Performance-based learning shifts the focus from “tell me” to “see one, do one”, providing the learner with practice in the skills needed to be successful. The teacher creates lessons with opportunities to practice the essential skills. Even in our self directed courses the emphasis is on questioning, on learning from our peers.

Collaborative learning is similar to performance-based learning where learners practice skills, however rather than a teacher pre-determining the lesson and its content, it is the participants who collectively self-determine (through shared experience) the intent and content of the learning experience. The teacher sets the subject, the students do the teaching - its see one, do one, teach one.

In collaborative learning there are facilitators and their focus is on creating a learning environment where collaboration can happen. The job of the facilitator is to set up group experiences like exercises, group discussions, role plays and debriefing questions that help the group to deeply understand and synthesize what is learned. 

Collaborative learning is closer to self-directed learning. There is no teacher with “right answers.” Instead, the process facilitators set up thought-provoking exercises and encourage open, candid, and frank discussion – and leadership is shared with all group members. Open-ended questions initiate the discussion and ensure key concepts are addressed. As much as possible, facilitators sit among the group (not standing or at the head of the group) to demonstrate that everyone is equally responsible for the success of the training. 

Collaborative learning is based on the philosophy that everyone is an expert in something regardless of formal or informal education. Group wisdom is more powerful than a single perspective. 

Collaborative learning forms the basis of peer mentoring. The mentor becomes the facilitator, guiding the mentee in how to achieve their goals. In this course we provide the framework and approach (collaborative learning), the knowledge (psychoeducation) which can be passed on to the mentee, and the skills to formally assess and plan (WRAP) to aid the mentee in achieving what they see as important.

people are strage - the dead South