Skip repetitive navigational links
View: Next message | Previous More Hitsmessage
Next in topic | Previous More Hitsin topic
Next by same author | Previous More Hitsby same author
Previous page (December 1996) | Back to main LRNASST-L page
Join or leave LRNASST-L (or change settings)
Reply | Post a new message
Search
Log in
Options:   Chronologically | Most recent first
Proportional font | Non-proportional font

Subject:

CL series #6-Policies needed for CL

From:

Ted Panitz <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Sat, 7 Dec 1996 18:15:57 -0500

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (154 lines)

Hi Listers,
     The following is a list of policy statements which I believe would
encourage the development and implementation of CL on a much wider scale than it
is today. I have stated the ideas in the form of policys in order to add a
certain amount of emphasis and strength to them.  The idea of policies providing
the impetus for stimulating CL use may appear to run contrary to the idea of
collaboration unless the policies are developed by all the people effected by
them, as is suggested below. People effect change, not statements made by
outside agencies.
     My suggestions are not based upon the reality of many institutional
environments where economics drive educational decisions, but on the need to
support a major change in teaching pedagogy both financially and
psychologically, something which is difficult in the best of times.

     I look forward to your comments. Please feel free to comment on any
individual item or on the whole package. If I have left out an idea or approach
which would facilitate CL at your institution and thus probably on a larger
scale I would love to hear about it.

   I would suggest that you respond back to the list first in order to generate
additional discussion. I will continue to gather responses I receive directly
and from various lists and send out a compilation later.

Regards,
Ted     [log in to unmask]


POLICY ISSUES NEEDED FOR THE FULL IMPLEMENTATION OF COLLABORATIVE LEARNING IN
CLASSES

     Policy #1)  Support and encouragement must come from the highest policy
making and financial boards and from the chief executive at the institution.
Boards of trustees, presidents, school committees and superintendents must
embrace CL as a high system priority. They must be willing to provide the
resources needed to implement CL in the form of training opportunities for all
personell, suitable equipment and materials, and manageable class sizes. If
possible the CEO should participate in administrative training sessions (see
policy #7).  The CEO must provide the leadership in order to create an
environment supportive of CL.

     Policy #2)  Teachers must be involved from the start in planning for CL and
throughout the process of implementing CL in their classes. Even though the
initial impetus must come from the top levels of administration, the development
work must be done by the teachers and department level administrators to
guarantee its effectiveness. Support in the form of release time for planning
and working collaboratively with peers must be provided.

     Policy #3)  Funding must be adequate to provide for faculty development in
the form of workshops, conferences, teacher presentations at conferences and
in-house, release time for initial preparation, on-campus activities, materials
for use in class and continuous training.

Policy #4)  Textbook manufacturers must be involved in the conversion to CL by
providing supplemental materials in the form of worksheets, handouts describing
group activities, and faculty training materials. Eventually professors will
develop materials unique to their courses; however, this process will take
several years and an interim approach is needed.  Publisher materials will also
help model CL handouts for teachers who are just beginning to develop their own
materials.

     Policy #5)  A support group mechanism must be developed and encouraged to
involve teachers in the initial development process and in the initial training
activities. Meeting times and facilities must be provided along with mentors to
help the new groups function.
The Johnsons suggest base groups of teachers who meet weekly to discuss their
class procedures, problems and successes. The formalize the process by having
teachers sign contracts with each other regarding future activities.

    Policy #6)  Teachers need to be encouraged to adopt CL in a risk free
environment. The teacher evaluation process must be modified to take into
account the different teaching  methods used, and student testing through
standardized tests must be re-evaluated. Alternative forms of assessment will
have to be introduced and accepted in order to provide an accurate assessment of
the outcomes of CL.

     Policy #7) CL should be modelled in institutional decision making. Meetings
should be facilitated in a CL manner.  Few leaders appear willing to delegate
the power to teachers which is needed to implement institutional change. If we
desire teachers to delegate power to their students and give up the control
afforded by lectures, then administrators must be willing to make the same
changes. Teachers must be given the opportunity to work in collaborative versus
competitive environments in order to reinforce the benefits of CL.

    Policy #8)  Administrators and supervisors should be trained in CL and group
dynamics in order to be able to evaluate it and model it for the teachers. This
goal can be accomplished through seminars, by observing experienced teachers, by
taking courses in CL and through inservice training

     Policy #9) A CL library should be established within the institution and
materials provided by teachers should be archived for use by other teachers.
Funding must be provided for training materials, books, video tapes, journals,
etc.

     Policy #10)  Students should be involved in the process through a student
council, advisory group or committee assignments. The student leaders should
receive training in CL also via workshops and in-school activities. As a CL
environment grows within an institution less time for individuial training will
be required since students will be using Cl in all their classes.

     Policy #11) The general student population should receive training in
conflict resolution, group dynamics and proper social behavior. This agenda
could be accomplished outside of regular class time by bringing in experts and
student trainers to work with student leaders and with groups of students.
Teachers need to be trained in these techniques also. An institutional
philosohpy of cooperation and conflict resolution must to be established.

policy #12) Teacher training colleges and universities must emphasize CL as the
primary teaching paradigm and hire professors who can teach using  CL
methodology. Teachers will follow the same model they were taught by, which
explains why the lecture method is predominant. CL must be modelled in every
college class in order to establish this method in teachers' minds.

policy #13) Colleges must adopt CL as the primary learning method in order to
encourage secondary and primary teachers to follow suit. Secondary teachers use
the lecture format because they feel they must train their students to succeed
at the college level.

policy #14) CL must be implemented at all education levels simultaneously.
College professors bemoan the fact that students weren't trained in CL at the
secondary level, high school teachers criticize junior high teachers, who in
turn suggest that primary teachers need to start the process. This situation
needs to be rectified by everyone's beginning to use CL so that eventually
students will be trained from the very beginning of their education.  We can't
wait 12 years for the first class to go through the entire process in order for
all students to be versed in CL when they reach college.

policy #15) Absolute grading instead of grading on a curve must be adopted by
the institution and alternate forms of assessment (such as group grades and
portfolios) must be encouraged. The bell curve grading system by its very nature
fosters competition, restricts collaboration, and leads to anxiety among
students. Within this system, if one student helps another, then he/she alters
the bell curve and lowers his/her own grade. Absolute grading eliminates this
threat. Higher standards are set in that every student who performs well can
receive a top grade.

Policy #16) Curriculum planning and instruction must go hand in hand. "When a
curricula is created, instruction must be considered, and when instruction is
planned, curriculum materials must be appropriate for the mode of instruction."

Policy #17) Facilities must be provided which are conducive to CL. Lecture halls
with fixed ampetheater type seating makes student interaction difficult at best.
Rows of desks neatly lined up are an anathma to CL. Moveable chairs and/or
tables where students can work together must be provided. Tables large enough to
seat 5 people would be ideal.  This would allow plenty of room for groups of 4,
which may be the maximum size for good group interaction, yet provide
flexibility for larger groups.

Policy #18) Financing must be provided in order to maintain small class sizes
and thus maximize student interaction and familiarity and student-teacher
interaction. Class sizes of 20 are manageable, yielding 10 pairs or 5 groups of
4 students. Depending on the subject matter smaller classes may be desireable.
In our present economy this appears to fly in the face of reality. However,
large classes are a major impediment to CL and must be reduced in order to
encourage teacher participation.

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

November 2020
October 2020
September 2020
August 2020
July 2020
June 2020
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995

ATOM RSS1 RSS2



LISTS.UFL.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager