How does collaboration contribute to the success and failure of the student with EBD?
This posting takes a look at whether or not a teacher should use collaborative lessons in the classroom to provide opportunities for success for the EBD student. Questions that might result from considering this kind of lesson are as follows. Is there enough structure? How will the student with EBD react to working closely with peers? Is this kind of teaching a viable method for student success as opposed to learning in a more traditional setting?
The posting addresses these questions, and provides specific examples for further illustration.
For a student with EBD, collaborative work serves several purposes. Perhaps most importantly it allows the student to work with a peer or peers. Instead of having to conform to the demands that a teacher may often place on a child with this difficulty, peers tend to be more flexible. That is not to say they won't speak up if they feel the EBD student is not sharing in the work or is behaving in a manner that will cause a problem, especially with students that want ...
Collaboration may offer the EBD student a higher probability of classroom success.