Best Practice

Collaborative learning: A catalyst for student engagement

Pedagogy Quality First Teaching Lesson planning
It is time to reframe collaborative learning not merely as a pedagogical tool but as a catalyst for the engagement of all students – especially the most vulnerable. Aimee Williams offers some ideas and reflections
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If we reflect on the immense transformations in the past 200 years – from revolutionary advancements in transport and medicine to the elevation of quality of living – one area demands particular scrutiny: education.

How far have we truly moved away from the traditional Victorian classroom, characterised by orderly rows of students, sitting in silence, fixated on a teacher at the front?

Many feel that this teacher “chalk and talk” is an antiquated set-up but which has come back to the fore due perhaps to pandemic-induced safety measures or maybe the need to accommodate larger class sizes.

Either way, it is imperative to consider the impact on students. Do these classrooms – coming as they invariably do with their hands-up culture – inadvertently make it easier for learners, particularly the most vulnerable, to hide in plain sight?

Of course, that is not to argue that there is not a time and place for orderly rows and “eyes front”, and that is not to say that teachers forget about vulnerable learners in such set-ups.

But beyond rearranging seating plans and prioritising the marking of Pupil Premium students’ work, what more substantive changes are being made to empower vulnerable learners?

Amid these challenges, various initiatives have emerged to elevate the profile of vulnerable learners in the classroom. Projects like RADY –Raising the Attainment of Disadvantaged Youngsters (see Connolly et al, 2021) and KIMS (Keeping in Mind Students) – which was conceived by a member of staff in one of our schools – aim to bridge emerging academic gaps and foster a more inclusive learning environment.

From a teachers’ point of view, undoubtedly, quality first teaching remains paramount in ensuring accountability and engagement for all learners. In the academy trust where I work we prioritise holistic student development, going beyond conventional performance metrics to cultivate crucial life-skills – skills that employers value including problem-solving, team-work, and tenacity. Skills that are favoured over the “five good GCSEs” mantra.

Drawing insights from research conducted by the Education Endowment Foundation (EEF, 2021a), we recognise the efficacy of cooperative or collaborative learning as a means to engage vulnerable learners and foster broader student development.

This approach, with its high impact and low cost, aligns well with various pedagogical strategies, including questioning, feedback, and challenge.

Yet, among the responsibilities that teachers juggle, the essence of learning – interaction and dialogue among students – often takes a back seat.

It is time to reframe collaborative learning not merely as a pedagogical tool but as a catalyst for vulnerable student engagement and accountability. By fostering a collaborative environment where students work together towards common goals, we empower them to take ownership of their learning journey.

The journey towards effective cooperative learning isn't without its challenges. An instructional leadership pilot facilitated by the Department for Education underscored the importance of clarity and clear intentions in implementing these practices (see Inspiration Trust, 2024). By scripting our leadership intentions, we mitigate the risk of misinterpretation and ensure consistency across classrooms.

One such exemplary framework is Kagan Cooperative Learning, which emphasizes structured interactions and shared accountability among students.

 

Ideas for collaborative learning

From incorporating essential components like “think time” and active listening to promoting equitable participation through timed turn-taking, collaborative learning can empower students while providing invaluable insights for teachers.

Let’s consider, for example, some key ingredients for a collaborative “pair-share” activity:

  • Reflective thinking time: Crucial for students to process and synthesise instructions and responses effectively.
  • Social skill greetings: Encouraging students to engage both academically and socially with their partners, expressing gratitude for contributions and offering prompts for support.
  • Active listening: Prompting students to respond to their partner's contributions with specific phrases to ensure active engagement.
  • Timed turn-taking: Ensuring equal participation by allocating each participant an equal amount of time to share their thoughts, reinforcing the notion of sharing ideas and being heard.

By default, cooperative learning and oracy are inherently linked, with oracy serving as a catalyst for students to comprehend their own thought processes.

Talk skills such as summarizing, probing, and clarifying, integral to pair-share activities, are fundamental. And through guided practice in employing these verbal strategies during discussions, students enhance their ability to produce thoughtful written responses.

Furthermore, collaborative learning, exemplified by peer teaching, also serves as a powerful tool for both the student-as-teacher and the student-as-learner to grasp new concepts effectively.

One such instance of peer teaching is through coaching, wherein a student takes on the role of a coach to facilitate the learning of another peer. This approach can be as casual as engaging in a brief discussion where a student elucidates a concept or addresses a misconception.

In my experience, if implemented effectively, this approach can greatly enhance learning outcomes, however, without careful guidance in its execution, students often find themselves inadvertently resorting to simply providing answers for their peers.

When developing this strategy in the classroom, therefore, we have identified four guiding principles for coaching a partner effectively that we share with students:

  1. Active engagement: When coaching, students should be fully engaged and focused on their partner. In order to function cohesively within a group setting, students need to develop strong listening abilities, as effective collaboration demands more than just basic listening skills. It's crucial to emphasise that genuine listeners demonstrate empathy and avoid interrupting others. Additionally, students should be provided with opportunities to practise self-restraint in speaking, enabling them to focus their attention on active listening during instructional periods. Allowing students to jot down notes can be an efficient method for minimising disruptions.
  2. Focused attention: The coach's attention should be solely on their partner's work, ready to intervene or assist as needed. They should avoid distractions such as looking around the room or engaging in side-conversations with other students.
  3. Positive reinforcement: Coaching should involve praising good work and offering constructive feedback or suggestions. Encouragement plays a crucial role in motivating and supporting the partner's learning process.
  4. Guided assistance: Instead of simply providing answers, coaches should guide their partners through problem-solving processes. We found providing sentence stems – "What if you tried...", "I noticed that...", "What do you think might happen if..." – in the initial stages of implementation really encourages independent problem-solving skills.

 

Effective questioning skills

A final strategy to empower learners in the classroom and enhance their ability to facilitate cooperative learning is by teaching the art of effective questioning. While mastering this skill requires time and practice, it can ultimately serve as a powerful tool for sparking engaging discussions.

To initiate this process, we have developed the ways in which we use question matrices. Rather than arming students with traditional constructions like “how could…” and “what might…”, encourage the class to generate questions using “invitational” stems:

  • “When you consider X what thoughts arise?"
  • "What do you think might be happen if Y?”

This is especially effective during group work because they encourage open-ended and creative thinking by offering broad alternatives to narrow-focused inquiries. For instance, consider the difference between asking "How?" as opposed to "Thoughts?". Asking “How?" prompts a specific response while "Thoughts?" invites expansive thinking and exploration of various possibilities.

Another effective phrase alternative is "How might we...?" – this introduces an element of curiosity, wonder, and experimentation. It implies a willingness to explore potential solutions without being constrained by preconceived notions or limitations.

Moreover, in the process of ideation and problem-solving, “quantity is as valuable as quality” (Ivanchuk, 2011). Invitational question stems encourage the generation of numerous ideas by providing a framework that fosters brain-storming and exploration. By prompting groups to consider multiple perspectives and potential approaches, these question stems facilitate a more comprehensive and innovative problem-solving process and, ultimately, helps to create an arena for purposeful and fruitful discussions.

 

The role of the teacher

In this collaborative learning context, teachers guide students, affirming their contributions, and addressing any misconceptions as they move among them.

As Mercer (1995, cited in Tarrant & Holt, 2016) suggests, the articulation of thoughts not only enriches learning but also renders them visible to the teacher.

Armed with this new-found insight, teachers can intervene to bolster and expand students' cognitive processes. Moreover, students who can articulate and comprehend their thoughts are better equipped to transfer their understanding across various subjects and tasks.

Confidently discussing learning and understanding necessitates proficiency in appropriate language and sentence structures. These scaffolds serve as the lynchpin of effective cooperative learning, exemplified by expressions like:

  • "Thank you for sharing your thoughts with me."
  • "One thing I heard you say was..."

The ability to foster healthy relationships, communicate adeptly, resolve conflicts, and collaborate effectively are indispensable skills. Extending cooperative learning strategies beyond the confines of the classroom to encompass other facets of the school day – such as tutor time, assemblies, lunchtime discussions, and social events – also facilitates the cultivation and maintenance of meaningful friendships among students.

 

Final thoughts

Ultimately, as we navigate the complexities of modern education, our goal extends beyond nurturing individual students to cultivating a flourishing academy.

By fostering a culture of collaboration and accountability, we lay the foundation for a vibrant learning community where no student, including those who are vulnerable, is a stranger, and every voice is heard.

  • Aimee Williams is director of school improvement at the Three Spires Trust, a multi-academy trust based in Staffordshire. She is also a Specialist Leader of Education for both English and teaching and learning. Find her previous contributions to SecEd via www.sec-ed.co.uk/authors/aimee-williams

 

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