Fostering collaboration, interdependence, and collective learning is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners support and learn from each other.
Fostering Collaboration, Interdependence, and Collective Learning in Universal Design for Learning
Fostering collaboration, interdependence, and collective learning means creating opportunities and support for learners to share their knowledge, opinions, and experiences. Learners should know how to gain knowledge not only from their teachers and textbooks, but from other people. Teams and groups of peers can help each other learn to think in new ways and value each other’s points of view.
In addition, communities within and outside of class can learn the benefits of interdependence. Instead of dependence only on themselves, learners should recognize that they can rely on each other. Each learner should discover that their choices and actions impact their peers. Likewise, the choices and actions of peers impact each learner. Teams and groups should work together to succeed through every member’s strengths and meet every member’s needs.
Strategies for Fostering Collaboration, Interdependence, and Collective Learning
Teachers can use many strategies for fostering collaboration, interdependence, and collective learning. For instance, teachers can work with their whole classes to brainstorm classroom concepts of collaboration, interdependence, and collective learning. After teachers have discovered how learners understand the meaning of these terms, teachers can create classroom agreements outlining how learners should behave when they support and learn from their peers.
Similarly, teachers can encourage groups of learners to develop:
- Group goals
- Clear roles and responsibilities for each group member
Moreover, teachers can prompt learners about when and how to ask their group members or teachers for help. In contrast, teachers can also prompt learners about how to politely share ideas or opinions that differ from those of their classmates. Furthermore, teachers can support learners asking each other questions to clarify or expand their ideas.
In addition, teachers can foster opportunities for collaboration not only in class, but throughout the larger school community. For instance, teachers can create programs for peer tutoring. In these programs, students can mentor and learn from each other in pairs or groups. For example, school-wide reading programs pair student mentors from higher grades with mentees from lower grades.
Finally, teachers can start a variety of extracurricular activities beyond the classroom, such as:
- Clubs
- Sports teams
- Groups meeting to share a favourite activity, such as:
- Gardening
- Art or music
- Groups who share a cultural background or faith
These groups encourage learners to gather for activities they all enjoy. Clubs also introduce learners to peers with similar interests, whom they might not otherwise meet or befriend. Conversely, teachers can help learners meet peers with differing interests or identities. For example, groups can teach peers about new activities or hobbies that they might like to try or learn more about.