This document discusses several collaborative learning techniques (CoLTs) that can be used in the classroom, including note-taking pairs, learning cells, fishbowl discussions, and role-playing. Note-taking pairs involves students working together to improve their individual notes by cross-checking information and filling in gaps. Learning cells involve pairs of students taking turns asking and answering questions about course material. Fishbowl discussions use an inner and outer circle of students, where the inner circle engages in a discussion while the outer circle observes. Role-playing allows students to explore problems and perspectives by acting out different roles. Guidelines and examples are provided for implementing each of these techniques in the classroom.

1. COLLABORATIVE FOR RESIPROCAL TEACHING
Lecturer : Apriliya Riyana Putri, M.Pd.
Complied by :
NAME : Enggar Ayang Nungki N.
Nurul Lailatir Romdhonah
Nur Rifka Anjayani Alfa
Slamet Ariyanto
M. Abdul Ghofur
Ali Syafi’i
CLASS : A2
MAJOR : ENGLIS EDUCATION DEPARTMENT
FACULTY : TARBIYAH DAN ILMU KEGURUAN
UNIVERSITAS ISLAM NAHDLOTUL ULAMA
2015-2016

2. Note Taking Pairs
A. Description and Purpose
In Note-Taking Pairs, student partners work together to improve their
individual notes. Working with a peer provides students with an
opportunity to revisit and crosscheck notes with another source. Partners
help each other acquire missing information and correct inaccuracies so
that their combined effort is superior to their individual notes.
Being able to take good notes is an important learning skill, yet many
students are poor note takers; their notes are incomplete and inaccurate.
The purpose of this CoLT (Collaborative Learning Techniques) is to
provide students with a structured activity to pool information, fill in gaps,
check for and correct mistakes, and help each other learn to be better note
takers. Although Note-Taking Pairs was originally designed to improve
lecture notes, teachers now also use it to help students improve their notes
on reading assignments and other kinds of learning activities.
B. History
Note-taking has been an important part of human history and scientific
development. The Ancient Greeks developed hypomnema which were
personal records on important subjects. In the Renaissance and early
modern period commonplace books which served a similar function
became popular. Philosopher John Locke developed an indexing system
which served as a model for commonplace books; for example, it inspired
another book, Bell’s Common-Place Book, Formed generally upon the
Principles Recommended and Practised by Mr Locke nearly a century
later.
C. Cognitive psychology
Note-taking is a central aspect of a complex human behavior related to
information management involving a range of underlying mental processes
and their interactions with other cognitive functions. The person taking
notes must acquire and filter the incoming sources, organize and
restructure existing knowledge structures, comprehend and write down
their interpretation of the information, and ultimately store and integrate
the freshly processed material. The result is a knowledge representation,
and a memory storage.
D. Systems
Many different formats are used to structure information and make it
easier to find and to understand, later. The format of the initial record may
often be informal and/or unstructured. One common format for such notes
is shorthand, which can allow large amounts of information to be put on

3. paper very quickly. Note-taking is an important skill for students,
especially at the college level. In some contexts, such as college lectures,
the main purpose of taking notes may be to implant the material in the
mind; the written notes themselves being of secondary importance.
Historically, note-taking was an analog process, written in notebooks, or
other paper methods like Post-It notes. In the digital age, computers, tablet
PCs and personal digital assistants (PDAs) are common.
Note-taking is a race against time. The note taker typically is under
severe time pressure, and different note-taking styles and techniques try to
make the best use of time. The average rate of speech is 2–3 words per
second, but the average handwriting speed as only 0.2–0.3 words per
second.[5]
Regardless of the medium (paper, computer), note-taking can be
broadly divided into linear and nonlinear methods, which can be
combined.
E. Preparation
Consider providing students with guidance about how to take good
notes either in a mini lecture or a handout or with examples of effective
notes. Also, present material in class in ways that encourage students to
take detailed notes. For example, speak slowly, provide handouts of
complicated graphs and figures so that students can keep up, and use the
whiteboard or presentation slide to show overall structure by using titles
and headings.
F. Procedure
1. Students individually take notes of the major points from a body of
content, such as lecture or a text chapter.
2. Students form pairs, at your direction or by choosing partners.
3. Partner A begins by summarizing the main points from a section of the
content to Partner B, who offers corrections an additional information.
4. Partner B summarizes the next section, and Partner A offers corrections
and additional information.
5. The partners continue to alternate sharing summaries, corrections, and
additional information until they have completed checking their notes.

4. Learning cell
A learning cell is an effective way for a pair of students learn together . it is an
Active learning style. A learning cell is a process of learning where two students
alternate asking an answering question on commonly read materials. Learning cell
is a learning resource that is open, generative, evolvable, connected, cohesive,
intelligent.
A. History
The learning cell was develop by Marchel Goldschmid of the
Swiss. Federal Institute of Technology in Lausanne in 1971. Learning cells
were proposed to address certain demands of ubiquitous learning for
learning resource to be generative, evolving, intelegent and adaptive.
B. Purpose
The purpose of this CoLT is to engage students actively in thinking
about content, to encourage students to generate thought-provoking
questions, and to teach students how to check their understanding.
Creating question about an assignment requires students to think about the
content in a way that is different from simply taking notes on it. It
provides an opportunity for students to think analytically, to elaborate as
they put material into their own words, and to begin to use the language of
the discipline. Responding to the question of peers provides a platform for
discussion based on student levels of understanding. Exchanging questions
and answer with a peer can motivate students and challenge them to
pursue deeper levels of thought.
C. The procedure
1. Ask question to individually develop a list question and answers dealing
with the major points raised in a reading or other learning assignment.
2. Form student pairs, or simply ask students to partner with a student
sitting nearby.
3. Explain the process by which you want partners to alternate asking and
answering each other’s questions.
4. Students A begins by asking the first question, and student B answers
the question. Student A offers corrections and additional information
until a satisfactory answer is achieved.
5. Student B asks the next question and student A answers, and the
process repeats until all question have been asked and answered.

5. D. Advantages
1. Learning can be done space dimension. In the process of learning
groups it can be done anywhere.
2. Learning can be done in time dimension. There is time limit for this
type of learning. Student who are paired can discuss and draw their
conclusion and share it with others in their time. But it has to be
monitored.
3. Accepts content from different types of learnes and of different level of
learnes and integrates it.
4. Student A begins by asking the first question, and student B answer s
the question. Student A offers corrections and additional information
until a satisfactory answer is achieved,
5. Student B asks the next question and student A answers, and the
process repeats until all questions have been asked and answered.
6. Learning cell can be adapted in informal learning environment also

6. FISHBOWL
A. Description
In fishbowl, an outer circle of students sits around a smaller, inner
circle of students. Students in the inner enggage in an in-depth discussion,
while students in the outer circle consider what is being said and how it is
being said. This CoLT has also been called Inside Outside Circles. Inner
circle students are challenged to participate in a high-level discussion
while the outer circle is able to listen to the discussion and critique
content, logic, and group interaction. This technique therefore serves two
purposes: to provide structure for in-depth discussion and to provide
opportunities for students to model or observe group processes in a
discussion setting.
B. Preparation
Decide whether you want to facilitate the inner circle discussion, sit
with the outer circle, or separate yourself so that you can observe both
circles.
In class, preparation time involves having students move into the
circles and giving students instructions. You will need moveable chairs
and sufficient classroom space to form the circles. If the physical
constraints of the classroom do not allow movement of chairs into circles,
consider having the inner circle of students simply sit in chairs and
participate in the discussion at the front of the classroom.
C. Procedure
1. Ask a small group of students (generally three to five) to form a circle
in class, and ask the remaining students to form a larger circle around
the first circle.
2. Give students the following guidelines: Only inner circle students will
speak; outer circle students will be “observe” and will take notes on
both content and group process; although observes will not speak
during the fishbowl discussion, they will have the opportunity to
address any issues that arise in the follow-up discussion.
3. Give students the prompt question for discussion.
4. Ask students to report out in a whole-class discussion, requesting that
they adress the content issues that arose and that they comment on
group processes.
EXAMPLE
General Biology
Professor Ann Virement structured her large lecture class to include
regular small-group break-out sessions. As she observed the small-group

7. discussions, she noticed that students participant was uneven: some
students within each group contributed while others remained silent. She
decided to use a fishbowl discussion to model effective group interaction
as well as bring together all of the elements of a unit that the course had
just covered on the causes and effects of ozone depletion. She selected a
group of five students she believed would be comfortable in the spotlight
and asked them before class if they would be willing to participate in a
discussion while other students observed. She then had them move chairs
to form a circle at the front of the room, prompting discussion with the
following discussion with the following question: why are we worried
about changes in the ozone layer?
The five students engaged in a discussion of the topic while the other
members of the class listened and observed. When the group had
completed its discussion, she asked the observers to volunteer any
additional insights about the content. She then asked the inner circle
students to comment on their interactions, asking them what went well
with the process and what could have been improved. To close the
activity, she asked all students to reflect on their own participation in
groups, and to jot down in their notes the good discussion parctices they
learned from the fishbowl activity. She asked them to put a star next to at
least one strategy they planned to implement in future group work.
D. Variation and Extensions
1. Instead of on large fishbowl, consider multiple small fishbowl of four
to six students, with two or three students in each of the inner and
outer circles.
2. After the initial Fishbowl discussion, ask students to switch places,
with the outer circle assuming the inner circle role, and vice versa.
3. Allow students from the outer circle to join the inner circle by tapping
a student on the shoulder and exchanging places with him or her. This
is a fun strategy for creating enthuasiasm, and it keeps more students
active and engaged. Be aware, though, that some students and some
cultures and religions are not comfortable with being touched, so
consider as an alternative telling students who wish to join or exit a
group to simply raise their hands. Or give an entry/ exit token such as a
slip of paper.
4. Have students perform a task, such as solving a problem or learning a
new skill, instead of discussing an issue.
5. Bring in a group of experts to form the inner circle.

8. Role Playing
Role-Playing: A teaching technique that provides a group problem-solving
situation in which students explore the problem, alternatives available to them and
the personal and social consequences of the proposals. (Barth, James L. Methods
of Instruction in Social Studies Education. Lanham, MD: University Press of
America, 1990.) Role playing is a means of trying out and practicing social skills.
It also allows for critical analysis of a dilemma, historical event, or social
occurrence.
Three aspects of role playing groups:
1. Briefing- establishing of the situation
2. Drama or Role-Play
3. Debriefing-follow up discussion
Considerations:
1. Know your students, and what they can handle. Don't allow aspects or
characters of the role play to get out of hand or become personal.
2. Make your students aware of goals, rules, assignments, and expectations
of the role-play in advance.
3. Approximate reality as closely as possible.
4. Engage in sociodrama, not psychodrama.
5. Let students know how they will be evaluated in advance.
Types of role playing:
1. Impromptu Historical Role Playing (teachers and students)
2. Dramatic Plays Mock Trials *& Mock Presidential Elections
3. Classroom Problem Resolution & Classroom Constitutional Convention
4. Social Skills Practice
Role Playing
It is clear that role-playing simulations can be very effective in helping
participants gain a richer understanding of multiple perspectives and of the
"codependent arising" of interdependent activity. By engaging in well-defined
role-playing games participants seem to move beyond both of these common
assumptions: the simplistic assumption of a "right/wrong" dichotomy in complex
social problems, and the strong relativist position of "anybody's opinion is as good
as anyone else's." They come to see also that logical reasoning and factual support
do not always win the day, that pathos and ethos also play an important part in
decision-making and problem-solving.
Within the framework of the game, participants have the opportunity to exercise
creativity and imagination and to be playful in exploring possibilities. Yet there

9. are consequences within the game world, which scaffolds activity and keeps it
from becoming random meandering.
As this quote indicates, role-playing and simulations are extremely effective in
providing students with a richer understanding and multiple perspectives of a
given situation. In addition, the introduction to this site goes on to point out that
the connection between role-play and writing is one that is well researched. The
use of role-play improves student writing in the social studies classroom.
Role-Playing
Adam Blatner in his article, "Role-Playing in Education" says that:
Role-playing is a methodology derived from sociodrama that may be used to help
students understand the more subtle aspects of literature, social studies, and even
some aspects of science or mathematics. Further, it can help them become more
interested and involved, not only learning about the material, but learning also to
integrate the knowledge in action, by addressing problems, exploring alternatives,
and seeking novel and creative solutions. Role-playing is the best way to develop
the skills of initiative, communication, problem-solving, self-awareness, and
working cooperatively in teams, and these are above all--certainly above the
learning of mere facts, many if not most of which will be obsolete or irrelevant in
a few years--will help these young people be prepared challenges of the 21st
Century.
In this article he also describes:
 Role-Playing as Simulation
 Historical Background
 Problems with Role-Playing
 Role-Playing and Drama in Education
 Future Implications of Role-Playing
Role Play
The Western Center for Drug-Free Schools and Communities, Northwest
Regional Educational Laboratory (1991) suggests that role playing, Socratic
instruction, and small group work are effective teaching strategies for curriculum
infusion.
Instructions for Role Play:
Role-playing is an activity in which students assume the role of another person
and act it out. In a role play, students are usually given an open-ended situation in
which they must make a decision, resolve a conflict, or act out the conclusion to
an unfinished story. Role-playing is designed to promote student empathy and
understanding of others. By acting out the role of another individual it is easier to
see others' points of view, including how other people think and feel. Role-playing

10. can give students the opportunity to learn behavior appropriate for various
situations. Role-playing is also useful for developing critical thinking, decision
making, and assertiveness skills.
Procedure:
1. Selection of the Role Play Situation: There are a number of situations
which lend themselves to the use of role play. These situations include
individual dilemmas (e.g., dealing with a pushy salesperson, observing a
crime, or testifying in court) and conflict-resolution situations (e.g., a
tenant negotiating with a landlord over the terms of a lease or a police
officer confronting a suspected shoplifter). Role-playing can be used to
deal with a specific issue or problem; for example, role-playing could be
used to discuss whether or not adopted persons should be given access to
records that reveal the name and whereabouts of their natural parents.
Finally, role plays are useful for developing student skills as an
interviewer, negotiator, assertive consumer, investigator, or decision
maker.
2. Preparation and Warm-Up: Students should be told the situation or
problem and instructed as to the various roles. If role-playing is new to the
class, "warm-up" or introductory activities may be helpful. For example,
students might be asked to role play greeting a long-lost friend, or to role-
play the way someone who had just won a large sum of money would act.
3. Select Participants: Students can either be assigned roles or the teacher
can ask for volunteers. Role plays may be conducted in front of the entire
class or a number of simultaneous role plays could be conducted by
dividing the class into small groups. Students who do not participate in the
role play should act as observers.
4. Conduct the Role Play: Direct students to act out the role the way they
think someone faced with the same situation would act in real life. The
teacher should not interrupt the role play; however, if the students need
some help in getting started the teacher should assist the students. After
conducting the role-play it is sometimes useful to have students reverse
roles or to conduct the same role play using different participants. For
example, two students might role play a confrontation between a youth
and a police officer. After conducting the role play once, the student who
acted as the youth could assume the role of the police officer and vice
versa.
5. Debrief: The role-play activity should be debriefed and evaluated. This is
an opportunity for both the participants and the observers to analyze the
role play and to discuss what happened and why. Typical debriefing
questions include the following:
o How did you feel about the role play and each of the various roles?
o Was the role play realistic? How was it similar to or different from
real life? Was the problem solved? If so, how? If not, why not?

11. o What, if anything, could have been done differently? What other
outcomes were possible?
o What did you learn from the experience?
Simulations
The research on the use of simulations and role-play in education is extensive. For
example:
 Significant behavioral changes could be accomplished via group
discussion and role-play sessions then via lecture-style information
sessions. (Lewin, 1951)
 Students who get the most out of simulations are those who are able to
maintain a delicate balance between play and reality. (Jaques, 1992)
Often simulations are not used in the classroom because the effort to set them up
is time consuming, putting demands on both students and teachers. In addition,
care must be taken to assure that the objectives of the activity are not lost in the
fun of playing the game.
Simulations and role-plays are demanding not only on the students, but also on the
teacher. Brookfield (1990) notes that considerable effort is required in setting up a
simulation scenario, ensuring that students are briefed on their roles, and in de-
briefing them afterwards to ensure that they take the intended points away from
the simulation experience. This last point is particularly important, since
simulations require the teacher to relinquish control of the learning environment,
and thus allow the process to move in possibly unexpected directions. Brookfield
(1990) mentions this as another reason why simulations are demanding on
teachers; they require that teachers, who are used to being in control of the
learning environment, step back and "let things run". Teachers also need to be
ready to handle unexpected situations that may arise during the course of a
simulation.
Simulation
Simulations are learning experiences that enable students to participate in a
simplified representation of the social world.
Simulations differ from classroom games. Games often involve activities in which
there is a competition to get correct answers. Examples of games include spelling
bees and competitive drill activities.
Simulations, on the other hand, allow students to understand a process through
participation in that process. In most simulations, students take on roles and have

12. specific objectives to accomplish. In order to accomplish their goals, students use
resources provided and make decisions about how those resources should be used.
Simulations are complex learning activities. Most research suggests that
simulations are about as effective as conventional classroom techniques in
teaching subject matter.
Simulations are more effective in helping students retain knowledge learned as
part of the simulated experience.
Research suggests that simulations are more effective than traditional methods in
developing positive attitudes toward academic goals.
Simulations are also motivating for students. Frequently students express
satisfaction with participation in simulations and are excited about the learning
that took place. Students connect with simulations because the simulations deal
with real questions and issues.
Journal articles and other information about simulations can be found at:

13. The "Jigsaw" Technique
A. Description
B. The cooperative learning strategy known as the "jigsaw" technique helps
students create their own learning. Teachers arrange students in groups.
Each group member is assigned a different piece of information. Group
members then join with members of other groups assigned the same piece
of information, and research and/or share ideas about the information.
Eventually, students return to their original groups to try to "piece
together" a clear picture of the topic at hand. That's the simple overview
The 'Jigsaw' Approach Brings Lessons to Life
The "jigsaw method" provided the backdrop for a dynamic and
engaging lesson that Ellen Berg's students still recall. Included: Students'
reactions to a teaching method that challenges them to create their own
learning, and tips for using the jigsaw technique.
C. The Jigsaw Classroom
The resources below will fill in the details and provide examples of
the technique in action.
Education World gave this Web Site an "A" rating. Funded by a
grant from the National Science Foundation, the site offers free resources,
tips, links, and information about the "jigsaw" cooperative learning
technique. A plan for implementation is included.
D. History of jigsaw learning
Jigsaw was developed by Elliot Aronson and his graduate students
at the University of Texas and the University of California in the 1970s.
According to Aronson, the technique was invented when he and his
students were trying to establish ways to “defuse an explosive situation.”1
The schools in Austin, Texas had just become integrated, and there was

14. increasing racial tension among the White, African American, and
Hispanic students who were now in the same classes. After Aronson and
his students observed classrooms where competitiveness caused hostility
and a sense of rivalry, they realized that there was a need for a strategy to
“shift the emphasis from a relentlessly competitive atmosphere to a more
cooperative one.”
In order to create a more cooperative environment, Aronson and
the teachers divided students into small groups that were diversified
based on ability, ethnicity, and gender. This structure required students to
take responsibility for their personal assignment in class and to work out
any personal issues they had with one another.
After eight weeks of using the jigsaw strategy, Aronson reports
that students expressed less prejudice and negative stereotyping,
displayed more self-confidence, and showed more positive attitudes to
school than did their peers in traditional classes. Academically, students
who participated in the jigsaw learning technique showed greater
academic improvement than their peers.
E. Strategy in Practice
As with any learning process with independence and
interdependence as the goals, effective use of the jigsaw technique begins
with teacher modeling. Explain to students that they will be working in
different cooperative groups to learn content: a jigsaw or home group,
made up of students who have read different texts, and expert group that
all reads the same text.
Then, with a piece of text appropriate for your group of students,
read and think-aloud as if you are working in an expert group, focusing
on thought processes such as:
How can I put these ideas into my own words?

15. What connections do I see between this material and things we’ve
already learned, or from my own life?
How will I tell the members of my jigsaw, or home, group about this
material?
To prepare students for returning to their home, or jigsaw, group,
demonstrate thinking they can use to monitor their performance there:
Is what I’m saying helping the others learn the material?
Are people understanding what I’m saying and making connections
between their reading and mine?
Based on your knowledge of the students in your classroom, organize
a set of texts that students will read in their expert groups and report on to
their home groups. You may wish to find texts that complement each other,
but offer varying challenges in difficulty. It may be useful to assemble a text
set that offers contrasting views on the same topic. Or, your learning goals
may lead you to select text that offer information on various facets of a
concept that will become clear only when students come together in their
home groups after working with their expert groups (such as three books,
each about one of the states of matter).
Organize students in their home or jigsaw groups and share with
them the learning goal or guiding question for the lesson. Remind them of
the modeling they saw.
Re-organize students into their expert groups. You may find it useful
to use numbers for home groups and letters for expert groups (student 3-B for
example, will read text B with a group of students and then report back to
group 3, where a student has read text A, C, D, and E). Students in the expert
group should read the text and make sure everyone has a strong enough
understanding to share with their home groups. It may be a good idea for
students to produce a written summary or short list of ideas they plan to take
back.

16. Throughout the jigsaw process, circulate the room and observe the
groups as they read and discuss. When you notice difficulties, try to put the
responsibility for finding a solution back on students to enhance the
cooperative benefits of jigsawing.
Reconvene the home groups and ask students to share their expertise
with one another. Students should write about the way their expert
knowledge was changed or enhanced by listening to their peers.