Module 2, Lesson 1, Activity 1, Screen 1
Framework Introduction
Collaboration in the classroom is more than just an instructional strategy. It is a way to design learning experiences that engage students with curricular content while developing skills that transfer to life outside the classroom.
The Framework for Collaboration helps you think about options for developing collaborative activities that support student learning. Use the framework to plan instruction that effectively integrates collaboration.
Revisit the five dimensions of the Framework for Collaboration and review ideas for integrating collaboration into your curriculum.
Purpose
Collaboration Purposes:
* Improved content learning
* Improved teamwork skills
* Global citizenship
Digital Tools
Tools:
* Wikis
* Online spreadsheets
* Collaborative bookmarking sites
Collaborators
Collaborators:
* Peers within a classroom
* Peers in other classrooms
* Subject-matter experts
* Community members
Type
Types of Collaboration:
* Sharing thoughts
* Giving and getting feedback
* Peer teaching
* Conducting research
* Sharing responsibility for group products and performances
Scope
Scope of Collaboration:
* Short-term activities to support individual student work and projects
* Short- and long-term group projects
1. Open Collaboration Framework for more information about planning collaborative learning experiences (Collaboration_Framework.doc).
2. Click Next to continue.
Module 2, Lesson 1, Activity 1, Screen 2
Purposes for Collaboration
Beginning with a purpose is the most important part of designing collaborative experiences. In most cases, the main purpose of collaboration is to improve content learning. The development of teamwork and global citizenship skills is an important but secondary emphasis.
Building collaboration activities around specific content, as well as 21st century skill objectives, guides the selection of type, scope, participants, and tools. It also sets up the methods and goals for assessing student learning.
Review how the purpose of collaboration sets the stage for other decisions about collaborative experiences.
Content Learning
A collaborative activity that focuses on specific content objectives is usually long-term and relies on tools that meet specific content needs, such as research resources and word processing and spreadsheet applications. Assessment of the activity emphasizes the understanding and application of content.
Teamwork Skills
A collaborative activity that targets specific collaborative skills is usually short-term and involves peers as participants. For example, an activity at the beginning of a project might ask students to work on a content-related task, but focus on specific teamwork skills that students would use during a project. Likewise, short activities targeting collaboration skills may also occur as needed during project work. Assessment may be informal or through self- or peer assessment.
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Module 2, Lesson 1, Activity 2, Screen 1
Collaboration and Content Learning
Research consistently shows that when students work together with peers their understanding of subject area content improves, along with other critical 21st century skills. In addition, students demonstrate greater motivation and engagement in learning activities, which also benefits their content learning (Marzano,1998; Williams, 2009).
Collaboration, as an instruction strategy, contributes to content learning through:
* Articulation of ideas—Students articulate their thinking as they discuss ideas. This process helps students organize and look at their thoughts more critically and objectively.
* Exploration of interests—By sharing tasks, students can focus on areas of interest within broader topics of study. Making connections within a topic increases students’ motivation to learn and enhances understanding.
* Exposure to alternative points of view—Considering alternative ideas, questions, and problems posed by peers opens students’ minds to more complex thinking and deeper understanding of a topic.
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Module 2, Lesson 1, Activity 2, Screen 2
Collaborative Research
Collaborative research is one of the most powerful ways for students to expand their content knowledge. Students can collectively find wide-ranging and current information. They can access primary sources and points of view on topics written by individuals all over the world. They can collect and share original data with others through online tools. By discussing, analyzing, and interpreting what they discover, students develop a more complete and authentic understanding of the content they research.
Explore the kinds of information students can find, create, and share, and learn more about how collaboration with these resources improves content learning.
* Online Data—Students locate data from a variety of Web sources, compile their information in an online spreadsheet, and then analyze and interpret what they have found.
Sample Spreadsheet Data
Partners: Kyle & Vuong
Country: USA
Avg. Life Expectancy: 78
Infant Mortality—per 1000 births: 6.26
Partners: Kim & Molly
Country: Kenya
Avg. Life Expectancy: 56
Infant Mortality—per 1000 births: 54.7
Partners: Rosa & Daniel
Country: Australia
Avg. Life Expectancy: 82
Infant Mortality—per 1000 births: 4.75
Partners: Mac & Kerri
Country: Finland
Avg. Life Expectancy: 79
Infant Mortality—per 1000 births: 3.47
Partners: Elizabeth & Ann
Country: Saudi Arabia
Avg. Life Expectancy: 76
Infant Mortality—per 1000 births: 11.57
* Primary Sources—By comparing what they find in online primary sources, such as letters, photographs, and journals, students identify patterns, look for discrepancies, and make inferences about important events and people.
* Original Data—Using online surveys, students collect information about a topic from peers, community members, or even from the public in general. They can analyze their data and discuss their interpretations in reports and presentations.
Sample Survey Questions
Snack Choices Survey
1. What makes you choose a snack?
Does it taste good?
Is it cheap?
Is it easy to get?
Is it healthy?
2. How much money do you spend on snacks each week?
None
Less than $1
$1-$3
More than $3
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Module 2, Lesson 1, Activity 3, Screen 1
Communication and Collaboration
Improved process skills are another purpose of collaboration. Teachers who work to prepare students for the 21st century world emphasize processes, such as communication, teamwork, and global citizenship.
Communication is a critical part of any collaboration experience. Students receive and share information in many formats from a variety of people.
Learn more about how students develop communication skills through collaboration and review examples.
* Reading and Writing in the Content Areas
An important aspect of content learning is the ability to communicate in the language and conventions of the discipline. As students collaborate to interpret graph data, analyze historical documents, or debate the meaning of a literary work, they learn how to use the vocabulary of scientists, historians, and literary critics to make decisions and solve problems in ways unique to each subject area.
Student Blog Example
Steve’s Science Blog
I’ve been doing some reading about climate change, especially in the Arctic and Antarctic, and it’s pretty interesting. Here’s a link to some photos and information I found.
http://www.icebergs.com
Posts of the Past
March 4
Feb. 16
Feb. 4
Jan. 11
* Communicating with Different Audiences
Effective collaborators know who they are talking or writing to. They know when slang is appropriate and when a more formal style is required. Even when communicating with peers, particularly peers from different cultures, students need to know how to explain themselves accurately and show awareness of cultural differences.
E-mail Example
Question about Solar Energy
From: Wed., 9:30 AM
To:
Dear Dr. Marks
Thank you for visiting our class to talk about alternative energy. I have one question that I hope you can answer for me. I don’t understand how electricity can be stored in one place where there’s sun so it can be used in cloudy places. If you could answer this question for me, I would really appreciate it.
Sincerely,
Todd Chavez
* Listening
One of the greatest advantages of collaboration is the opportunity it provides to learn from others. Listening in a group discussion or reading carefully in an online interaction is essential if students are going to benefit from the combined wisdom and knowledge of groups.
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Module 2, Lesson 1, Activity 3, Screen 2
Teamwork and Collaboration
Students develop and enhance teamwork skills through collaboration. They learn to deal with people and manage their own contributions to collaborative efforts (Darling-Hammond, 2007).
Accountability to others for completing tasks and making constructive contributions is much more motivating than accountability only to the teacher.
Explore how students develop and enhance teamwork and project management skills through collaboration.
Teamwork Skills
As students work together, they learn to take responsibility for the quality of their interactions with others and the group project. They develop skills and attitudes such as:
* Volunteering for difficult tasks
* Asking pertinent questions
* Sharing resources and newfound expertise
* Inviting the participation of others
* Building consensus
Project Management Skills
Group projects help students develop valuable project management skills, such as:
* Defining tasks to be completed
* Creating timelines and schedules
* Finding resources
* Dividing tasks
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Module 2, Lesson 1, Activity 4, Screen 1
Teachers Discuss Global Citizenship
Dave and Eva recognize that the world is becoming more connected through technology, and students will need to adapt to those changes to succeed in a global community.
Follow their discussion:
Eva: I’d like my students to collaborate more and to be more involved with the world beyond the classroom.
Dave: Exactly. Helping students develop global citizenship skills is one of the most important goals in my social studies classroom.
Eva: But I mean in other subjects, too. It’s not just about learning how people live in other countries, it’s also about exploring how others think about common issues.
Eva: Right. Collaboration exposes students to different points of view, so they can learn to listen and think about topics in ways they never thought of before.
Eva: It’s cultural awareness, sure, but it’s also critical thinking-like looking at all sides of an issue and respecting different points of view. In science, I think, it’s also about judging the scientific validity of information and making decisions based on sound reasoning.
Eva: Of course, science is perfect for that kind of collaborative discourse and debate.
Eva: Yes, I was thinking that climate change is an issue that affects everyone. Students could gain some interesting perspectives with collaborations outside of school. It could really make them think about their beliefs.
Click Next to continue.
Module 2, Lesson 1, Activity 4, Screen 2
Critical Thinking and Collaboration
Being a responsible citizen means making decisions based on good evidence. It also means using effective techniques to argue a point of view. Online forums and face-to-face discussions give students opportunities to develop these important critical thinking skills while discussing issues related to the content they are studying.
Online forums provide great opportunities for students to interact with others who have similar interests. In online forums, students might express their opinions, provide concrete examples, and ask for evidence to support an opinion. All these skills are important for participation in society.
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Module 2, Lesson 1, Activity 5, Screen 1
Differentiation Purposes
An underlying purpose of collaborative activities is to meet individual students’ needs. The flexibility and versatility of collaboration as an instructional strategy make it a critical component of differentiated instruction.
Collaborative activities allow students to take advantage of their individual interests and talents to contribute to group projects. Working in areas of their expertise can motivate students to learn content and enhance feelings of self-efficacy.
Review ways students can contribute and increase their expertise.
Technology Expert
Chris is interested in video editing. As part of his group’s project on pollination and insects, he takes videos of bees and flowers, edits them, and posts them to the project wiki.
Graphics Expert
Lynn is very artistic and also is good with language. She is creating a series of cartoons to include in her group’s electronic publication to illustrate the importance of conserving energy.
Cultural Expert
Because he has many family members who have moved to the United States, Terry interviews his neighbors and family members about their opinions on immigration.
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Module 2, Lesson 1, Activity 5, Screen 2
Peer Support of Content Learning
Collaboration allows students to support each other’s learning. Thus, students receive more help and feedback than they would if they were working alone. Some areas in which student feedback can be constructive are:
Content Learning—In collaborative activities, students can ask questions about content and get help with content-specific skills any time during the activity. Students may be more likely to understand where a peer’s thinking has gone astray or what kinds of problems their peers might have.
Risk Taking—Knowledgeable students can support peers by sharing knowledge as well as encouraging and challenging them.
Language Development—The natural conversation that occurs in collaborative activities supports students’ language development because it provides:
* Immediate feedback on the effectiveness of communication
* Opportunities to ask questions and get confirmation about language choices
* Ways for students to contribute in areas of non-language based expertise
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Module 2, Lesson 1, Activity 5, Screen 3
Process Differentiation
Students can make choices about the processes they use during collaborative projects. They can also receive different levels and types of support as they complete collaborative tasks.
For example, examine the types of scaffolding (glossary term) two students receive when creating a task list for completing their portion of a collaborative project.
Review two students’ special needs and job aids.
Becky
Becky struggles with keeping track of the tasks in a project. She uses a document that gives her guidance about how to keep track of her tasks and helps her develop independence and self-direction.
Becky’s Task List
1. Write the tasks you have to complete in the first column.
2. Write the day they need to be completed in the second column.
3. Check the column that shows how far you are on the task. Remember to make a checkmark every day to keep track of your progress.
4. If you need to, ask someone in your group to help you fill out the chart.
Task 1. Find information about people in India and type notes in computer
Date Due: 10/23
Not Started:
Working On:
Done:
Task 2. Take pictures of neighbors for presentation
Date Due: 10/24