Collaborative Frameworks

'Knowledge is developed in the discourse between people doing interesting things together’

Gordon Wells (1999)

The impact of collaborative learning has been widely recognised in various pieces of research. True collaborative learning requires careful planning, structuring and management to ensure that it is more than just pupils working in groups, and pupils need to be trained to use the required skills through practice, reflection and evaluation over a series of tasks.

'Teachers need to design/provide suitable activities and to help children develop the necessary

communicative skills for engaging intellectually with each other. Merely providing opportunities for

children to work and talk together has no discernible benefit for learning. Generally speaking, tasks should be designed to encourage cooperation and group cohesion, rather than competitiveness.'

Primary Review Research Briefings 2/1b

Children's Social Development, Peer Interaction and Classroom Learning Christine Howe and Neil Mercer, University of Cambridge

Presented below are frameworks to help teachers develop collaborative learning in their classrooms.

The Collaborative Learning Framework (also known as PPAR)

Originally developed by the Avon Advisory Service to structure collaborative reading, the methodology can be successfully applied to any area of learning.

Guidance on establishing successful collaborative work in class

Practical guidance developed at Seminar 6 through discussion of Learner Identity tasks done by participating teachers in their classrooms.