BRENDAN C. A. MENG

Collaborative and group learning as an instructional strategy allows me to adapt instruction to the needs of my learners, both and individuals and for groups of learners. This instructional strategy also allows for me to vary my role in the instructional process from instructor to facilitator and audience member. In doing so, I am able to better observe and assess my students' progress towards the learning objective. Often, when a student is struggling to understand a concept or skill, their peers find better ways of explaining the concept to them in relevant terms which are easier to understand. When I notice this, I often use the analogy or way of relating the concept when explaining it to my next classes. This is a wonderful opportunity for my learners to enhance their communication skills through speaking, listening, writing, and peer-teaching. Ultimately, this instructional strategy and the evidence therein demonstrates that I value the way my students communicate with and learn from one another.