Overview

 of  Collaborative  Learning  Techniques:  Problem  Solving  CoLTs  

Source:  Collaborative  Learning  Techniques  by  Barkley,  Major  and  Cross  (Jossey-­‐-­‐-­‐Bass,  2014)  
With  additional  adaptations  from  George  Washington  University  Teaching  &  Learning  Center  
 

13  Think-­‐aloud  Pair  Problem  Solving  

Students  solve  problems  aloud  to  try  out  their  reasoning  on  a  listening  peer.  This  technique  
is  useful  for  emphasizing  the  problem  solving  process  rather  than  the  product  and  helping  
students  identify  process  errors.  Pairs  of  students  are  presented  with  a  series  of  problem.  
For  each  problem,  one  student  thinks  aloud  about  how  to  solve  the  problem  while  the  other  
student  listens  and  offers  suggestions  or  requests  clarifications.  The  students  alternate  roles.  
Although  the  problems  would  be  designed  to  have  a  single  answer,  open  ended  problems  
may  also  be  used.  If  all  of  the  pairs  use  the  same  questions,  the  pairs  can  report-­‐out  their  
solutions  with  the  class.  The  students  should  record  the  steps  taken  to  solve  the  problem.  
Since  students  may  not  be  comfortable  with  sharing  their  reasoning,  some  level  of  trust  
among  the  students  prior  to  the  activity  is  desirable.  Students  may  also  need  help  in  learning  
how  to  present  their  steps  in  problem  solving.  Some  assessment  of  the  results  (the  recorded  
steps)  is  necessary  since  the  reasoning  or  the  answer  may  be  incorrect.  

Group  size  
Pairs  
Time  on  task  
30  to  45  minutes  
Preparation  
Develop  an  appropriate  set  of  problems  that  can  be  solved  in  a  limited  amount  of  time..  
Ideally  the  problems  should  engage  the  students  in  identifying  the  type  of  the  problem,  the  
knowledge  and  skill  required  to  solve  the  problem,  and  the  criteria  for  selecting  or  
evaluating  a  solution.  
Procedure  
1. Students  form  pairs.  
2. The  instructor  provides  the  basic  instructions  concerning  what  the  students  are  to  do,  states  
the  time  limit,  and  indicates  how  the  results  will  be  collected.  
3. One  student  reads  the  problem  aloud  and  talks  through  the  process  of  solving  the  problem.  
4. The  listener  should  offer  encouragement  through  requests  for  clarification  and  suggestions  
while  recording  the  steps.  
5. The  students  change  roles  and  address  the  next  problem.  
6. The  activity  ends  when  either  all  of  the  problems  are  solved  or  a  time  limit  is  reached  
 
14  Send-­‐problem  
Students  try  to   solve  a  problem   as   a  group,  and  then  pass  the  problem   and  solution   to  
another  group  who  does  the  same;  the  final  group  evaluates  the  solutions.  This  technique  is  
useful  for  helping  students   practice,  as  a  group,   the  thinking   skills  required   for  effective  
problem  solving  and  for  evaluating,  comparing,  and  discriminating  between  multiple  solutions.  
Each  group  attempts  to  solve  the  problem  without  looking  at  the  solutions  offered  by  previous  
groups.  The  activity  has  two  components:  solving  problems  and  evaluating  solutions.  Several  
 variations  are  possible.  For  example,  the  students  might  generate  a  list  of  problems  they  would  
like  to  see  solved  in  class  or  problems  from  old  exams  might  be  used  in  reviewing  for  an  
upcoming  exam.  The  technique  is  best  used  for  problems  where  there  is  more  than  one  
solution  or  where  some  solutions  are  better  than  others.  Timing  can  be  an  issue  since  different  
groups  may  work  at  different  rates.  Presenting  an  example  and  a  format  for  reporting  a  
solution  is  useful.  
Group  size  
2  to  4  
Time  on  task  
30  to  45  minutes  
Preparation  
Determine  how  many  problems  will  be  needed  so  that  the  groups  work  simultaneously  and  
complete  both  the  problem  solving  and  solution  evaluation  activities.  Establish  time  limits  and  
the  order  in  which  groups  should  exchange  their  results.  Provide  very  clear  instructions  about  
what  the  students  should  do.  A  file  folder  should  be  used  to  hold  the  solutions  that  the  teams  
provide.    
Procedure  
1. The  instructor  describes  the  activity,  gives  instructions  and  answers  procedural  questions.  
2. The  students  form  groups.  
3. Problems  are  distributed  to  the  groups.  
4. The  groups  discuss  the  problem,  generate  possible  solutions,  indicate  the  best  solution  and  add  
their  report  to  the  response  folder.  
5. Notify  the  groups  that  time  has  expired  and  that  the  folder  should  be  passed  to  the  next  group.  
6. The  new  groups  repeat  the  process.  
7. Repeat  as  needed  until  one  exchange  remains  and  the  folder  is  passed  to  the  final  group.  
8. The  final  group  analyzes  and  evaluates  the  proposed  solutions  and  places  a  report  in  the  folder.  
9. After  the  appropriate  time  has  elapsed  the  final  groups  may  report  out  their  results.  
 
15  Case  Study  
Student  teams  review  a  written  study  of  a  realistic  scenario  and  develop  a  solution  to  the  
dilemma  or  problem  presented  in  the  case.  The  technique  is  useful  for  presenting  abstract  
principles  and  theories  in  ways  that  students  find  relevant.  Typically  the  “case”  includes  a  
history  of  how  a  situation  developed  and  presents  a  dilemma  or  problem  that  a  key  character  
is  facing.  Writing  a  good  case  can  be  difficult.  For  example,  while  adding  detail  to  a  case  can  
make  it  feel  more  realistic,  it  may  also  obscure  the  point  of  the  case.  In  many  disciplines  case  
banks  are  available.  Rather  than  a  written  case  videos  may  be  available.  
Group  size  
3  to  6  
Time  on  task    
Varies  
Preparation  
Writing  a  good  case  is  a  complex  task.  Both  real  and  hypothetical  cases  require  a  good  deal  of  
effort.  However,  there  are  many  case  data  banks  that  can  be  used.  The  cases  will  need  to  be  
distributed  to  the  students  and  there  should  be  a  series  of  question  to  guide  the  students.  
Procedure  
1. Distribute  the  cases,  questions  and  other  instructions.  
2. Form  student  groups.  
 3. Allow  time  for  the  students  to  ask  question  about  the  process  of  the  activity.  
4. Students  work  in  groups  to  study  the  case  for  some  period  of  time.  This  might  be  one  class  
or  an  extended  period  including  out  of  class  effort.  
5. The  groups  identify  factual  issues,  apply  analytical  techniques,  present  the  issues,  draw  
conclusions,  and  make  recommendations.  
6. The  groups  prepare  a  written  or  oral  report  on  their  work.  
7. The  groups  present  or  discuss  their  work  on  the  case  with  the  rest  of  the  class.  
 
16  Structured  problem  solving  
Student  groups  follow  a  structured  format  to  solve  problems.  The  technique  is  useful  for  
dividing  th e  problem-­‐-­‐-­‐solving  processes   into  manageable   steps  so   that  students   learn  to  
identify,  analyze,  and  solve  problems  in  an  organized  manner.  The  activity  also  promotes  
meta-­‐cognitive  disciplinary  skills.  There  is  a  time  limit  for  the  activity.  The  group  must  agree  
to  a  solution  and  be  able  to  explain  the  solution  and  the  strategy  used  to  solve  the  problem.  
This  technique  can  be  used  to  develop  problem  solving  skills  and  trust  before  more  complex  
techniques  are  used.  The  groups  can  build  a  response  that  indicates  the  parts  of  the  solving  
process.  For  example,  the  groups  might  report  out  about  what  is  known,  what  needs  to  be  
known,  and  how  the  missing  information  or  knowledge  be  found.  
Group  size  
4  to  6  
Time  on  task  
1  to  2  hours  
Preparation  
Creating  a  problem  that  is  sufficiently  complex  to  require  student  effort  and  is  readily  broken  
into  parts  is  challenging.  The  instructor  should  solve  the  problem  using  the  specified  
procedure.  It  will  be  useful  to  build  additional  hand-­‐out  materials  focused  on  the  problem  and  
the  problem  solving  steps.  
Procedure  
1. Distribute  the  problems  and  indicate  the  procedure  for  the  activity.  
2. Form  student  groups.  
3. Allow  students  to  ask  questions  about  the  process  of  the  activity.  
4. Allow  the  groups  to  solve  the  problem  using  the  specified  step-­‐wise  problem  solving  technique.  
5. The  team  records  the  results  of  each  step.  
6. The  groups  report  out  their  solution  and  how  they  developed  it.  
 
17  Analytic  teams  
Team  members  assume  roles  and  specific  tasks  when  critically  reading  an  assignment,  
listening  to  a  lecture,  or  watching  a  video.  This  technique  is  useful  for  helping  students  
understand  the  different  activities  that  constitute  a  critical  analysis.  The  roles  might  include  
a  summarizer,  proponent  and  critic.  The  roles  allow  the  students  to  assume  the  positions  of  
the  parts  of  a  critical  analysis.  They  focus  on  one  part  of  the  analysis.  The  task  needs  to  be  
sufficiently  complex  that  each  of  the  students  will  be  able  to  participate  in  a  significant  way.  
It  is  useful  for  the  students  to  do  the  reading  beforehand  and  have  them  express  what  skills  
they  believe  their  role  requires.  
Group  size  
4  or  5  
Time  on  task    
 15  to  45  minutes  
Preparation  
Select  the  topic  and  determine  the  roles  that  the  students  will  take.  The  roles  might  include:  
proponent,  critic,  example  giver,  summarizer,  and  questioner.  Each  role  should  have  a  
significant  task.  Determine  how  the  teams  should  report-­‐out  their  work.  
Procedure  
1. Present  the  topic  and  the  rules  for  the  activity  including  a  time  limit.  
2. Allow  students  to  ask  questions  about  the  procedure.  
3. Form  teams  and  assign  the  specific  roles.  
4. Assign  the  reading  or,  as  appropriate,  present  a  lecture  or  view  a  video.  
5. In  class  the  individuals  in  the  team  will  present  the  findings  from  their  role.  
6. The  group  will  work  together  to  prepare  an  oral  or  written  report  of  their  analyses.  
7. The  groups  will  report-­‐out  their  findings.  
 
18  Group  investigation  
Groups  of  students  plan,  conduct,   and  report  on  in-­‐-­‐-­‐depth  research   projects.  This  is  useful  for  
teaching   students   a b o u t   research   procedures   and  how  to  gain  in-­‐-­‐-­‐depth  knowledge.  Having  
a  time  limit  and  having  a  set  of  steps  to  follow  discourages  plagiarism  that  might  happen  with  
a  more  traditional  term  paper.  Using  peer  and  instructor  review  of  the  project  can  provide  
practical  experience  in  giving  and  receiving  constructive  criticism.  The  assignment  should  
provide  some  direction  about  manageable  steps.  Some  steps  to  consider  are  the  construction  
and  presentation  of  an  initial  prospectus,  identifying  and  collecting  resources,  building  an  
outline,  planning  and  delivering  a  presentation,  and  revising  a  final  report  given  the  
presentation.  The  prospectus  can  include  specifications  of  the  research  question,  goals,  
resources,  methods,  and  work  plan.  Students  should  have  time  in  the  class  period  for  brief  
team  discussion.  This  indicates  to  the  students  that  the  activity  is  an  essential  part  of  the  
course.  
Group  size  
2  to  5  
Time  on  task    
Several  hours  
Preparation  
Preparation  will  be  similar  to  that  for  a  term  paper.  Make  decisions  about  the  topics,  the  
sources,  and  the  manner  of  reporting  out  by  presentation  and  written  report.  Also  determine  
the  way  in  which  the  groups  will  report  their  progress  during  the  activity.  Having  deadlines  
for  steps  as  well  as  interim  reports  is  useful.  Determine  the  amount  of  time  the  students  can  
use  in  class  for  their  group  work.  
Procedure  
1. Allow  students  to  propose  topics  that  are  within  the  parameters  of  the  course.  
2. Allow  students  to  identify  their  interest  in  the  topics.  
3. As  far  as  possible,  form  groups  based  on  student  interests.  
4. Give  teams  class  time  prepare  a  prospectus  for  their  investigation.  
5. Review  the  prospectus  
6. Students  begin  work  on  the  reviewed  prospectus.  
7. Groups  report-­‐out  their  efforts.