Collaborative design in teacher teams positively affects curriculum…
Collaborative design in teacher teams positively affects curriculum development and implementation.
Relationships between Theories of Collaboration and Curriculum Development
The Second Language Acquisition (SLA) perspective emphasizes the importance of comprehensible input and social interactions among students. It supports a curriculum design wherein teachers provide opportunities to students to interact more and fix comprehension issues on their own (Lin, 2014).
The motivational perspective of collaboration emphasizes incentive structures in curriculum design to facilitate learning. It encourages the development of a curriculum that allows students to work with their peers and share the responsibility for the learning outcomes (Lin, 2014).
The Vygotskian perspective emphasizes learning through the Zone of Proximal Development (ZPD). Vygotsky's theory of collaboration helps in curriculum development by enabling teachers to plan activities that students are able to do both on their own and with help from others (Slavin, 2010).
Gaps in Thesis
Lack of research on the sustainability of collaborative curriculum design in teacher teams (Voogt, Pieters, & Handelzalts, 2016)
Lack of attention on the effects of collaborative curriculum design on student outcomes
Similarities among the Vygotskian, SLA, and Motivational Theories
All these theories have well-established theoretical rationales and supporting evidence (Lin, 2014).
All these theories contribute to explaining the effectiveness of collaborative learning (Lin, 2014).
Differences between the Vygotskian, SLA, and Motivational Theories
In contrast to the SLA perspective that focuses on receiving comprehensible input and producing comprehensible output in language learning, the motivational perspective views collaborative learning in terms of its impact and incentive structures (Lin, 2014).
The Vygotskian perspective stresses that collaborative learning is important in assisting student development through the zone of proximal development, whereas the SLA theories argue that collaborative learning is an effective mode of second-language acquisition (Lin, 2014).
Applications of Theories of Collaboration
Teachers can apply the SLA theories in classrooms by encouraging student interaction and exchange of ideas. Teachers can provide opportunities to students to receive comprehensive input and produce comprehensive output (Lin, 2014).
Teachers can incorporate the motivational theories in curriculum design by providing opportunities to students to work collaboratively to achieve group success and in turn attain their personal learning objectives (Lin, 2014).
Teachers can apply Vygotsky's theory in curriculum development by creating activities that group weak students with their more proficient peers who can provide new ideas, thus establishing a mutually beneficial social learning process (Lin, 2014).
Relationships between Effective Group Practices and an Educational Setting
Formal Cooperative Learning Groups
Teachers encourage groups to reflect on interactions and identify potential improvements for future group work (Brame & Biel, 2015).
Teachers define the learning objectives for a joint task and assign students to different groups (Brame & Biel, 2015).
Informal Cooperative Learning Groups
Teachers form small, temporary groups of two to four students to work together for a short time period in class (Brame & Biel, 2015).
Teachers ask students to first write down their answer to a question and then discuss their answer with their peers (Brame & Biel, 2015).
Approaches to Make Group Practices More Effective
Choosing an assessment method that promotes positive group interdependence
Explaining group's task
Articulating goals for group work
Assigning group roles
Monitoring group work
Assessing and reflecting on group and individual performance (Brame & Biel, 2015)