Collaborating on Collaboration

K. BurrellA. Fazio

A. PepenellaSaturday May 14, 2011 – 5P42

Agenda

• Introductions• What is collaboration?• Collaboration as an effective way of learning• Collaborative assessment• Making use of technology and space• Collaborative activities and models• Application activity• Conclusion

What is collaboration?

• Placemat Exercise

col·lab·o·ra·tion (n)

• typically working together with one or more people in order to achieve something

• methodologies and environments where learners engage in a common task• each party is dependent on and accountable to the other in varying

degrees• usually as group work to:

– search for understanding, meaning, solutions, or to produce something about their learning

• reorganizes typical student-teacher roles • can include:

– writing, group projects, joint problem solving, debate, study groups, others

• Educause: Learning Initiative www.educause.edu/eli/collaborativelearning

Think about it…

What is your greatest concern about teaching collaboratively?

FOUR CORNERS ACTIVITY

Think about the following statement:In your experience, collaboration with others is

an effective way of learning.

FOUR CORNERS ACTIVITY

1. Do you AGREE, STRONGLY AGREE, DISAGREE or STRONGLY DISAGREE?

2. Move to the area of the room where the sign is placed which indicates your stance and wait for further instruction.

FOUR CORNERS ACTIVITY: What’s next?

• In your corner divide into groups of 2-4.• In your groups of 2-4, discuss why you made

the decision to stand there (you have approximately three minutes).

• Be prepared to share your own response or your group’s response(s).

FOUR CORNERS ACTIVITY: Activity Conclusion

• Move back to where you were originally sitting.

• Share your responses with the class.

FOUR CORNERS ACTIVITY:Debrief

• What did you like/dislike about this method of collaborative learning?

• Could you use this where you work?• Where do you think this would be most

appropriate?

Collaborative Assessment

http://lskydifferentiatedinstruction.wikispaces.com/file/view/assessment.jpg/173586135/assessment.jpg

According to Black & William (1998) there is a considerable evidence that assessment, when practised effectively, can improve student learning.

Collaborative Assessment

• “Assessment for learning”

• learning is defined as ‘meaning-making’ rather than ‘acquiring’ information

• Formative assessment as "practice."

• Collaborative Assessments are Formative Assessments

• Used specifically to enhance learning processes or performances, rather than just measure them.

(Watkins, 2004; Hargreaves,

2007)

Collaborative Assessment

http://hhsprincipalsoffice.files.wordpress.com/2009/10/pic-3.jpg?w=419&h=336

Collaborative AssessmentThe Process

Activities• In the moment observations • Questioning strategies• Self and peer assessment• Group assessment• Student record keeping• Grading for attendance• Reflection assignments• Application projects• Interplay of private and public

reflection

Behaviours (Increase)• Applying knowledge• Learning to learn• Problem solving• Awareness of self• Communication fluency • Making sound moral judgements• Active, involved, exploratory• Performance in formal exams• Positive attitude towards course

content

(Garrison, 2011; ARG, 2002; Watkins, 2001; Watkins, 2004)

Collaborative AssessmentMethods

Collaborative AssessmentConsiderations

• Goals the educator intends to reach• Consequences of the evaluation• Assessment could be subjective• Generally summative assessment is applied to collaborative learning

environment• Consistency with Learning objectives, learning environment & learning

assessment• According to Douglas Reeves defines it as: intellectually and

emotionally demanding • The enemy is never each other – the enemy is ambiguity

(Webcast, D. Reeves)

Collaborative AssessmentValidity

High degree of validity if the following conditions are met:

– the assessment for learning actually leads to further learning of a kind that is consistent with other social values

– the form and content of the assessment for learning reflects and encourages valuable learning

– the assessment is an inquiry rather than a measurement

– classroom conditions are conducive to valuable learning(Hargreaves, 2007)

• Powerful to improve instruction practice• Benefits:

1. Consistency & Reliability2. Collaborative planning3. Fairness and Equity4. Alignment of Instruction (plan with the end in mind)

• Moderation Process vs. Independent Assessment• Creating a Culture of Trust and Productive conflict• Importance of Common Assessments

Collaborative AssessmentTeacher Moderation

Collaborative AssessmentTeacher Moderation - Roles

Principals(create the culture)

Teachers(impact student achievement)

Students(provide feedback)

• Schedule regular moderation sessions• Participate• Model effective questioning• Contribute to the discussion• Support & encourage distributed leadership

• Collectively discuss results• Use information to plan instruction• Provide students feedback • Actively participate in the session• Share their successful strategies

• Provide feedback on useful strategies• Practise articulating strengths and weaknesses of their learning• Apply feedback

(Literacy & Numeracy Secretariat, 2007).

Collaborative Assessment

http://teachscience4all.wordpress.com/2009/07/27/concept-cartoons/

Think about it…

Rate your level of expertise (low, medium, high, no experience) with the following:

1. classroom technologies (computer, projector, whiteboard, document viewer, clickers, etc.)

2. online web tools (blogs, wikis, social networking, Google apps, etc.)

3. learning management systems (Blackboard, Desire2Learn, Sakai, Moodle, etc.)

4. What technologies have you used to support collaborative learning?

Technology

• there are many opportunities to utilize technology for collaboration in & out of the classroom

• often requires account setup with username and password

• often limited to the tools available based on learner’s experience to keep it contained to a few sites

Technology

• Online Polling and Surveys• Wikis• Social Networking• Video• Blogging• Document Sharing• Skype

Space

• configuration, outfitting & accessibility can promote or prevent successful collaboration activities

• know what is appropriate and in what space• you don’t NEED technology to be collaborative– space and facilities requirements for collaborative

work are more specialized– many spaces, especially classrooms, were not

designed with collaborative activities in mind

Space3 categories of learning spaces

formal informal non-physical classrooms face-to-face auditorium lecture halls seminar rooms team-based flexible

configuration

where students and faculty gather outside of class time

practically anywhere (due to technology &wireless)

library cafeteria lounge

Second Life online forums social networks Skype

Space

http://danielschristian.com/learning-ecosystems/tag/smart-classrooms/page/5/http://www.insanetwist.com/2011/01/new-facebook-office.html

COLLABORATIVE LEARNING: Activities and Models

Some examples of Collaborative Learning are: PlacematFour Corners• Think Pair Share• Jigsaw• Round Table (Round Robin)• Double Entry Journal*There are many other CL Activities and Models to consider. (See:

Bennett & Rolheiser, 2001 and our wiki link [referenced on your handout] for more details)

COLLABORATIVE LEARNING: Activities and Models

THINK PAIR SHARE• A question is posed.• Think about how you would respond to the

question posed.• Pair up with someone and discuss your

thoughts.• Open up discussion to the group and

share your thoughts.

COLLABORATIVE LEARNING: Activities and Models

• For example, let’s use Think Pair share to respond to the following:

“what is your favourite type of comfort food?”

JIGSAW• Groups of 5-6 work best.• Divide up a lesson, strategy, etc., into 5-6 parts. Each

person in responsible for becoming an expert on one segment of information in each group (allow sufficient time to do so).

• Each expert is to share their own segment’s information with the others in their group.

* I find this activity works best when there is a template which can be filled in by each person.

COLLABORATIVE LEARNING: Activities and Models

COLLABORATIVE LEARNING: Activities and Models

ROUND TABLE/ROUND ROBIN• A question is posed to people seated in groups who

have a piece of paper and a marker/pen.• The first person shares their thoughts and jots down

their response passing the sheet to the next person who then shares their thoughts, jots them down, etc., etc., until the facilitator stops the activity.

• Groups are called upon to share their responses and then similarities and differences can be noted.

COLLABORATIVE LEARNING: Activities and Models

DOUBLE ENTRY JOURNAL (an example)

• This information can then be shared in pairs and/or large group setting to become aware of the different interpretations and insights people gain from the same reading material.

List reference here. Bennett, B., and Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto, Canada: Bookation Inc.Excerpts from the Reading Critical Points (in general or specific),

Thoughts, Challenges, etc.1. “our brains benefit from the opportunity to talk. Intelligent behaviour is enhanced through social interaction” (p. 168)

1. What about people who have difficulties with social interactions? Is talking always necessary to benefitting our brains? (is there research to back this up)?

The Marshmallow Experiment

• Your task is to build the tallest freestanding structure in 15 minutes.

• The successful team will be the one that has the tallest structure measured from the table to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling, or chandelier.

The Rules

• The Marshmallow Must be on Top:– The entire marshmallow needs to be on the top of the structure.

Cutting or eating part of the marshmallow disqualifies the team.• Use as Much or as Little of the Kit:

– The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the paper bag as part of their structure.

• Break up the Spaghetti, String or Tape:– Teams are free to break the spaghetti, cut up the tape and string to

create new structures.• The Activity Lasts 15 minutes:

– Teams must not be holding on to the structure when the time runs out.

Final Thoughts…

67% of our students learn best actively, yet many lectures are passive.

69% of our students are visual, yet we often choose primarily verbal material.

28% of our students think globally, so we can help them more with the ‘big picture’.

(Cassidy, 2005, p. 13)

Check out our Wiki:

http://educ5p42--collaboration.wikispaces.com/

Feel free to add resources to it as well!

ReferencesAssessment Reform Group (ARG) (2002) Assessment for learning: 10 principles. Available online at: http://www.assessment-reform-group.org.uk (accessed 12 May 2011). Bennett, B., and Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto, Canada: Bookation Inc. Cassidy, A. (2005). Problem-based Learning, Collaborative Learning, Problem-solving and Use of Cases to Enhance Learning: What’s it all about? Retrieved May 8, 2011 from

http://www.kwantlen.ca/academicgrowth/resources/PBLhandout.pdf Collaborative Learning Workshop. Retrieved May 8, 2011 from http://creativecommons.org/licenses/by-nc-sa/3.0/ Garrison, C. National Middle School Association, Formative and Summative Assessments in the Classroom. Retrieved May 10, 2011 from

http://www.nmsa.org/publications/webexclusive/assessment/tabid/1120/default.aspx Hargreaves, E., (2007). 'The validity of collaborative assessment for learning', Assessment in Education: Principles, Policy & Practice, 14: 2, 185 — 199. Literacy & Numeracy Secretariat (2007). Teacher Moderation: Collaboration Assessment of Student Work (Special Edition #2). Lomas, C., Burke, M., and Page, C. L. (2008) Collaboration Tools, EDUCAUSE Learning Initiative advanced learning through IT innovation. Retrieved May 8, 2011 from

http://creativecommons.org/licences/by-nc-nd/3.0/ Teach Science for All. Retrieved May 9, 2011 from http://teachscience4all.wordpress.com/2009/07/27/concept-cartoons/ The Principal’s Office. Retrieved May 9, 2011 from http://hhsprincipalsoffice.files.wordpress.com/2009/10/pic-3.jpg?w=419&h=336 Watkins, C. (2004) Classrooms as learning communities, NSIN Research Matters, 24. Watkins, C. with Carnell, E., Lodge, C., Wagner, P. & Whalley, C. (2001) Learning about learning enhances performance, NSIN Research Matters, 13. Webcast: Collaborative Scoring of Student Work http://www.curriculum.org/secretariat/september10.shtml