How Collaborative & Cooperative Learning Transforms Classroom Engagement at Crawford International
September 27, 2024
In today's dynamic classrooms, the importance of collaborative and cooperative learning cannot be overstated. As an approach that empowers students to take charge of their learning, it goes beyond the traditional teacher-centred model, encouraging active participation, communication, and a deeper understanding of concepts. But what exactly do we mean by collaborative and cooperative learning, and how do these methods enhance classroom engagement?
What is Collaborative and Cooperative Learning?
Collaborative learning refers to an educational approach where students work together as a team to achieve shared learning goals. It encourages the exchange of ideas, peer-to-peer teaching, and problem-solving. In this model, students are encouraged to discuss, debate, and learn from one another's perspectives, promoting critical thinking and mutual respect.
Cooperative learning, while similar, has a more structured framework. It involves students working in small groups, with each member assigned specific roles or tasks. This structure ensures that everyone contributes to the group’s success, fostering a sense of responsibility and accountability. In essence, collaborative learning is more fluid, while cooperative learning provides a more defined approach to group work.
What are the Benefits of Collaborative and Cooperative Learning?
The advantages of these learning approaches extend far beyond academic success:
- Enhanced Engagement: Both collaborative and cooperative learning actively involve students in the learning process. By working together, they remain engaged, motivated, and invested in their education.
- Improved Social Skills: These approaches promote communication, teamwork, and empathy. Students learn to articulate their thoughts, listen to others, and respect diverse viewpoints.
- Critical Thinking and Problem-Solving: Collaborative and cooperative tasks require students to think critically, analyse information, and develop solutions as a team, preparing them for real-world challenges.
- Increased Confidence: Working in groups helps build self-esteem, as students feel valued for their contributions. It creates a supportive environment where they can learn from one another and take risks without fear of failure.
- Deeper Understanding: Learning through interaction enables students to explore concepts more thoroughly, ensuring they understand topics rather than just memorising facts.
How Does Crawford International Utilise Collaborative and Cooperative Learning?
At Crawford International, collaborative and cooperative learning is an integral part of our teaching philosophy. Our teachers create a classroom environment that nurtures curiosity, encourages teamwork, and values every student's input. Here’s how we bring these approaches to life:
- Group Projects and Activities: Our students regularly participate in group projects where they collaborate on tasks, share ideas, and work towards a common goal. These projects span across subjects, providing opportunities for them to apply their knowledge in real-world scenarios.
- Interactive Discussions: Crawford classrooms are spaces where open dialogue, agency, inquiry learning are encouraged. Teachers facilitate discussions that prompt students to express their thoughts, ask questions, and engage in healthy debates.
- Technology Integration: We utilise technology to support collaborative learning, with digital tools that enable students to work together, even outside the classroom. This approach ensures they remain connected, engaged, and able to collaborate effectively.
By embracing collaborative and cooperative learning, Crawford International ensures that our students not only excel academically but also develop essential life skills. These approaches prepare them for the future, equipping them with the confidence, adaptability, and communication skills they need to succeed in a rapidly changing world.
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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