that is claimed to make the collaborative happens and not just presence of collaborating shared cognition provides a forum for the peers to learn knowledge
and skills in context where they are applicable. Moreover, by linking together specific context and the knowledge to be learned, peers condition make
knowledge applying and eventually leading to creative thinking. Second theory is social constructivism. Relating to this theory there is a
social discourse that leads to the conceptual framework which relates the new knowledge.
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Social constructivism focuses on individual development with respect to the social interaction. In collaborative learning, social interaction is
needed as a way to make the students more understand about what they have learned.
The third theory is motivational; the motivational theorists believe that structure of collaborative learning creates an environment which motivates
learning. For instance, if group and individual performance are components of final assessment. Individuals are motivated not only to learn the material but also
to encourage all group members to understand the basic of knowledge. Here is a driving force to foster positive interdependent relationship between group
members.
3. The Principles of Collaborative Learning
While there are different definitions of collaborative learning, collaborative learning has four general characteristics. The first and the second
begin from the relationships between teachers and students. The third characterizes the teachers with new approaches to the instructions. The fourth
addresses the composition of a collaborative learning.
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Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story
………..
a Shared knowledge among teachers and students
In traditional classroom, the dominant view for teaching is the teacher as information giver; knowledge is given only one way from teacher to
student. In contracts, the real of collaborative learning is shared knowledge.
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In collaborative classroom, teachers are the main knowledge. The teachers have content, skills, instruction and information that should be given to the
students. With the students-group, it is expected can value and build the knowledge, personal experiences, languages, strategies, and culture that
students take to the learning classroom. Sharing between teachers and students it is important to drive collaborative learning.
b Shared authority among teachers and students
In collaborative classroom, teachers share authority with students in very specific ways. In most traditional classrooms, the teacher is largely,
responsible for setting goals, designing learning tasks, and assessing what is learned.
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Inviting students to set specific goal in learning is done by the teachers. To set his specific goal, teachers are depended on what is being
taught and how the activities and assignments are. Collaborative teachers encourage students to use of their own knowledge, ensure that students share
their knowledge and their learning strategies, treat each other respectfully, and focus on high levels of understanding. They help students listen to diverse
opinions, support knowledge claims with evidence, engage in critical and creative thinking, and participate in open and meaningful dialogue.
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TB. Tinzmann, et.al., What is Collaborative Classroom? http:www.arp.sprnet.orgAdminsupt collab2.htm, May 21
st
2007
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TB. Tinzmann, et.al., What is Collaborative Classroom? ……..
c Teacher as mediators
As knowledge and authority are shared among teachers and students, the role of teacher increasingly emphasize mediated learning.
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Successful mediation helps students connect new information to their experiences, also
helps figure out what to do when they are learning and how to learn. The teacher as a mediator adds the information and supports to maximize the
ability to take responsibility for learning.
d Heterogeneous grouping of students
The perspective, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the
classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in
schools.
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Heterogeneous in collaborative teaching and learning bring the different knowledge, experience and culture to the classroom situation.
Students are taught to tolerance to other mind. It is expected with these differences that students’ understanding can be increased by themselves.
4. The Advantages and Disadvantages of Collaborative Learning
