Extreme Curriculum Makeover by Rshaid Gabriel F.;

Author:Rshaid, Gabriel F.;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Publishers, Incorporated

Keeping a healthy balance between contributing to their abilities and learning styles and rotating roles for a more comprehensive learning experience. Overall, and this makes sense when collaborative learning is not a one-off but rather a continuous process, there are two seemingly conflictive scenarios that educators need to grapple with when assigning roles. On the one hand, it is desirable that students add to their teams in a way that maximizes the value of their contributions by catering to their own individual learning styles and abilities. For example, if one of the students is very good at writing, she could be the one to produce the documentation to ensure the maximum quality of the product developed by the team. This will give the student both a sense of realization and worthiness in her contribution, as well as allowing her to specialize and become better at that area which, hopefully, unites what she likes with what she is good at doing.

On the other hand, it is also desirable that students are rotating roles so that they learn the different skills that are needed, are able to better understand what the other team members are usually contributing if it is not their usual role, and, in the process, they can become better team members by getting an inside look at what the different roles entail. This is similar to a leader having to go through the ranks and doing as many jobs as possible up the ladder so as to have a clearer insight on the nature of the business at hand.

When collaborative learning is the norm, there are plenty of opportunities to keep a healthy balance between students assuming habitual roles based on what they are good at, as well as experiencing other tasks to complete their formation.

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