Students and teacher(s) work with one another to extend each other’s thinking using collaboration strategies and self-monitoring skills. To do this, teachers believe that all students are able to contribute to classroom learning opportunities. They also believe that when students are provided opportunities to collaborate, meaningful learning takes place and all students benefit. (Adapted from New Teacher Center Indicator Rubrics)
RANDA Connections: IIA, IIIA, IIIE, IIIF
What the Research Says...
What the Research Says...
44 Benefits of Collaborative Learning: List of the benefits of collaborative learning.
Deeper Learning: A Collaborative Classroom is the Key: An article that breaks down collaborative learning and explains the elements that create a collaborative environment.
Starting Critical Thinking and Collaboration Early-Edutopia: A YouTube video that highlights collaborative learning in a primary classroom.
Cult of Pedagogy-Making Making Cooperative Learning Work Better: In this podcast, Jennifer Gonzalez describes the effect of collaborative learning and how to implement it in the classroom.
Coaching to Collaborate Effectively..
Coaching to Collaborate Effectively..
In order to develop a teacher's capacity to support students to Collaborate Effectively, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum:
Incorporating Collaborative Structures, Tools, and Tasks
Co-Constructing Routines and Procedures That Enable Groups To Work Independently
Creating Structures the Ensure Every Student Has A Role, Is Held Accountable, and Receives Feedback
Incorporating Formative and Summative Assessments of Collaborative Structures
Additional Coaching Questions:
Using the POCA, go to the applying category. Ask, what student action is in this indicator? What teacher belief must be true for this student action to occur? (i.e. students actively listen to each other and extend each other’s ideas = teacher belief that students can build knowledge together in discussions). Then go to the coaching rubric and ask, what coaching belief must be true if the teacher belief is true? (i.e. if a teacher believes that students can learn in discussions, the coaching belief is that teachers can set up the environment and structure for this to occur, in any content/grade level).
How do we honor both introverted and extroverted students?
How do we ensure equity of voice, consider race, student identity?
What intentional planning is needed for grouping? (more than turn and talk to a neighbor) Why is student A paired with student B?
What is the structure for sharing? (Everyone participates)
Do teachers have a deep understanding of the different types of discourse strategies (ie, number heads together, lines of communication, table talk, A and B partners, etc)?
Habits of Discussion Rubric (from Uncommon Schools)
How do we foster active listening for discussions to go more in depth?
See also Collaborate Effectively Checklist (Developed by APS Coaching Cadre, 2021-22)
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
The indicator "Collaborate Effectively" supports teachers' ability to create the conditions for students and teachers to work together to extend each other's thinking. This practice is supported through several components of discourse. The teacher must establish routines and structures for student discourse that ensure each student has a role, is positioned as competent and is held accountable to the learning. It is also imperative that a teacher provides the necessary supports for all students to access and interact with the work of the lesson.
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