Enhancing Collaborative Group Processes to Promote Academic Literacy and Content Learning for Diverse Learners Through Video Reflection

Brooke Moore,Alison G Boardman,Clara Smith,Amy Ferrell

doi:10.1177/2158244019861480

Brooke Moore, Alison G Boardman + Show 2 more

Open Access

https://doi.org/10.1177/2158244019861480

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Abstract

Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be beneficial to diverse and exceptional learners in the group, particularly if students are not supported in how to engage successfully in collaborative work. Using a mixed-methods approach, we explored the use of video reflection and guided discussions with students using collaborative strategic reading (CSR) in heterogeneous collaborative groups in one seventh-grade general education, social studies class in an urban middle school. Students’ collaborative group work was video recorded pre- and post-reflection sessions to determine change in engagement in shared learning. The reflection session included students watching the video recording of their group work during CSR, discussing their collaboration using guided prompts, and setting goals for improvement. Following the reflection session, findings revealed an overall increase in time on task for all students, with increased participation of diverse and exceptional students in richer content-related discussions. When all students understand how the collaborative group shares the cognitive load and supports each other through discussing and elaborating on ideas, academic literacy and richer understanding of the content can occur.

Highlights

To support adolescents in learning disciplinary content, middle school content teachers must develop students’ academic literacy, the “reading proficiency required to construct the meaning of content-area texts” (Torgesen et al, 2017, p. 3)
The teacher was a participant in a larger study validating the effects of collaborative strategic reading (CSR) and received professional development training in using CSR that included a focus on using collaborative learning groups
The numbers included are the percentage of the turns taken by each group member for that level of collaboration per total turns taken across the group for that specific video-recorded session

Summary

Introduction

To support adolescents in learning disciplinary content, middle school content teachers (e.g., social studies, science) must develop students’ academic literacy, the “reading proficiency required to construct the meaning of content-area texts” (Torgesen et al, 2017, p. 3). Diverse and exceptional learners, such as students with reading disabilities or English learners (ELs), often become disengaged in their content classes in the middle grades because they struggle to access more complex content-related texts (Torgesen et al, 2017). If they are provided the tools necessary to comprehend content-specific grade-level texts, they may be more engaged and motivated to improve their reading, gaining disciplinary knowledge. One evidence-based, engaging approach to supporting academic literacy for all learners is through the use of collaborative learning group structures coupled with explicit instruction in reading strategy use (Swanson et al, 2015; Torgesen et al, 2017).

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