Sut allai dysgu cydweithredol effeithio ar addysg gynradd?

Sut allai dysgu cydweithredol effeithio ar addysg gynradd?

Gwelwn heddiw fod dysgu traddodiadol yn dechrau newid o fewn addysg. Mae ysgolion a’r cwricwlwm yn newid i raddau helaeth wrth ystyried dysgu cydweithredol. Mae nifer o ymchwil wedi’i chynal ar ddysgu cydweithredol; Dengys waith gan Zachary A. Reed wrth cyfeirio at waith ymchwil Roger a David W. Johnson bod dysgu cydweithredol yn ymddangos yn effeithiol ond rhaid ystyried rôl yr athro (Reed, 2014) “Their research concludes that collaboration in the classroom resoundingly improves student learning, but with a catch. The collaboration must be implemented correctly. This goes back to the idea that the teacher has a pivotal role in group work even if they are not directly lecturing.” (University of Minnesota's College of Education and Human Development, 2013) Wrth ystyried rôl yr athro fel fod yn rhan bwysig or broses o ddysgu cydweithredol, gwelwn fel canlyniad dywed Reed “Some teachers apply the same group work method over and over with some positive and some negative results, because they are not accounting for the group dynamics that are ever changing in the classroom.” (Reed, p.1 2014) Felly heb i athrawon derbyn hyfforddiant cywir ni fydd canlyniadau gorau o waith grwp yn ymddangos ac felly dyma gwendid dysgu cydweithredol o fewn ysgol, hefyd rhaid i athrawon chael yr allu i greu cydbwysedd dysgu ac annibyniaeth dysgu gan y plant; Heb y cydbwysedd yma na fydd dysgu llwyddianus yn digwydd.

     Dywed prifathro Rural Highschool “You have to have a team. You have to work together as a team. Nobody can accomplish anything by themselves” (Sanders, p.66, 2006) ac felly gwelir fod y syniad o gweithio gydag eraill a gweithio fel tîm yn effeithiol ac yn dangos effeithiau llwyddianus. Credaf bod gweithio’n gydweithredol yn ffordd effeithiol oherwydd mae hi’n rhoi cyfle i blant/disgyblion arwain eu dysgu eu hunain yn y dosbarth. Cefnogai Donaldson y syniad o weithio’n gydweithredol gan cyflwyno cwricwlwm sy’n seiliedig ar blant/ddisgyblion yn arwain y dysgu a’u bod yn gweithio’n gydweithredol yn lle dilyn dysgu traddodiadol gan yr athro yn unig “Children and young people should learn how to work collaboratively and creatively, taking greater responsibility for their own learning and seeing the relevance of what they are doing to their present and future needs.” (Donaldson, 2015) Felly, os oes cwricwlwm newydd yn cael ei cyflwyno, rhaid ystyried yr effeithiau y mae gweithio’n gydweithredol yn mynd i bwysleisio. Dengys ymchwil nad ydy gweithio’n gydweithredol neu fel grŵp wastad yn hollol effeithiol, un rheswm ar gyfer hyn ydy “There may be talk between pupils of course but this can be relatively low level and not about the work in hand, and rarely in service of a joint activity.” (Blatchford et al., 2003) Felly rhaid ystyried wrth adael plant ysgol gynradd i drafod pwnc fel grwp, mae modd iddynt gael ei sylw wedi’i thynnu at bethau gwahannol yn mynd ymlaen; Dyma lle mae rôl yr athro yn camu mewn wrth iddynt hyfforddi trafodiaeth a sicrhau bod plant yn aros ar y llwybr cywir wrth drafod. Rhaid cofio fel athrawon/ymarferwyr “The teacher may be involved at various stages but the particular feature of group work—perhaps its defining characteristic—is that the balance of ownership and control of the work shifts toward the pupils themselves.” (Blatchford et al., 2003) Yn syml, wrth adael i blant weithio’n gydweithredol o fewn grwp, partneriaid neu dosbarth, rhaid sicrhau eu bod yn cael y cyfle arwain y gwers a dysgu wrth eu gilydd gan rhannu syniadau, gweithio fel tîm a datrus problemau. Dyma gwendid adael i blant weithio’n annibynnol mewn grwp oherwydd wrth i athrawon/ymarferwyr ddisgwyl i’r plant trafod gwaith a ffocysu ar y pwnc, nad ydy hyn wastad yn diwgydd.

     Gweler fod “Collaborative learning uses self-contained tasks and focuses solely on joint activity (Foot et al., 1990), typically with the overt objective of creating shared understanding, particularly where older learners are involved (Roschelle & Teasley, 1995; Schwartz, 1998; Summers, 2006).” Ac felly wrth weithio’n gydweithredol mae’r mantais yna i medru datblygu dealltwriaeth tasg wrth weithio efo eraill a rhannu syniadau. (Tolmie et al., 2010). Mae trafodiaeth nifer o wahannol manteision y mae gweithio’n cydweithredol yn cynnig,” cooperative and collaborative learning are the subject of similar claims regarding the benefits that they are capable of engendering across the primary and secondary school age range, and on into university education. These include improvements in participants' conceptual grasp and application of skills (Gillies & Ashman, 2003; Howe & Tolmie, 1998; Johnson & Johnson, 1979), but also more positive social relations (Azmitia, 2000; Blatchford, Baines, Rubie-Davies, Bassett, & Chowne, 2006; Marks, 2000). This dual impact on achievement and social integration is of considerable practical significance, since it makes it easier to justify implementation of group work in crowded curricula.” (Tolmie et al., 2010). Felly dengys hyn fod gweithio’n gydweithredol yn gwella sgiliau plant o fewn elfen cymdeithasol a hefyd pwysigrwydd gweithio’n ymarferol, a chefnogai Donaldson y syniad o blant yn arwain y gwersi a gweithio efo’I gilydd i ddysgu nifer o meusydd dysgu gwahannol o fewn cwricwlwm llawn a prysur.

   Felly wrth ystyried y manteision ar gyfer y math yma o ddysgu a’r gwendidau, o fewn cwricwlwm newydd Donaldson mi fydd dysgu cydweithredol yn ymddangos ac yn un o brif ffyrdd o ddysgu. Credaf efo’r hyfforddiant cywir i athrawon a’r cydwethrediad gan ddisgyblion mi fydd hyn yn effeithiol ac yn llwyddianus.

Blatchford, P., Kutnick, P., Baines, E. and Galton, M. (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, [online] 39(1-2), pp.153-172. Available at: http://www.sciencedirect.com/science/article/pii/S0883035503000788# [Accessed 9 Nov. 2017].

Donaldson, G. (2015). Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales. [ebook] Wales: Graham Donaldson, p.110. Available at: http://file:///Users/amypippen/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales%20(3).pdf [Accessed 9 Nov. 2017].

H.C Foot, M.J Morgan, R.H Shute, Children’s helping relationships: an overview, H.C Foot, M.J Morgan, R.H Shute (Eds.), Children helping children, Wiley, Chichester, UK (1990), pp. 3-17

J. Roschelle, S.D. Teasley, The construction of shared knowledge in collaborative problem solving, C. O’Malley (Ed.), Computer supported collaborative learning, Springer, Berlin (1995), pp 69.97

M. Azmitia, Taking time out from collaboration: opportunities for synthesis and emotion regulation, R. Joiner, K. Littleton, D. Faulkner, D. Miell (Eds.), Rethinking collaborative learning, Free Association Books, London (2000), pp. 179- 195

Reed, Z. (2014). Collaborative Learning in the Classroom. [ebook] New York: Zachary A. Reed, pp.1-4. Available at: https://www.usma.edu/cfe/Literature/Reed_14.pdf [Accessed 8 Nov. 2017].

R.M Gillies, A.F. Ashman, An Historical review of the use of groups to promote socialization and learning, R.M. Gillies, A.F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups, Routledge Falmer,  London(2003), pp. 1-18

Sanders, M. (2006). Building school-community partnerships Collaboration for student success. New York: Skyhorse, p.66.

Tolmie, A., Topping, K., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K. and Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, [online] 20(3), pp.177-191. Available at: http://www.sciencedirect.com/science/article/pii/S0959475209000061#bib4 [Accessed 9 Nov. 2017].

University of Minnesota's College of Education and Human Development. Research and Outreach. (2013) 8-May. http://www.cehd.umn.edu/research/highlights/coop-learning/ (accessed 2014 1-May).