Approaches and Strategies: Collaborative Learning, 5E, Problem Solving, Concept Mapping

What to remember

• An approach is a broad philosophy or point of view about teaching. A strategy is a planned set of steps to reach an objective. A method is the way of presenting content. A technique or device is a small, specific action within a method.
• Collaborative (cooperative) learning needs positive interdependence, individual accountability, face-to-face interaction, social skills and group processing. Jigsaw (Aronson), STAD (Slavin) and think-pair-share are well-known forms.
• The 5E model has five phases: Engage, Explore, Explain, Elaborate and Evaluate. Problem solving follows Dewey's steps. Concept mapping (Novak) shows concepts and their links in a hierarchy, based on Ausubel's meaningful learning.

Approach, strategy, method, technique

The order from the broadest to the smallest is: approach, strategy, method, technique, device.

Constructivist background

• Constructivism says learners build knowledge by linking new ideas to what they already know. Jean Piaget stressed cognitive conflict and stages of development. Lev Vygotsky stressed social interaction and the Zone of Proximal Development (ZPD): the gap between what a child can do alone and what the child can do with help.
• Scaffolding (Bruner): temporary support from teacher or peers that is gradually removed.
• Jerome Bruner also stressed discovery learning and the spiral curriculum (return to ideas at greater depth).
• David Ausubel stressed meaningful learning and the advance organiser (a short introduction that links new material with existing knowledge).
• Classroom meaning: start from the child's experience, give hands-on tasks, use talk and questions, allow errors, and help children reflect.

Collaborative learning

Pupils work in small groups (3-5) towards a shared goal and help each other learn. "Cooperative learning" is often used for the same idea, especially with structured group roles. Main thinkers: Vygotsky (social learning), David and Roger Johnson, Robert Slavin, Elliot Aronson.

Basic elements (Johnson and Johnson)

• 1. Positive interdependence (sink or swim together).
• 2. Individual accountability (each member must learn and be tested).
• 3. Face-to-face promotive interaction.
• 4. Social skills (listening, sharing, leadership, resolving conflict).
• 5. Group processing (the group reflects on how it worked).

Popular structures

Merits: better understanding, peer teaching, social skills, respect for diversity, active participation by shy pupils, lower anxiety.

Limits: noise, free riders, dominating pupils, time needed, need for careful group formation.

Teacher's role: form mixed-ability and mixed-gender groups, give clear tasks and roles, monitor, intervene lightly, and assess both group and individual performance.

Social studies example: groups prepare posters on different sources of a river-basin economy, then share findings in a jigsaw.

The 5E model

Developed by the Biological Sciences Curriculum Study (BSCS) team led by Rodger Bybee, from the earlier Learning Cycle of Robert Karplus (exploration, concept introduction, concept application). Based on constructivism.

Important points: the phases are a cycle and can repeat; evaluation is also running through all phases; the student is active, and the teacher is a guide. A 7E version adds Elicit and Extend.

Problem-solving approach

Learners face a real problem and use reasoning, data and creativity to find a solution. Based on John Dewey's analysis of reflective thinking in "How We Think" (1910).

Dewey's steps: (1) felt difficulty, (2) locating and defining the problem, (3) suggesting possible solutions (hypotheses), (4) reasoning out the likely results of each, (5) testing by observation or experiment and accepting or rejecting the solution.

Steps in a social studies class: sensing the problem; defining it; collecting data from sources; forming hypotheses; testing the hypotheses with evidence; drawing conclusions; applying them. Examples: Why do water shortages occur in our village? How can we reduce waste in our school?

Merits: develops critical and reflective thinking, makes learning relevant, promotes self-confidence and democratic values.

Limits: takes time; needs good resources and a skilled teacher; not suitable for all topics; some pupils may be left behind without guidance.

Teacher's role: select problems suited to pupils' level, guide the search for data, never give a ready answer, and encourage pupils to test their ideas.

Concept mapping

A concept map is a diagram showing concepts (in boxes or circles) joined by labelled lines, with linking words that form propositions. Developed by Joseph Novak and colleagues at Cornell University in the 1970s, on the basis of Ausubel's theory of meaningful learning.

Features

• Concepts are arranged in a hierarchy, from general (top) to specific (below).
• Linking words (for example "is divided into", "depends on") form propositions.
• Cross-links connect concepts in different branches and show creative links.
• Examples can be added at the bottom.
• A focus question gives the map its purpose.

Uses in social studies: revising a unit (for example the structure of government), showing cause-and-effect chains, planning an essay, finding misconceptions, and as an assessment tool.

Steps: choose a topic and a focus question; list key concepts; order them from general to specific; join them with labelled lines; add cross-links; check and revise.

Assessment in these strategies

• In group work, assess both the group product and each member's own learning, for example by a short individual quiz or an oral question.
• In 5E, observe pupils during Engage and Explore, check explanations in Explain, and use tasks in Elaborate to see transfer of learning.
• In problem solving, use a rubric: clarity of the problem, quality of data, reasoning and conclusion.
• In concept maps, look at the number of valid concepts, correct linking words, levels of hierarchy and cross-links; wrong links reveal misconceptions.

Choosing a strategy

Use these points: the objective of the lesson, the content, the age and level of pupils, the time and resources, and the teacher's skill. A good teacher mixes strategies: for example, begin with a 5E lesson, use group work for the explore phase, close with a concept map for evaluation.

Exam traps

• Approach is broader than method; a technique is narrower than a method.
• Jigsaw is by Aronson; STAD is by Slavin; the learning cycle is by Karplus; 5E is by BSCS (Bybee).
• The fifth E is Evaluate; the third is Explain, the fourth Elaborate (also called Extend).
• Concept map (Novak, hierarchical, labelled links) is not the same as a mind map (Buzan, radial).
• Dewey's problem-solving steps begin with a felt difficulty.
• ZPD belongs to Vygotsky; scaffolding is linked with Bruner (with Wood and Ross).
• Collaborative learning needs individual accountability; if not, free riders appear.
• Advance organiser is Ausubel's idea, not Bruner's.

One-liners

• 1. Approach, strategy, method, technique, device: broad to narrow.
• 2. Positive interdependence is the core of collaborative learning.
• 3. In jigsaw, each pupil becomes an expert on one part and teaches others.
• 4. STAD teams are scored on individual improvement.
• 5. The 5Es are Engage, Explore, Explain, Elaborate, Evaluate.
• 6. The 5E model grew out of the Learning Cycle of Karplus.
• 7. 5E is built on constructivism.
• 8. Dewey wrote "How We Think" (1910).
• 9. The first step of problem solving is sensing a felt difficulty.
• 10. Novak developed concept mapping at Cornell.
• 11. Concept maps use linking words and cross-links.
• 12. Vygotsky's ZPD is the gap between independent and assisted performance.

Practice questions

1. Which of the following is the broadest term in teaching?

   1. Method
   2. Approach
   3. Device
   4. Technique
   Answer

   B. Approach

   The order is approach, strategy, method, technique, device, from broad to narrow.

2. A short, specific classroom action such as asking a question or using a chart is called a

   1. Strategy
   2. Approach
   3. Technique
   4. Philosophy
   Answer

   C. Technique

   Techniques and devices are small actions inside a method.

3. The Zone of Proximal Development is associated with

   1. Piaget
   2. Vygotsky
   3. Bloom
   4. Skinner
   Answer

   B. Vygotsky

   Vygotsky defined ZPD as the gap between solo and assisted performance.

4. Temporary support from teacher or peers that is gradually withdrawn as the learner gains skill is called

   1. Scaffolding
   2. Punishment
   3. Detention
   4. Rote drill
   Answer

   A. Scaffolding

   Scaffolding is the term linked with Bruner.

5. An advance organiser, used to link new learning to what is already known, is an idea of

   1. Slavin
   2. Dewey
   3. Aronson
   4. Ausubel
   Answer

   D. Ausubel

   Ausubel proposed advance organisers for meaningful learning.

6. Which is NOT an essential element of collaborative learning as described by Johnson and Johnson?

   1. Social skills
   2. Positive interdependence
   3. Competition between members
   4. Individual accountability
   Answer

   C. Competition between members

   The five elements are interdependence, accountability, face-to-face interaction, social skills and group processing.

7. In which technique does each pupil become an expert on one part and then teach the others?

   1. Think-pair-share
   2. STAD
   3. Brainstorming
   4. Jigsaw
   Answer

   D. Jigsaw

   Jigsaw was developed by Elliot Aronson.

8. The jigsaw technique was developed by

   1. Joseph Novak
   2. Robert Slavin
   3. Elliot Aronson
   4. Rodger Bybee
   Answer

   C. Elliot Aronson

   Aronson developed jigsaw in the 1970s.

9. STAD stands for

   1. Student Teams Achievement Divisions
   2. Student Task and Discussion
   3. Social Team Action Design
   4. Systematic Teaching and Developing
   Answer

   A. Student Teams Achievement Divisions

   STAD is a cooperative learning structure by Slavin.

10. In 'think-pair-share', the correct order is

    1. Share, think, pair
    2. Think alone, discuss with a partner, share with the class
    3. Pair, share, think
    4. Think with the class, pair, share
    Answer

    B. Think alone, discuss with a partner, share with the class

    The sequence is think, then pair, then share.

11. A common limitation of group work is

    1. It lowers anxiety
    2. It improves peer teaching
    3. Some members may not contribute (free riding)
    4. It teaches social skills
    Answer

    C. Some members may not contribute (free riding)

    Free riding is avoided by individual accountability.

12. Which statements about collaborative learning are correct? 1. Groups are best formed with mixed ability. 2. The teacher has no role during group work.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    The teacher monitors and guides throughout.

13. The 5E model is based on

    1. Lecturing
    2. Behaviourism
    3. Programmed learning
    4. Constructivism
    Answer

    D. Constructivism

    The 5E model follows the constructivist view.

14. The 5E model was developed by the team of

    1. Dewey at Chicago
    2. Bybee and the BSCS
    3. Novak at Cornell
    4. Piaget at Geneva
    Answer

    B. Bybee and the BSCS

    Rodger Bybee led the BSCS team.

15. The 5Es in correct order are

    1. Engage, Explain, Explore, Evaluate, Elaborate
    2. Explore, Engage, Explain, Elaborate, Evaluate
    3. Evaluate, Engage, Explore, Explain, Elaborate
    4. Engage, Explore, Explain, Elaborate, Evaluate
    Answer

    D. Engage, Explore, Explain, Elaborate, Evaluate

    The correct sequence starts with Engage and ends with Evaluate.

16. Showing a picture of a market and asking pupils what they buy there to start the lesson is which E?

    1. Explain
    2. Evaluate
    3. Engage
    4. Elaborate
    Answer

    C. Engage

    Arousing interest and recalling prior knowledge is Engage.

17. Pupils do a survey of vegetable prices in groups. This is the phase of

    1. Explore
    2. Evaluate
    3. Explain
    4. Engage
    Answer

    A. Explore

    Hands-on investigation is the Explore phase.

18. The teacher introduces the terms 'demand' and 'supply' after pupils present their findings. This is the phase of

    1. Engage
    2. Explain
    3. Explore
    4. Elaborate
    Answer

    B. Explain

    Naming and clarifying concepts comes in Explain.

19. Applying the idea of market to compare a village market with a supermarket is the phase of

    1. Explore
    2. Engage
    3. Elaborate
    4. Explain
    Answer

    C. Elaborate

    Applying learning in a new situation is Elaborate (Extend).

20. The 5E model grew out of the earlier Learning Cycle of

    1. John Dewey
    2. Joseph Novak
    3. Erik Erikson
    4. Robert Karplus
    Answer

    D. Robert Karplus

    Karplus's learning cycle had exploration, concept introduction and concept application.

21. Which statements about the 5E model are correct? 1. The pupil is an active participant. 2. Evaluation happens only at the very end.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Evaluation runs through all phases, not only at the end.

22. Dewey's analysis of reflective thinking, which is the base of problem solving, is found in the book

    1. How We Think
    2. Emile
    3. Democracy and Education only
    4. The Republic
    Answer

    A. How We Think

    How We Think (1910) set out the steps of reflective thinking.

23. The first step in the problem-solving approach is

    1. Writing a report
    2. Sensing or feeling a difficulty
    3. Testing the solution
    4. Drawing a conclusion
    Answer

    B. Sensing or feeling a difficulty

    The felt difficulty begins the process.

24. Which of the following is the correct order in problem solving?

    1. Testing, problem, conclusion, hypothesis
    2. Hypothesis, problem, conclusion, data
    3. Problem, data collection, hypothesis, testing, conclusion
    4. Conclusion, problem, hypothesis, data
    Answer

    C. Problem, data collection, hypothesis, testing, conclusion

    Pupils define the problem, collect data, form and test hypotheses and conclude.

25. A teacher asks pupils to find out why water is scarce in their village, collect data, suggest solutions and test them. This is

    1. Rote learning
    2. Problem-solving approach
    3. Dictation
    4. Lecture method
    Answer

    B. Problem-solving approach

    It follows the steps of identifying, investigating and solving a problem.

26. A limitation of the problem-solving approach is that it

    1. Develops critical thinking
    2. Builds self-confidence
    3. Makes learning relevant
    4. Takes more time and needs resources
    Answer

    D. Takes more time and needs resources

    Time and resources are the main limits.

27. Concept mapping was developed by

    1. Lev Vygotsky
    2. Joseph Novak
    3. Tony Buzan
    4. Benjamin Bloom
    Answer

    B. Joseph Novak

    Novak developed concept maps at Cornell University.

28. Concept mapping is based on whose theory of meaningful learning?

    1. Thorndike
    2. Skinner
    3. Ausubel
    4. Pavlov
    Answer

    C. Ausubel

    Novak built concept maps on Ausubel's assimilation theory.

29. In a concept map, words written on the connecting lines are called

    1. Linking words
    2. Captions
    3. Footnotes
    4. Cross-heads
    Answer

    A. Linking words

    Linking words join concepts into propositions.

30. A link between concepts in different branches of a concept map is a

    1. Footer
    2. Heading
    3. Root
    4. Cross-link
    Answer

    D. Cross-link

    Cross-links show relations between separate segments of the map.

31. Which statements about concept maps and mind maps are correct? 1. A concept map is hierarchical with labelled links. 2. A mind map is radial around a central idea.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    C. Both 1 and 2

    Both statements describe the two tools correctly.

32. Mind mapping is popularised by

    1. Joseph Novak
    2. Tony Buzan
    3. Elliot Aronson
    4. John Dewey
    Answer

    B. Tony Buzan

    Buzan popularised radial mind maps.

33. In a concept map, concepts are arranged from

    1. General at the top to specific below
    2. Alphabetical order
    3. Random order
    4. Specific at the top to general at the bottom
    Answer

    A. General at the top to specific below

    Hierarchical maps start with the general concept at the top.

34. A teacher asks pupils to draw a map showing the organs of government with labelled links. The main use is

    1. Teaching dates
    2. Punishing late students
    3. Teaching handwriting
    4. Revising and showing the structure of knowledge
    Answer

    D. Revising and showing the structure of knowledge

    Concept maps show how ideas are related and help in revision and assessment.

35. Which of the following is NOT a constructivist classroom feature?

    1. Hands-on tasks
    2. Teacher as facilitator
    3. Learners build on prior knowledge
    4. Pupils only copy notes silently
    Answer

    D. Pupils only copy notes silently

    Constructivism needs active involvement.

36. Which statements about cooperative group tasks are correct? 1. Positive interdependence means group members depend on each other for success. 2. Individual accountability means only the group leader is tested.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    Each member is accountable for learning, not just the leader.

37. Match the pair: Robert Slavin is linked with

    1. Jigsaw
    2. Learning cycle
    3. STAD
    4. Concept map
    Answer

    C. STAD

    Slavin developed STAD and other cooperative methods.

38. Match the pair: Dewey is linked with

    1. Jigsaw
    2. Reflective thinking and problem solving
    3. Concept maps
    4. 5E model
    Answer

    B. Reflective thinking and problem solving

    Dewey's steps of reflective thinking underlie problem solving.

39. Which of the following is a strategy rather than a technique?

    1. Showing a chart
    2. Collaborative learning
    3. Asking a question
    4. Using a pointer
    Answer

    B. Collaborative learning

    Collaborative learning is a planned overall strategy.

40. In 5E, tools such as quizzes, rubrics, concept maps and reflection notes belong mostly to

    1. Engage
    2. Explain
    3. Explore
    4. Evaluate
    Answer

    D. Evaluate

    Evaluate checks understanding using varied tools.

41. Which statements are correct? 1. The 5E phases can be repeated in a cycle. 2. In 5E, the teacher gives all answers in the Explore phase.

    1. 1 only
    2. 2 only
    3. Both 1 and 2
    4. Neither 1 nor 2
    Answer

    A. 1 only

    In Explore pupils investigate; the teacher guides but does not give answers.

42. Which is best for forming groups in collaborative learning?

    1. Only the best students together
    2. Mixed ability and mixed gender groups
    3. Only friends
    4. Only the weakest students
    Answer

    B. Mixed ability and mixed gender groups

    Mixed groups promote peer learning.

43. Which choice shows the correct pair of thinker and idea?

    1. Aronson - 5E
    2. Slavin - concept maps
    3. Vygotsky - ZPD
    4. Novak - STAD
    Answer

    C. Vygotsky - ZPD

    Vygotsky is linked with ZPD; the other pairs are mismatched.

44. A teacher uses a 5E lesson, group work in the explore phase and a concept map at the end. This shows

    1. Rote methods
    2. No planning
    3. A wrong lesson plan
    4. A mixed use of strategies suited to objectives
    Answer

    D. A mixed use of strategies suited to objectives

    Good teachers combine strategies as the objective requires.

45. Which of these is a strength of collaborative learning?

    1. It builds social skills and peer teaching
    2. It makes all pupils work silently
    3. It removes the need for any planning
    4. It avoids all discussion
    Answer

    A. It builds social skills and peer teaching

    Social skills and peer teaching are key benefits.