Collaboration

1
Collaboration

• by
• Holly Anderton
• Damar Creighton
• A. Brahin Tabb
• Elizabeth Quinn

2
Agenda

• Introduction
• Matrix
• Collaborative Group Activity
• Conclusion
• Questions and Answers

3
Collaboration

• Collaboration skills entail working together to
  accomplish shared goals

4
Typical Classroom

• Teacher is the sole authority
• Students work alone
• Teacher transfers knowledge to student
• Goals are already established
• Learning is passive
• Roblyer, M.D. (2002). Integrating educational
  technology into teaching (3rd ed.) Columbus, OH
  Merrill/Prentice Hall.

5
Collaborative ClassroomINFO 688is the perfect
example of a Collaborative Classroom

• Teachers adopt the role of facilitator and act as
  a readily available storehouse of information for
  students.
• Students are placed in a heterogeneous group
  /responsibility for the success of the group is
  shared among all students.
• Learning is shared by the whole group, and builds
  upon the students prior knowledge and
  experiences/Students teach each other.
• Students set the groups goals, not the teacher
• Students learning is authentic and promotes
  critical thinking skills resulting in more
  effective learning.
• Tinzman, M.B., et al. (1990). What is the
  collaborative classroom?
• Retrieved October 12, 2004, from North Central
  Regional Educational Laboratory,
  http//www.ncrel.org/sdrs/areas/rpl_esys_collab.ht
  m

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Contrast of Co-operative Collaborative groups

• Cooperative
• Structured
• Management/teacher sets goals
• Unilateral leadership

• Collaborative
• Free Form
• Group choose goals
• Dispersed leadership

7
Collaboration Matrix

• Organizational Management Skills
• Time Management
• Goal Setting

8
Collaboration Matrix

• Inter-personal/Social Skills
• Individual Responsibility
• Communication

9
Collaboration Matrix

• Comprehension Skills
• Information Processing
• Critical Thinking

10
Collaboration in the

• Kindergarten - Workplace
• Setting

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Organizational Management Skills

• Time Management
• K-6
• Example Complete a task both individually as
  a group to compare times
• 7-12
• Example Group implements timeline with sub
  tasks leading up to final assignment

• Goal Setting
• K-6
• Example Have more than one group member
  reiterate objective of task
• 7-12
• Example Students perform personal tasks
  individually that contribute to whole group

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Organizational Management Skills

• Time Management
• College
• Example Submit time
• log with final project
• Workplace
• Example Limit meetings to task orientation and
  follow up

• Goal setting
• College
• Example Create group goals for learning as part
  of the assignment
• Workplace
• Example Review company mission statements and
  directives from management

13
Organizational Management SkillsSummary

• Summary Please recognize the culmination of
  skills and the necessity to foundationalize them
  before ascension in skill levels.
• Piaget concluded that all growth depends on
  existing schemata (Eggen Kauchak, 1994, p.
  35). Therefore, prerequisites are required of
  smooth, orderly attainment of new knowledge. New
  knowledge soon becomes schemata upon which
  further, newer knowledge builds.
• Focus The time management skill of taking on
  the responsibility of deadlines requires the
  formative, k-6 skill of recognizing the need of
  completing a task on time. They are not mutually
  exclusive! The former is a building block for
  the latter.

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Interpersonal/Social Skills

• Individual Responsibility
• K-6
• Example List rules that the groups to which
  they belong must follow
• 7-12
• Example Learn how to accept constructive
  criticism

• Communication
• K-6
• Example Role-play what would happen if there
  were no rules
• 7-12
• Example Heterogeneous groups discuss an
  assignment from multiple perspectives

15
Interpersonal/Social Skills

• Individual Responsibility
• College
• Example Evaluate each others work
• Workplace
• Example Compare progress of individual tasks to
  that the group

• Communication
• College
• Example Assign tasks to group members with
  particular strengths
• Workplace
• Example Introduce arbitration during conflict
  resolution

16
Interpersonal/Social SkillsSummary

• Summary Those very interpersonal-social skills
  facilitated by your kindergarten teacher are
  important to you as adults.
• Vygotsky hypothesizes the importance of learners
  being meaning-makers constructors of meaning.
  Construction is a process.
• Focus The secondary-level collaborative group
  member reflecting on his/her role in the group
  for both individual and group grades would need
  to draw on the individual responsibility skills
  from his/her primary school days.

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Comprehension Skills

• Information Processing
• K-6
• Example Complete a problem that involves
  multiple disciplines
• 7-12
• Example Each student researches topic
  individually then compares findings with group

• Critical Thinking
• K-6
• Example Discuss topic, then pretend to be one
  another and continue discussion then analyze
  how near perspectives were understood
• 7-12
• Example Troubleshoot according to curriculum
  map

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Comprehension Skills

• Information Processing
• College
• Example Assign group member to smooth over
  final assignment under direction of of all
  members
• Workplace
• Example Understand process of creating new
  information both individual and as a group

• Critical Thinking
• College
• Example Decide cooperatively the course of
  action/directives for the group
• Workplace
• Example Use new learning to excel company as a
  whole

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Comprehension SkillsSummary

• Summary Those very comprehension skills
  facilitated by your kindergarten teacher are
  important to you as adults.
• To better understand maths at the 12th grade
  level, one must have already mastered those in
  earlier grades (Peter-Koop, et al, 2003)
• Focus
• Figure reproduced from (p. 37) Eggen, P.,
  Kauchak, D. (1994). Educational psychology
  Classroom connections. (2nd ed.). Englewood
  Cliffs, NJ Prentice Hall.

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Collaboration

• Collaborative
• Group
• Activity

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Who can Collaborate?

• Teachers and Librarians
• Online students/ Distance learning
• Faculty Members
• Workplace (ex Divisions w/in company)
• ?

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Questions Answers

• ???