Collaborative intelligence focuses on learning as a social activity rather than learning as individual memory.

An ancient example of a method of collaborative intelligence is Socratic Method.

Plato’s writing illustrates Socratic method via dialogue between his teacher Socrates and his disciples via questioning to elicit answers from students.

A central question discussed in Plato’s Republic is whether knowledge is actual (forms, a priori) or perceived (a posteriori, shadow, sensory), an example of the type of question that could drive a Socratic seminar.

Below is a video that explains Socratic Method:

As the video states, Socratic method can increase student engagement. 

Socratic method can also improve two key 21st Century skills: collaboration and critical thinking skills. 

A 1930's adaptation of Socratic method shows how these skills can be developed via Harkness method, developed at Philips Exeter Academy. Below is a link the school's webpage with student testimonials speaking to the effectiveness of Harkness protocol: 

https://www.exeter.edu/exeter-difference/how-youll-learn

One challenge to Socratic method is how to engage lower performing (LP) students in what can often be high functioning discussions. Sahamid suggests the teacher can alter questions, pause for understanding and re-phrase questions to increase LP understanding in Socratic seminar formats. 

Another recent proponent of Socratic method is Alexis Wiggins, daughter of UBD founder Grant Wiggins. Below is a video in which she briefly explains Spider Web Discussions:

Spider web discussions can use the following kinesthetic formative assessment methods: 

1. Every student has a paper and pencil and draws the path of the  conversation, beginning with the first speaker and drawing a line to subsequent speakers, leading to a spider web. This show is certain class members are dominating the conversation or not speaking enough. It tracks 'equal talk time'. 

2. Use a ball of yard and pass the ball of yarn to the next speaker. As the conversation goes on a physical web is constructed via yarn. The web can be put on a board when finished with points labeled with student names. This is also a visual representation of 'equal talk time'. 

Overall, well-run Socratic Methods encourage student-centered engagement in learning rather than relying on traditional teacher-centered lecture formats that do not typically lead to high student engagement in the learning environment. 

References

Harkness. Retrieved from: https://www.exeter.edu/exeter-difference/how-youll-learn.

Sahamid, Husmiah. Developing critical thinking through Socratic Questioning: An Action Research Study. International Journal of Education & Literacy Studies ISSN 2202-9478 Vol. 4 No. 3; July 2016 Australian International Academic Centre, Australia.

Socratic Method. Retrieved from: https://www.youtube.com/watch?v=yIbV1nzOqgM