or observe group processes in discussion setting
4. Role Play	Assume a different identity and act out a scenario	Engaging student in a creative activity that helps them “learn by doing”
5. Jigsaw	Develop knowledge about a given topic and then teach it to others	Motivating students to learn and process information deeply enough to teach it to their peers
6. Test-Taking Teams	Prepare for a test in working groups, take the test individually, and then take the test in their groups	Helping students assess and improve their understanding of subject matter as they also teach each other test-taking strategies

V. Persiapan dan Prosedur Tiap Teknik

1.      THINK PAIR SHARE

Preparation:

Prior to coming to class, spend time developing an engaging question or problem that has many potential responses.  Try responding to the questions yourself.  Decide how you are going to present the question (such as worksheet, overhead transparency, whiteboard) and how you are going to have students report out.

Procedure:

1)      Pose the question to the class, giving students a few minutes to think about the question and devise individual responses.

2)      Ask students to pair with another student nearby.

3)      Ask Student A to share his or her responses with Student B, and then Student B to share Ideas with Student A.  Suggest that if the two students disagree, they clarify their positions so that they are ready to explain how and why they disagree.  If useful, request that pairs create a joint response by building on each other’s ideas.

2.      ROUND ROBIN

Preparation:

The purpose of a brainstorming session is to create an extensive list of ideas.  Crafting a prompt that can generate a sufficiently rich array of responses that can be expressed quickly and succinctly is particularly important.  Practice ahead of time by thinking of and listing as many possible responses as you can.  You can use the length o your list to predict the duration of your in-class exercise and to decide whether or not groups should rotate through Round Robin more than once.

Procedure:

1)      Ask students to form groups of four to six.

2)      Explain that the purpose of brainstorming is to generate many ideas.  Group member will take turns, moving clockwise, and respond to the question.  Inform students that to prevent interrupting or inhibiting the flow of ideas, they must refrain from evaluating, questioning, or discussing the ideas.

3)      If it would be beneficial for students to assume a role (such as recorder or rule enforcer), allow a few moments for role assignment.

4)      Tell students whether or not they will go around the group once or multiple times, announce a time limit, and pose the prompt.

5)      Ask one student to begin the activity by stating an idea or answer aloud.  The activity continues, moving from member to member in sequence, until all students have participated.

3.      BUZZ GROUPS

Preparation:

Prior to coming to class, decide what the Buzz Groups will discuss.  Craft one or more engaging discussion prompts that tend toward the conceptual rather than factual and that will stimulate an open-ended examination of ideas.  Try responding to the questions yourself, so that you are confident that they will generate variety of responses.  Choose the manner in which you are going to present the prompt questions, such as on a worksheet, overhead transparency, or whiteboard.

Procedure:

1)      Form groups; announce the discussion prompts and time limit.

2)      Ask group members to exchange ideas in response to the prompts.

3)      Check periodically to see whether groups are still actively engaged and focused on the assigned topic.  If off topic, shorten the time limit.  If on topic and the time has ended, consider extending the limit for a few minutes.

4)      Ask the students to return to whole-class discussion and restate the prompt to begin.

4.      TALKING CHIPS

Preparation:

Determine a question or problem for group discussion.  Bring poker chips, playing cards, or simply gather a sufficient number of paper clips, pencils, chalk, or other available items to serve as tokens.

Procedure:

1)      Form student groups.

2)      Give each student three to five tokens that will serve as permission to share, contribute, or debate in the conversation.

3)      Ask students to participate equally in the group discussion, specifying that as they contribute comments, they should surrender a token and place it in view of the other group members.

4)      When all students have contributed to the discussion and all tokens are down, ask students to retrieve and redistribute the chips so that the procedure repeats for the next round of discussion, or end the discussion if the activity is complete.

5.      THREE-STEP INTERVIEW

In Three-Step Interview, student pairs take turns interviewing each other and then report what they learn to another pair.  The three steps (Interview-Interview-Report) are:

Step 1: Student A interviews Student B.

Step 2: Student B interviews Student A.

Step 3: Students A and B each summarizes their partner’s responses for Students C and D, and vice versa.

Preparation:

Develop a list of interview questions prior to the class session.  Interview questions that are particularly effective ask a person about opinions or experiences related to course content. 

Procedure:

1)      Students divide into groups of four, and quads subdivide into pairs A-B and C-D.

2)      Student A interviews B and student C interviews D for a predetermined time.  The interviewer asks questions, listens, and probes for further information but does not evaluate or respond.

3)      Partners reverse roles and interview each other for the same amount of time.

4)      Students A and B introduce each other with synthesized summaries of their partner’s interview responses to Students C and D.  Students C and D do the same for Students A and B.

6.      CRITICAL DEBATE

Preparation:

Critical Debate is a fairly complex technique and thus requires ample preparation.  First, spend sufficient time selecting a controversial topic in the field with two identifiable, arguable, and opposing sides that are appropriate to debate.  

            Second, determine whether students need any background information to address the proposition.  Prepare students for the debate through lecture, assigned reading, discussion, or student research on the topic.

            Third, identify ground rules.  For example, allow students to use as many arguments as they wish, or have students spend five to ten minutes brainstorming all possible arguments supporting their position and then select their five best arguments.  Consider whether each team should select one person as spokesperson, or whether each member of the team will be responsible for presenting at least one of the arguments.  Thinking about ground rules ahead of time will also provide the opportunity to decide whether to assign team members specific roles, such as team leader or timekeeper.

Procedure:

1)      Propose the motion and ask students to identify which side of the proposition they most support.  They can indicate a preference by raising their hands or by writing their names and choice on a sign-up sheet or piece of paper.

2)      Explain to students that they will argue the side that is contrary to their own beliefs, stressing the benefits of arguing against their personal views (for example, it helps them to clarify their own ideas and to deepen their understating of the issue).

3)      Divide students into four- to six-member teams, with half the teams assigned to one side of the argument and the other half assigned to the opposing argument.  Try to get as many students as possible arguing for the side they disagree with, realizing that especially with complex issues, students will likely not divide evenly.  A large group of students who ‘don’t know’ or who gravitate toward a middle position will provide a fair amount of flexibility in group formation.

4)      Explain ground rules and give students time to assign roles and organize how they will prepare for and conduct the debate.

5)      Give students time to prepare their arguments (such as fifteen to thirty minutes).

6)      Pair teams representing opposing sides.

7)      Announce and allow time to present arguments (such as five minutes each side, ten minutes total).

8)      Give teams time to prepare rebuttals (such as ten minutes)

9)      Announce and allow time to present rebuttals (such as five minutes each side, ten minutes total).

10)  Hold a whole-class discussion to summarize the important issues and to give students the opportunity to discuss the experience of arguing opinions they do no hold.

7.      NOTE-TAKING PAIRS

Description and Purpose:

In Note-Taking Pairs, student partners work together to improve their individual notes.  Working with a peer provides students with an opportunity to revisit and cross-check notes with another source.  Partners help each other acquire missing information and correct inaccuracies so that their combined effort is superior to their individual notes.

            Being able to take good notes is an important learning skill, yet many students are poor note takers; their notes are incomplete and inaccurate.  The purpose of this technique is to provide students with a structured activity to pool information, fill in gaps, check for and correct mistakes, and help each other learn to be better note takers.  Although Note-Taking Pairs was originally designed to improve lecture notes, teachers now also use it to help students improve their notes on reading assignments and other kinds of learning activities.

Preparation:

Consider providing students with guidance about how to take good notes in a mini-lecture, a handout, or by providing examples of effective notes.  Also, present material in class in ways that encourage students to take detailed notes.  For example, speak slowly; provide handouts of complicated graphs and figures so that students can keep up; and use the whiteboard or overhead projector to show overall structure by using titles and headings. 

Procedure:

1)      Students individually take notes of the major points from a lesson or a chapter.

2)      Students form pairs, at your direction or by choosing partners.

3)      Partner A begins by summarizing the main points from a section of the content to Partner B, who offers corrections and additional information.

4)      Partner B summarizes the next section, and Partner A offers corrections and additional information.

5)      The partners continue to alternate sharing summaries, corrections, and additional information until they have completed checking their notes.

8.      LEARNING CELL

Description and Purpose:

In Learning Cells, students individually develop questions about a reading assignment or other learning activity and then work with a partner, alternating asking and answering each other’s questions.

            The purpose of this technique is to engage students actively in thinking about content, to encourage students to generate thought-provoking questions, and to teach students how to check their understanding. 

Preparation:

Prepare students by teaching them how to write good questions.

Procedure:

1)      Ask students to individually develop a list of questions and answers dealing with the major points raised in a reading or other learning assignment.

2)      Form student pairs, or simply ask students to partner with a student sitting nearby.

3)      Explain the process by which you want partners to alternate asking and answering each other’s questions.

4)      Student A begins by asking the first question, and Student B answers the question.  Student A offers corrections and additional information until a satisfactory answer is achieved.

5)      Student B asks the next question and Student A answer, and the process repeats until all questions have been asked and answered.

9.      FISHBOWL

Description and Purpose:

In Fishbowl, an outer circle of students sits around a smaller, inner circle of students.  Students in the inner circle engage in an in-depth discussion, while students in the outer circle consider what is being said an how it is being said.  This technique has also been called Inside Outside Circles.  Inner circle students are challenged to participate in a high-level discussion while the outer circle is able to listen to the discussion and critique content, logic, and group interaction.  This technique therefore serves two purpose opportunities for students to model or observe group processes in a discussion setting.

Preparation:

Decide whether you want to facilitate the inner circle discussion, sit with the outer circle, or separate yourself so that you can observe both circles.

            In class, preparation time involves having students move into the circles and giving students instructions.  You will need moveable chairs and sufficient classroom space to form the circles.  If the physical constraints of the classroom do not allow movement of chairs into circles, consider having the inner circle of students simply sit in chairs and participate n the discussion at the front of the classroom.

Procedure:

1)      Ask a small group of students (generally three to five) to form a circle in class, and ask the remaining students to form a larger circle around the first circle.

2)      Give students the following guidelines: Only inner circle students will speak; outer circle students will be ‘observers’ and will take notes on both content and group process; although observers will not speak during the Fishbowl discussion, they will have the opportunity to address any issues that arise in the follow-up discussion.

3)      Give students the prompt question for discussion.

4)      Ask students to report out in a whole-class discussion, requesting that they address the content issues that arose and that they comment on group processes.

10.  ROLE PLAY

Preparation:

It is critical to spend thoughtful time designing the scenario for your Role Play.  Appropriate scenarios require interaction from stakeholders with multiple perspectives.  Therefore, identify the perspectives and define the type and number of characters and the framework for their actions.  In addition to the roles for persons who are participating in the action, consider assigning group process roles such as moderator (who can, for example, intervene if a person is falling out of character) or observer (who interprets and comments on the action).  When crafting the basic story line, it is best to initiate the action through a critical event that the players must respond to, such as a comment by one of the actors or an incident that has just occurred.  Identify resources (if any) for each of the playing roles, and decide how the activity will end.  For example, will you set a time limit, or will you let the scenario end naturally?

Procedures:

1)      Ask students to form groups with enough members in each group to assume each stakeholder role.

2)      Present the scenario and allow time for discussion of the problem situation.  It is important to allow sufficient time for students to ask questions on any aspects of the scenario that are unclear.

3)      Assign or ask students to each assume a stakeholder role.  If assigning group process roles such as moderator or observer, make sure students are clear on their tasks.

4)      Inform students of the time limit or other parameters that will signify the end of the activity.

5)      Instruct students to enact the role play. The role play should run only until the proposed behavior is clear, the targeted characteristic has been developed, or the skill has been practiced.

6)      Follow the role play with a discussion within the small groups and/or with the whole class.  Discussion should focus on the students’ interpretations of the roles and the motivations for and consequences of their actions.

7)      Consider asking students to reenact the role play, changing characters or redefining the scenario and then holding another discussion.

11.  JIGSAW

Description and Purpose:

Students work in small groups to develop knowledge about a given topic and to formulate effective ways of teaching it to others. These ‘expert’ groups then break up, and students move to new ‘jigsaw’ groups, each group consisting of students who have developed expertise in different subtopics.  Jigsaw is helpful in motivating students to accept responsibility for learning something well enough to teach it to their peers.  It also gives each student a chance to be in the spotlight.  When students assume the role of teacher, they lead the discussion, so even students who are reticent to speak in class must take on leadership roles.  This technique is also an efficient strategy for extending the breadth, depth, and scope of learning because students learn and teach multiple topics simultaneously during the same class sessions.

Preparation:

Spend sufficient time designing the learning task.  The topic should be simple enough for students with a good grasp of the subject to teach it to their peers, but complex enough to require discussion and the design of interesting strategies for instruction.  The topic should divide usefully into a number of expert groups of equal numbers of students. 

Procedure:

1)      The instructor presents a list of possible topics for developing expertise, making the division of the material into component parts clear.

2)      Either through teacher assignment or by interest areas, students from groups charged with developing expertise on a particular topic.

3)      Students work in these expert groups to master the topic.  They also determine ways to help others learn the material, exploring possible explanations, examples, illustrations, and applications.

4)      Students move from their expert groups to new jigsaw groups in which each student serves as the only expert on a specific topic.  In these groups, experts teach the material and lead the discussion on their particular topic.  Thus each new jigsaw group consists of four to six students, each prepare to teach their subject to their peers.

5)      The whole class reflects on the group discoveries in a closure activity.

12.  TEST-TAKING TEAMS 

Description and Purpose:

Students work in teams to prepare for instructor-created exams and then take the exams first individually and next as a group.  This will involve three steps: 1) the group studies for the exam together, 2) individuals take the exam, and 3) the group takes the exam.  By working together to prepare for the exam, students help each other deepen their understanding of the content.  Because each student first takes the test independently, this technique emphasizes individual accountability.  By retaking the test as a team, individual students benefit from the collective knowledge of the group.  Since the group score is generally superior to the individual score, Test-Taking Teams is useful for demonstrating the value of collaborative learning.  This technique may be used for short quizzes within a single class period or for tests covering larger amounts of material.

Preparation:

Once you have determined the content that students should master and you have presented it in lecture, reading assignment, or other activity, the preparation for this technique is the same as preparing a good examination for individual. 

Procedure:

1)      Ask students to form groups of four to six members.  Make sure that each team contains diverse or ability-balanced membership.

2)      Depending on the size and complexity of the material to be mastered, the groups may meet for fifteen minutes, for a full class session, or longer.

3)      Administer the test for students to complete individually and to submit to the instructor for grading.

4)      Before retuning the graded individual tests, ask student to rejoin their groups to reach a consensus on the answers and submit a group response to the test.

5)      Consider averaging individual test grades and group test grades to determine individual grades.  Weight scores, as, for example, two-third for individual plus one-third for group.

Referensi

Barkkley, E.F. et al. (2004). Collaborative Learning Techniques. San Francisco: Jossey-Bass.

Slavin, R.E. (1990). Cooperative Learning: Theory, research, and practice. Boston: Allyn