Essential Questions Student

Knowledge

K-3

Elementary

Knowledge & Skills

4-8

Middle Years

Knowledge & Skills

9-12

High School

Knowledge & Skills Do students see

knowledge

construction as a

collaborative

activity?

Do students take

responsibility not

only for their

learning, but the

learning of others as

well?

Do students

consider the needs

of others in their

collaborative

group?

Are students able to

work together to

reach a goal,

drawing from the

talents and

expertise within the

group?

Do students

understand roles

and responsibilities

within a

collaborative

context?

Do students

demonstrate

proficiency in

working

collaboratively both

offline & online?

Do students

demonstrate that

the collaborative

community, not the

individual, sets the

learning agenda?

Can students work

collaboratively to

share their ideas in a

variety of multi-

media formats?

Students understand

how to collaborate

and work in multiple

ways in both digital

and non-digital

spaces.

Students understand

the creative process

through

collaboration, and

how this can be

extended and

enhanced in digital

spaces.

Students ought to

reflect on their own

strengths and what

they have to offer in

a collaborative

environment.

Students know how

to draw upon the

strengths of each

member of the

group to maximize

the collaborative

opportunity.

Students understand

that there are roles

and responsibilities

within a

collaborative

context.

Students know that

the group, not an

individual, drives the

learning within a

collaborative

context.

Students have a

responsibility to

support each other

in a collaborative

setting.

Students understand

that working

together can often

generate something

Students are able to

work together and

generate ideas in a

face-to-face

environment and

explore how this

could be transferred

to a secure online

environment.

Students are able to

generate ideas

while working

together face to

face and transfer to

a teacher defined

on-line space with

ease.

Students are able to

generate ideas

while working

together face to

face and on a

student defined on-

line platform that

best suits the needs

of the project.

Students understand

the importance and

difference of roles

and responsibilities

within a team.

Students may be

assigned different

roles and

responsibilities within

a teacher created

online platform ie:

blog.

Students understand

the importance and

difference of roles

and responsibilities

within a team.

Students need to

demonstrate

different roles and

responsibilities and

effectively

participate in an

online teacher

created

collaborative space

ie: blog or O365

Group.

Students

demonstrate and

understand different

roles and

responsibilities within

a team. Students

understand their

capacity to fulfill the

roles and

responsibilities in a

student created

collaborative space.

ie: blog or O365

Group.

Students

demonstrate

respect for one

another and the

fact that people

can contribute in

different ways

towards a goal.

Students are mindful

of the needs of

others in their

collaborative group.

Students

demonstrate ethical

behaviour and

digital etiquette

when engaging in

the online space

with guidance from

their teacher.

Students are mindful

of and take

responsibility for

accommodating

the needs of others

in their collaborative

group. Students

demonstrate ethical

behaviour and

digital etiquette

when engaging in

the online space as

well as manage

conflict

independently.

With teacher

prompting and

guidance, students

reflect on their

individual

contributions

towards the group's

goal.

Students engage in

a teacher guided

self-reflection on

individual

contributions

towards the group's

goal and the

differences

between face to

face and online.

Students start

examining ways to

improve

collaboration in a

variety of spaces.

Students reflect on

their individual and

collective

contributions

towards the group's

goal and

differences

between face to

face and online.

Basically how well

they work together

as a team. Identify

areas for

improvement in

Can students

transfer their

interpersonal skills

from face-to-face to

virtual

environments?

Do students work

together to

construct

knowledge or solve

problems better

than what could be

accomplished

individually?

Do students

collaborate with

others to deepen

their understanding?

Are students able to

reflect on and

critically assess their

individual

contributions to the

collaborative

process?

Can students

collaborate both

synchronously and

asynchronously?

much richer than

can be generated

individually.

Students understand

that collaborating

with others can

deepen their

understanding.

Students understand

that collaboration

takes place both

synchronously and

asynchronously.

moving forward in

future projects.

Students brainstorm

and generate ideas,

encouraging all

group members to

have input. Ideas

can be captured

digitally or in

traditional forms. (ie:

Padlet, O365, Pixie

app). Set up a plan

for action in

reaching goal

guided by teacher.

Students will explore

how to generate

ideas

collaboratively,

ensuring all group

members have input

in a digital platform

to exchange and

build upon ideas.

Students will create

a plan for action in

sequential steps.

Students will explore

how to generate

ideas

collaboratively,

ensuring all group

members have input

in a digital platform

to exchange and

build upon ideas. As

a group, students

will independently

create a detailed

plan for action in

sequential steps and

report individual

progress towards the

collaborative goal in

a digital platform.

(ie: O365 Groups,

OneNote Notebook,

Blog,

microblogging/soci

al media, texting

group).

Students understand

different ways that

groups may work

together in both

digital and non-

digital spaces.

Students understand

different ways that

groups may work

together and how

digital inequity may

play a role in how

different groups

work together.

Students understand

different ways that

groups may work

together and how

digital inequity may

play a role in ease

of digital access

and how to

accommodate and

support those who

encounter barriers

to access.

Students explore

how all people are

different, yet they

can all contribute in

a meaningful ways

to the group

project.

Students

demonstrate

sensitivity and

understanding of

the viewpoints of

each member of

the group.

Students actively

ensure that all

diverse perspectives

within the group are

heard and

respected.

Students

collaborate

synchronously in

digital and non-

digital spaces.

Students can

collaborate

synchronously online

and are beginning

to collaborate

asynchronously

online as well.

Students can

collaborate online

synchronously and

asynchronously with

relative ease.