Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection
Bibliographic Data
| ID | 3500415 |
|---|---|
| Authors | Brooke Moore (0000-0001-9764-3675, Fort Hays State University, corresponding author), Alison G Boardman (0000-0003-1111-1497, University of Colorado Boulder), Clara Smith (0000-0003-2480-7012), Clara E Smith (0000-0002-5378-2734, University of Colorado Boulder), Amy Ferrell, Amy L Ferrell (0000-0002-4504-7422, University of Colorado Boulder) |
| Year | 2019 |
| Volume | 9 |
| Issue | 3 |
| Publication date | 2019-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244019861480 |
| OpenAlex | W2954132365 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be beneficial to diverse and exceptional learners in the group, particularly if students are not supported in how to engage successfully in collaborative work. Using a mixed-methods approach, we explored the use of video reflection and guided discussions with students using collaborative strategic reading (CSR) in heterogeneous collaborative groups in one seventh-grade general education, social studies class in an urban middle school. Students' collaborative group work was video recorded pre- and post-reflection sessions to determine change in engagement in shared learning. The reflection session included students watching the video recording of their group work during CSR, discussing their collaboration using guided prompts, and setting goals for improvement. Following the reflection session, findings revealed an overall increase in time on task for all students, with increased participation of diverse and exceptional students in richer content-related discussions. When all students understand how the collaborative group shares the cognitive load and supports each other through discussing and elaborating on ideas, academic literacy and richer understanding of the content can occur
Collaborative learning · Comprehension · Cooperative learning · Group work · Literacy · Mathematics education · Pedagogy · Reading comprehension · Teaching method · World Wide Web · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Restructuring the Classroom
Cognitive load theory, learning difficulty, and instructional design
Cognitive Load Theory and Instructional Design
Teachers' reflections on cooperative learning
Investigating Self-Regulation and Motivation
Efficacy of Collaborative Strategic Reading With Middle School Students
A Simplest Systematics for the Organization of Turn-Taking for Conversation
| Citations per year | 0.2 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |