Collaboration

Dive into Deep Learning Outcomes

Collaboration - Work interdependently and synergistically in teams with strong interpersonal and team-related skills, including effective management of team dynamics and challenges, making substantive decisions together, and contributing to learning from and having an impact on others.

• Working inter-dependently as a team

• Interpersonal and team-related skills

• Social, emotional, and intercultural skills

• Managing team dynamics and challenges

• Leveraging digital

Learning Progression for Collaboration

Teacher Rubric

Student Rubric

mLISD Outcomes

Collaboration: Learners will demonstrate collaboration by engaging in productive discourse with a focus on shared responsibility when working toward a common outcome.

• Activate the interpersonal skills needed for productive discourse, including active listening, empathy, valuing differences and conflict resolution.

• Leverage individual member strengths to expand the collective influence of the team beyond the expected obligation.

• Reflect on their role as a contributor and collaborator within a team and make adjustments that impact the greater good.

Learning Progression for Collaboration

Link

Deeper Learning Outcomes

Work collaboratively - Students cooperate to identify and create solutions to academic, social, vocational, and personal challenges.

• Students collaborate with others to complete tasks and solve problems successfully.

• Students work as part of a group to identify group goals

• Students participate in a team to plan problem-solving steps and identify resources necessary to meet group goals.

• Students communicate and incorporate multiple points of view to meet group goals.

New Tech Outcomes

Collaboration asks students to consider both, how they individually contribute, and how a group works together. Collaboration helps students not only develop their academic and social skills but also help contribute to a learning community. Collaboration fosters a student’s ability to engage in a learning environment that is authentic, active, relational, responsive and complex.

Individual Collaboration - An individual students’ ability to contribute to group tasks.

• Contribution and Development of Ideas

• Equal Participation

• Group Norms

• Respectful Tone and Style

• Positive Body Language/ Active Listening

• Roles

• Team Support

Team Collaboration - A group’s ability to productively manage group tasks.

• Equal Participation

• Making Decisions

• Creating/Using Norms

• Passionate Ownership

• Conflict Resolution

Learning Progression for Collaboration

Teacher Rubric

Student Rubric

PBL Works

Collaboration - “Students work in groups to improve their ability to work with others, and the quality of student interactions therefore should be the focus of teaching and learning. To be sure, intellectual gain and increased academic content knowledge and skill could be a bi- or co-product of collaborative activity, but this is not the focus either of instruction or of assessment related to collaboration. Rather, the focus is on the nature and quality of the collaborative activity and the interactions among group members”

• Plan and make group decisions

  • Suggests ways that help the group manage or complete the project.

  • Suggests roles or tasks based on the abilities or interests of those in the group.

  • Suggests ways the group can make decisions when there is disagreement.

• Communicate about thinking with the group

  • Identifies when ideas do not make sense.

  • Asks what others think.

  • Uses academic language to talk about their learning moves.

• Contribute resources, ideas, and efforts and support group members

  • Suggests important ideas to help improve the project.

  • Provides resources to support the group.

  • Helps others and gives feedback throughout the project.

• Monitor, reflect, and adapt individual and group processes to benefit the group

  • Reflects on and suggests ways the group can improve the quality and process of the project next time.

  • Makes a plan for improving their work next time.

In order to encourage student collaboration in lessons make sure the tasks:

Be sufficiently complex. Make the design rigorous and by framing it with a challenging problem or meaningful question at the appropriate level of challenge. The design should be challenging enough to elicit group discussion, negotiation, and collective efforts.

Be open-ended. Tasks that are open-ended require student to determine what is relevant, plan how they will demonstrate their knowledge, and offer multiple pathways for solutions. Open ended tasks “allow for multiple, defensible solutions and, further, require students to apply (or transfer) their learning to novel situations” (p. 18).

Be authentic. Using the Gold Standard Design Element, Authenticity, in project design provides students with opportunities to engage with real-world contexts, tasks, tools, or impact. The PBLWorks Blog, What Does it Take for a Project to be “Authentic”?, is a helpful resource for planning.

Be reflective of culture and context. PBL supports culturally responsive teaching practices, and it is important to note that while assessing the quality of student interactions cultural differences must be considered. Some differences are verbal, what is considered appropriate communication and sharing of resources, ideas, or efforts; other differences are non-verbal and mediate what is considered appropriate body language, conflict resolution, and task management tactics. Verbal and non-verbal interactions may vary across cultural contexts.

Make student thinking visible. Offer students opportunities to make their thinking visible to their group. Use Structured reflections to do this.

Learning Progression for Collaboration

Collaboration Rubric: Grades K-2

Collaboration Rubric: Grades 3-5

Articles about Collaboration:

Why Collaboration is More than "Group Work" article

5 Strategies to Deepen Student Collaboration - Edutopia

The Space - Collaboration Protocol - How to build a collaborative environment