Module 2, Lesson 1, Activity 1, Screen 1
Framework Introduction
Collaboration in the classroom is more than just an instructional strategy. It is a way to design learning
experiences that engage students with curricular content while developing skills that transfer to life
outside the classroom.
The Framework for Collaboration helps you think about options for developing collaborative activities
that support student learning. Use the framework to plan instruction that effectively integrates
collaboration.
Revisit the five dimensions of the Framework for Collaboration and review ideas for integrating
collaboration into your curriculum.
Purpose
Collaboration Purposes:
* Improved content learning
* Improved teamwork skills
* Global citizenship
Digital Tools
Tools:
* Wikis
* Online spreadsheets
* Collaborative bookmarking sites
Collaborators
Collaborators:
* Peers within a classroom
* Peers in other classrooms
* Subject-matter experts
* Community members
Type
Types of Collaboration:
* Sharing thoughts
* Giving and getting feedback
* Peer teaching
* Conducting research
* Sharing responsibility for group products and performances
Scope
Scope of Collaboration:
* Short-term activities to support individual student work and projects
* Short- and long-term group projects
1. Open Collaboration Framework for more information about planning collaborative learning
experiences (Collaboration_Framework.doc).
2. Click Next to continue.
Module 2, Lesson 1, Activity 1, Screen 2
Purposes for Collaboration
Beginning with a purpose is the most important part of designing collaborative experiences. In most
cases, the main purpose of collaboration is to improve content learning. The development of teamwork
and global citizenship skills is an important but secondary emphasis.
Building collaboration activities around specific content, as well as 21st century skill objectives, guides
the selection of type, scope, participants, and tools. It also sets up the methods and goals for assessing
student learning.
Review how the purpose of collaboration sets the stage for other decisions about collaborative
experiences.
Content Learning
A collaborative activity that focuses on specific content objectives is usually long-term and relies on
tools that meet specific content needs, such as research resources and word processing and
spreadsheet applications. Assessment of the activity emphasizes the understanding and application of
content.
Teamwork Skills
A collaborative activity that targets specific collaborative skills is usually short-term and involves peers
as participants. For example, an activity at the beginning of a project might ask students to work on a
content-related task, but focus on specific teamwork skills that students would use during a project.
Likewise, short activities targeting collaboration skills may also occur as needed during project work.
Assessment may be informal or through self- or peer assessment.
Click Next to continue.
Module 2, Lesson 1, Activity 2, Screen 1
Collaboration and Content Learning
Research consistently shows that when students work together with peers their understanding of
subject area content improves, along with other critical 21st century skills. In addition, students
demonstrate greater motivation and engagement in learning activities, which also benefits their content
learning (Marzano,1998; Williams, 2009).
Collaboration, as an instruction strategy, contributes to content learning through:
* Articulation of ideas—Students articulate their thinking as they discuss ideas. This process helps
students organize and look at their thoughts more critically and objectively.
* Exploration of interests—By sharing tasks, students can focus on areas of interest within broader
topics of study. Making connections within a topic increases students’ motivation to learn and enhances
understanding.
* Exposure to alternative points of view—Considering alternative ideas, questions, and problems posed
by peers opens students’ minds to more complex thinking and deeper understanding of a topic.
Click Next to continue.
Module 2, Lesson 1, Activity 2, Screen 2
Collaborative Research
Collaborative research is one of the most powerful ways for students to expand their content
knowledge. Students can collectively find wide-ranging and current information. They can access
primary sources and points of view on topics written by individuals all over the world. They can collect
and share original data with others through online tools. By discussing, analyzing, and interpreting what
they discover, students develop a more complete and authentic understanding of the content they
research.
Explore the kinds of information students can find, create, and share, and learn more about how
collaboration with these resources improves content learning.
* Online Data—Students locate data from a variety of Web sources, compile their information in an
online spreadsheet, and then analyze and interpret what they have found.
Sample Spreadsheet Data
Partners: Kyle & Vuong
Country: USA
Avg. Life Expectancy: 78
Infant Mortality—per 1000 births: 6.26
Partners: Kim & Molly
Country: Kenya
Avg. Life Expectancy: 56
Infant Mortality—per 1000 births: 54.7
Partners: Rosa & Daniel
Country: Australia
Avg. Life Expectancy: 82
Infant Mortality—per 1000 births: 4.75
Partners: Mac & Kerri
Country: Finland
Avg. Life Expectancy: 79
Infant Mortality—per 1000 births: 3.47
Partners: Elizabeth & Ann
Country: Saudi Arabia
Avg. Life Expectancy: 76
Infant Mortality—per 1000 births: 11.57
* Primary Sources—By comparing what they find in online primary sources, such as letters,
photographs, and journals, students identify patterns, look for discrepancies, and make inferences
about important events and people.
* Original Data—Using online surveys, students collect information about a topic from peers,
community members, or even from the public in general. They can analyze their data and discuss their
interpretations in reports and presentations.
Sample Survey Questions
Snack Choices Survey
1. What makes you choose a snack?
Does it taste good?
Is it cheap?
Is it easy to get?
Is it healthy?
2. How much money do you spend on snacks each week?
None
Less than $1
$1-$3
More than $3
Click Next to continue.
Module 2, Lesson 1, Activity 3, Screen 1
Communication and Collaboration
Improved process skills are another purpose of collaboration. Teachers who work to prepare students
for the 21st century world emphasize processes, such as communication, teamwork, and global
citizenship.
Communication is a critical part of any collaboration experience. Students receive and share information
in many formats from a variety of people.
Learn more about how students develop communication skills through collaboration and review
examples.
* Reading and Writing in the Content Areas
An important aspect of content learning is the ability to communicate in the language and conventions
of the discipline. As students collaborate to interpret graph data, analyze historical documents, or
debate the meaning of a literary work, they learn how to use the vocabulary of scientists, historians, and
literary critics to make decisions and solve problems in ways unique to each subject area.
Student Blog Example
Steve’s Science Blog
I’ve been doing some reading about climate change, especially in the Arctic and Antarctic, and it’s pretty
interesting. Here’s a link to some photos and information I found.
http://www.icebergs.com
Posts of the Past
March 4
Feb. 16
Feb. 4
Jan. 11
* Communicating with Different Audiences
Effective collaborators know who they are talking or writing to. They know when slang is appropriate
and when a more formal style is required. Even when communicating with peers, particularly peers from
different cultures, students need to know how to explain themselves accurately and show awareness of
cultural differences.
E-mail Example
Question about Solar Energy
From: tchavez@griffinschool.edu Wed., 9:30 AM
To: amarks@barrycollege.edu
Dear Dr. Marks
Thank you for visiting our class to talk about alternative energy. I have one question that I hope you can
answer for me. I don’t understand how electricity can be stored in one place where there’s sun so it can
be used in cloudy places. If you could answer this question for me, I would really appreciate it.
Sincerely,
Todd Chavez
* Listening
One of the greatest advantages of collaboration is the opportunity it provides to learn from others.
Listening in a group discussion or reading carefully in an online interaction is essential if students are
going to benefit from the combined wisdom and knowledge of groups.
Click Next to continue.
Module 2, Lesson 1, Activity 3, Screen 2
Teamwork and Collaboration
Students develop and enhance teamwork skills through collaboration. They learn to deal with people
and manage their own contributions to collaborative efforts (Darling-Hammond, 2007).
Accountability to others for completing tasks and making constructive contributions is much more
motivating than accountability only to the teacher.
Explore how students develop and enhance teamwork and project management skills through
collaboration.
Teamwork Skills
As students work together, they learn to take responsibility for the quality of their interactions with
others and the group project. They develop skills and attitudes such as:
* Volunteering for difficult tasks
* Asking pertinent questions
* Sharing resources and newfound expertise
* Inviting the participation of others
* Building consensus
Project Management Skills
Group projects help students develop valuable project management skills, such as:
* Defining tasks to be completed
* Creating timelines and schedules
* Finding resources
* Dividing tasks
Click Next to continue.
Module 2, Lesson 1, Activity 4, Screen 1
Teachers Discuss Global Citizenship
Dave and Eva recognize that the world is becoming more connected through technology, and students
will need to adapt to those changes to succeed in a global community.
Follow their discussion:
Eva: I’d like my students to collaborate more and to be more involved with the world beyond the
classroom.
Dave: Exactly. Helping students develop global citizenship skills is one of the most important goals in my
social studies classroom.
Eva: But I mean in other subjects, too. It’s not just about learning how people live in other countries, it’s
also about exploring how others think about common issues.
Eva: Right. Collaboration exposes students to different points of view, so they can learn to listen and
think about topics in ways they never thought of before.
Eva: It’s cultural awareness, sure, but it’s also critical thinking-like looking at all sides of an issue and
respecting different points of view. In science, I think, it’s also about judging the scientific validity of
information and making decisions based on sound reasoning.
Eva: Of course, science is perfect for that kind of collaborative discourse and debate.
Eva: Yes, I was thinking that climate change is an issue that affects everyone. Students could gain some
interesting perspectives with collaborations outside of school. It could really make them think about
their beliefs.
Click Next to continue.
Module 2, Lesson 1, Activity 4, Screen 2
Critical Thinking and Collaboration
Being a responsible citizen means making decisions based on good evidence. It also means using
effective techniques to argue a point of view. Online forums and face-to-face discussions give students
opportunities to develop these important critical thinking skills while discussing issues related to the
content they are studying.
Online forums provide great opportunities for students to interact with others who have similar
interests. In online forums, students might express their opinions, provide concrete examples, and ask
for evidence to support an opinion. All these skills are important for participation in society.
Click Next to continue.
Module 2, Lesson 1, Activity 5, Screen 1
Differentiation Purposes
An underlying purpose of collaborative activities is to meet individual students’ needs. The flexibility and
versatility of collaboration as an instructional strategy make it a critical component of differentiated
instruction.
Collaborative activities allow students to take advantage of their individual interests and talents to
contribute to group projects. Working in areas of their expertise can motivate students to learn content
and enhance feelings of self-efficacy.
Review ways students can contribute and increase their expertise.
Technology Expert
Chris is interested in video editing. As part of his group’s project on pollination and insects, he takes
videos of bees and flowers, edits them, and posts them to the project wiki.
Graphics Expert
Lynn is very artistic and also is good with language. She is creating a series of cartoons to include in her
group’s electronic publication to illustrate the importance of conserving energy.
Cultural Expert
Because he has many family members who have moved to the United States, Terry interviews his
neighbors and family members about their opinions on immigration.
Click Next to continue.
Module 2, Lesson 1, Activity 5, Screen 2
Peer Support of Content Learning
Collaboration allows students to support each other’s learning. Thus, students receive more help and
feedback than they would if they were working alone. Some areas in which student feedback can be
constructive are:
Content Learning—In collaborative activities, students can ask questions about content and get help
with content-specific skills any time during the activity. Students may be more likely to understand
where a peer’s thinking has gone astray or what kinds of problems their peers might have.
Risk Taking—Knowledgeable students can support peers by sharing knowledge as well as encouraging
and challenging them.
Language Development—The natural conversation that occurs in collaborative activities supports
students’ language development because it provides:
* Immediate feedback on the effectiveness of communication
* Opportunities to ask questions and get confirmation about language choices
* Ways for students to contribute in areas of non-language based expertise
Click Next to continue.
Module 2, Lesson 1, Activity 5, Screen 3
Process Differentiation
Students can make choices about the processes they use during collaborative projects. They can also
receive different levels and types of support as they complete collaborative tasks.
For example, examine the types of scaffolding (glossary term) two students receive when creating a task
list for completing their portion of a collaborative project.
Review two students’ special needs and job aids.
Becky
Becky struggles with keeping track of the tasks in a project. She uses a document that gives her guidance
about how to keep track of her tasks and helps her develop independence and self-direction.
Becky’s Task List
1. Write the tasks you have to complete in the first column.
2. Write the day they need to be completed in the second column.
3. Check the column that shows how far you are on the task. Remember to make a checkmark every day
to keep track of your progress.
4. If you need to, ask someone in your group to help you fill out the chart.
Task 1. Find information about people in India and type notes in computer
Date Due: 10/23
Not Started:
Working On:
Done:
Task 2. Take pictures of neighbors for presentation
Date Due: 10/24
Not Started:
Working On:
Done:
Task 3. Put photos on computer and ask Joey to show me how to crop them.
Date Due: 10/25
Not Started:
Working On:
Done:
Task 4. Write captions for photos
Date Due: 10/26
Not Started:
Working On:
Done:
Martha
Martha is a fairly typical student for her age. She needs some direction but is expected to be primarily
self-directed.
Martha’s Task List
1. List the tasks you need to complete and the dates they need to be finished.
2. Check the completed column when you have finished a task.
Task 1. Research life expectancy in Latin America.
Date Due: 10/23
Completed:
Task 2. Make online survey for wiki
Date Due: 10/24
Completed:
Task 3. Give Mark feedback on his article.
Date Due: 10/25
Completed:
Click Next to continue.
Module 2, Lesson 1, Activity 5, Screen 4
Check Your Understanding
Effective collaboration starts with a clear purpose.
Match each purpose to the corresponding classroom example, and then click Submit.
Purposes
a. Content Learning
b. Communication Skills
c. Teamwork Skills
d. Critical Thinking
Classroom Examples
1. Students research the social and political themes explored in 19th century American literature.
2. In a unit on civic action, a group makes a persuasive presentation to the city council on ways to
decrease juvenile crime in their community. They follow up the presentation with posters and brochures
distributed to local middle and high schools.
3. Students developing a plan to eliminate bullying in their school learn to solve problems as a group,
encourage each other, and share resources.
4. Small groups in science class collect data on nuclear power and analyze and interpret their findings.
They take a stand on the issue and write blog entries presenting arguments for their viewpoints.
Correct! Students researching themes in American literature are learning content while students making
a presentation are improving their communication skills. Students learning to encourage and support
each other are learning teamwork and sharing, and justifying opinions involves critical thinking.
Module 2, Lesson 2, Activity 1, Screen 1
Learning Objectives
Collaboration activities need to meet learning goals. As Dave plans his unit, he begins with his standards
and the learning objectives he wants his students to meet. Clarifying objectives early in the planning
process enables him to use the Collaboration Framework to design collaboration activities. He may, of
course, modify the objectives as he plans.
With clear objectives, Dave can see the ways in which collaboration can enhance his students’ learning.
Review Dave’s learning objectives.
Learning Objectives
Content Learning
* Learn about life expectancy in different countries
* Understand how world events and conditions impact health and longevity
* Collect and display data from a spreadsheet
* Analyze data and identify relationships using a database
* Synthesize data to identify problems and possible solutions
Communication and Global Citizenship
* Present information in a way that prompts change
* Communicate data in graphic form to support a position
Collaboration
* Use negotiation to solve problems in a mock UN meeting
Click Next to continue.
Module 2, Lesson 2, Activity 1, Screen 2
Collaboration Questions
Identifying the objectives for his unit helps Dave establish a purpose for collaboration. Then he uses the
Collaboration Framework to design the collaboration activities for his geography unit.
Learn how Dave is thinking about integrating collaboration into his unit.
* What purpose will the collaboration serve? The collaboration will promote learning about life
expectancy, working with data, and improving teamwork skills.
* What will the scope of the activities be? I will have short-term activities for daily work, medium-term
activities for collecting and thinking about content, and a long-term group project.
* What type of collaboration will meet students’ needs? The collaboration my students will participate
in are sharing thoughts and conducting research about life expectancy. They will also complete a group
project.
* Who will students collaborate with? My students will mostly collaborate with each other, but they will
also meet with an expert and share their findings with another class.
* What tools will students use? Students will use social bookmarking, online collaborative documents
and spreadsheets, and video and web conferencing tools.
1. Open Dave’s Collaboration Plan to see how he uses the Collaboration Framework
(Dave’s_Collaboration_Plan.doc).
2. Click Next to continue.
Module 2, Lesson 2, Activity 2, Screen 1
Teachers Discuss Scope of Collaboration
Dave and Eva discuss how collaboration can differ in length and complexity.
Review the Collaboration Framework (Collaboration_Framework.doc).
Follow along as the teachers discuss how collaboration activities can vary in scope.
Eva: I’m a little nervous about collaborations outside of my classroom. I know you’ve done some
projects with students in other schools, Dave, but I’m not sure how to plan something like that.
Dave: It was a little intimidating when I first started, but it gets easier over time. You could start by
adding some short collaborative activities as part of the units you already teach.
Eva: Well, I already use small-group activities and discussions.
Dave: And I know you’ve had guest experts that have worked with small groups on different projects.
Eva: Yes, that’s worked out very well. I’d like to expand my use of collaboration without making major
changes in how I teach. Especially not right away.
Dave: That’s a good plan; move at your own pace. You’ll get more comfortable, and your students will
develop skills.
Eva: That’s reassuring. Maybe I can have my students collaborate with yours on a short project? Maybe
we could try using some online collaboration tools?
Dave: I would love that. And so would our students.
Click Next to continue.
Module 2, Lesson 2, Activity 2, Screen 2
Long- and Short-Term Collaboration
Like Eva, many teachers are reluctant to integrate collaboration in their curriculum, fearing complicated,
long-term group projects, such as research presentations and data collection across geographic areas.
Short-term collaborative activities, however, like discussions, guest speakers, and peer feedback can be
part of any unit.
Learn more about scopes of collaboration.
Short-Term Collaborative Examples
* Discussions
* Feedback
* Guest speakers
* Study groups
* Solving short content-related problems, math puzzles
Short-Term Collaboration: Science Class
Mr. Allen’s earth science class is studying rocks. As one part of the unit, he divides students into small
groups and asks each group to investigate a type rock collected from one area and post pictures on a
wiki.
Short-Term Collaboration: Language Arts Class
Students in Mrs. Houston’s English class write reports on authors. They share their drafts with peers to
get feedback.
Long-Term Collaboration Examples
* Research presentations
* Exploration of local issues, pollution, or proposed laws
* Data collection across geographical areas
* Solving complex problems
* Dramatic presentations
Long-term Collaboration: Math Class
Small groups of students work with scientists to prepare a presentation on how different insects affect
the crops in their agricultural community. They take photos at local farms and collect data about insect
populations in an online spreadsheet. The scientist helps the students analyze their data to draw
conclusions about the impact of insects on different crops, and the students share their conclusions by
posting their presentation on the class wiki.
Long-term Collaboration: Science Class
Middle school students in Ms. Montgomery’s math class work with students in a social studies class to
create a game about their town’s history. They take pictures of local landmarks and interview long-time
residents to learn about what the town used to be like. Then they collaborate with math students
studying probability to create a game that is both fair and fun.
Click Next to continue.
Module 2, Lesson 2, Activity 3, Screen 1
Collaboration Examples
Once you have determined your purpose and thought about the scope of collaboration, you can think of
what types of collaboration will work best in your project or unit.
* Sharing Ideas
* Giving and Getting Feedback
* Peer Mentoring
* Conducting Research
* Sharing Responsibility</li>
Find out more about types of collaboration.
Sharing Ideas—Students share their ideas, ask questions, solicit opinions, argue for a point of view, and
disseminate information.
Giving and Getting Feedback—Giving and getting feedback on work and processes is a basic, yet critical,
type of collaboration that can be incorporated into almost any learning activity. With instruction,
support, and modeling, students can become experts at reviewing peers’ work, a skill critical for
developing the ability to assess their own work.
Peer Mentoring—Peer mentoring includes informal expert-novice sharing, such as cooperative jigsaw
activities, where students divide and share information, as well as formal and informal study groups and
partners.
Conducting Research—Research can involve getting information from collaborators through interviews
or collaborating with others to collect information.
Sharing Responsibility—Groups of students create products and performances, dividing tasks as
necessary, and sharing responsibility for the final product. These projects help students develop positive
interdependence where each individual’s success depends on the success of others.
Click Next to continue.
Module 2, Lesson 2, Activity 3, Screen 2
Collaboration Activities
After defining the purpose, scope, and types of collaboration, you can plan classroom activities that
allow students to benefit from different points of view.
Review some activities and examples for each type of collaboration.
Sharing Thoughts
Sharing Thoughts Activity Examples
* Students in small groups use an online graphic organizer to brainstorm ideas that persuade classmates
to recycle.
* Students from different cities use a message board to discuss the problems teens have in their
communities.
Getting Feedback
Getting Feedback Activity Examples
* A student asks a scientist for feedback on her conclusions from data she collected about local insects.
* A blog post written by a student solicits responses for addressing homelessness in the community.
Conducting Research
Conducting Research Activity Examples
* A student sends an e-mail follow-up question to an environmental scientist who spoke to her class
through an online video conference.
* A small group creates an online survey to solicit opinions about a proposed bridge and asks community
organizations to post a link to it on their Web sites.
Group Project
Group Project Examples
* After studying weather and weather patterns, students create a multimedia presentation describing
the climate of a city they would like to visit.
* In small groups, each student selects a country in Asia to investigate. The students synthesize their
knowledge in a wiki.
Peer Tutoring
Peer Tutoring Activity Examples
* Middle school students are “study buddies” with 2nd graders. The younger children e-mail their
buddies with questions and samples of their work.
* A group of students have formed a study group to help each other with algebra.
1. Open Collaboration Activities for more ideas (Collaboration_Activities.doc).
2. Click Next to continue.
Module 2, Lesson 2, Activity 4, Screen 1
Collaborators
Students can benefit from collaborating with a wide variety of individuals—students in their own
classroom or across the world. Community members, such as senior citizens, business people, or
professionals working with content that students study, can add interest and authenticity to the school
curriculum.
Effective collaboration depends on well-prepared and educated collaborators. Instruction and ongoing
assessment help students develop collaboration skills. Successful collaborative experiences depend on
well-prepared collaborators, both in and out of the classroom.
You will learn more about how to prepare collaborators in Module 5.
Learn more about different collaborators.
In the Classroom—Most collaboration takes place in a single classroom or between classrooms where
peers work together.
In the Community—Students can collaborate with community members, such as state and non-
governmental agencies, subject-matter experts, and local citizens or parents.
In the World—Technology greatly expands the possibilities for collaboration. Students can work with
students in other cities or countries, as well as with adults from all over the world.
Click Next to continue.
Module 2, Lesson 2, Activity 4, Screen 2
Digital Tools
Technology is the final dimension of the Collaboration Framework. Digital tools open up collaboration in
21st century classrooms in ways just beginning to be explored. By facilitating a much broader exchange
of ideas beyond the classroom, students become active players in their own future.
You will learn more about the tools that support collaboration in the next module.
Review how some different tools can support collaboration.
Online Spreadsheet
Students in Sacramento, California in the United States and students in Incheon, South Korea, collect
and analyze water samples. They share their results in an online spreadsheet and draw conclusions from
the combined data.
Wiki
Students use wikis to collaborate on an online museum site about the history of their town.
Videoconferencing
A student has a videoconference to discuss her short story with a local writer.
Photo Sharing Site
Students compare the geography of their area with the countryside of another country by uploading
photos of their surroundings to a photo sharing site.
Online Document Review
Students give each other feedback on their writing by using the review features in an online document
to ask questions, make comments, and suggest revisions.
Click Next to continue.
Module 2, Lesson 2, Activity 4, Screen 3
Eva’s Collaboration Plan
To incorporate collaboration in her Beat the Heat unit, Eva uses the Collaboration Framework to design
the activities. She wants to use collaboration to meet purposes of content learning, global citizenship,
and collaboration skills and has written three objectives that address these purposes.
Eva uses the Collaboration Framework to design her collaboration activities. She will determine which
tools to use after she learns more about the available tools.
Review each objective to see how Eva uses the Collaboration Framework to plan collaborative activities.
Content Learning
Purpose: Apply learning about the greenhouse effect and climate change to suggest strategies to reduce
global warming in the local community
Scope: Short-term
Type: Sharing thoughts
Collaborators: Peers
Digital Tools: [To be completed in Module 3]
Activity: In small groups, students brainstorm thoughts about global warming
Global Citizenship
Purpose: Use accurate scientific data to debate the threat of global warming
Scope: Short-term
Type: Conducting research
Collaborators: Environmental expert and peers
Digital Tools: [To be completed in Module 3]
Activity: Students interview experts to get information about global warming
Collaboration Skills
Purpose: Work effectively with a team to develop a digital product sharing their strategies
Scope: Long-term
Type: Group product
Collaborators: Peers
Digital Tools: [To be completed in Module 3]
Activity: Groups create products sharing their research and strategies for dealing with global warming
Open Eva’s Collaboration Plan to see the complete plan (Eva’s_Collaboration_Plan.doc).
Module 2, Lesson 3, Activity 1, Screen 1
Teachers Discuss Assessment and Collaboration
Dave and Eva discuss the assessment of collaboration skills.
Follow along as the teachers discuss how to assess collaboration.
Eva: I’ve been wondering about assessing collaboration. How will I know if individual students are
learning if they always have a group to lean on?
Dave: One of the easiest things I do is to observe individual students and their specific contributions
when they are working in groups on a daily basis. I also use unannounced pop quizzes as a way to
reinforce individual responsibility for understanding the content.
Eva: That makes sense. I’m also curious about process skills, such as teamwork and communication.
How do you assess those?
Dave: I usually use quick informal checks that let students know that effective group work is important.
Depending on the collaboration scope, I have students complete a daily group work checklist—it might
include questions like, did you plan together? Work effectively? Share the load? That sort of thing.
Eva: I think I see what you mean. I’ve been using checklists and rubrics for a while to monitor science
learning but I can also monitor teamwork and communication this way.
Click Next to continue.
Module 2, Lesson 3, Activity 1, Screen 2
Content Assessment
When students collaborate, teachers need to know how individual students are progressing. In addition
to collaborative work, students complete individual activities and are responsible for specific parts of a
group project. Teachers can also use a variety of formative assessment (glossary term) methods to
collect information about individual students’ learning.
Review some examples of assessments.
* While observing students conducting research, a social studies teacher takes anecdotal notes on
students’ behaviors that relate to their understanding of the targeted content. The teacher can plan
mini-lessons, individual conferences, or small group instruction as necessary to meet students’ needs.
* Math students keep journals where they respond to prompts probing their understanding of
mathematical concepts. This information helps the teacher set up study teams and plan lessons to
address general student problems.
* Dave’s students use a rubric to monitor how well their project is meeting expectations, and Dave uses
it to assign grades to projects at the end of the unit.
Click Next to continue.
Module 2, Lesson 3, Activity 2, Screen 1
Ongoing Assessment
Like all learning, process skills need to be assessed at multiple times with different methods throughout
a unit or project. Dave used different assessment methods and instruments throughout his project to
assess the collaboration learning objective: Work effectively with a team to develop a digital product.
Review assessment descriptions and examples.
Beginning of Project
A discussion at the beginning of a unit helps students think about collaboration processes. It also gives
Dave information he can use to plan instruction to help students develop the skills needed to work
successfully together.
Example
Sample Collaboration Discussion Questions and Prompts
* What do you like about working in teams?
* What is challenging about group projects?
* What are some problems you might have and what strategies could you use to solve them?</li>
During Project
Dave has an informal conference with a group to monitor their progress on the project.
Example
Progress Conference Questions
1. What did you finish yesterday?
2. What are you starting with today?
3. What do you expect to finish today?
4. Are you having any problems?
End of Project
Dave synthesizes the information he collects throughout a unit about students’ collaboration skills and
uses a rubric to include assessment of collaboration as part of final project grades.
Example
Collaboration Rubric
3: Student shares research. Student listens to peers and gives good feedback.
2: Student contributes some ideas and does some research. Student listens to peers.
1: Student does not contribute much but listens to peers.
1. Open Collaboration Assessment Methods to learn about more ways to assess collaboration processes
(Collaboration_Assessment_Methods.doc).
2. Click Next to continue.
Module 2, Lesson 3, Activity 3, Screen 1
Self- and Peer Assessment Instruments
In a collaborative, 21st century classroom, students take more control over their learning. They share in
each other’s learning by giving and getting feedback from peers and by assessing themselves. Many
instruments used by teachers, such as checklists and rubrics, can be modified for use by students as selfand peer assessments.
You will learn more about teaching students assessment skills in Module 4.
Learn more about the self- and peer assessments.
Teamwork Rubric—Students use a rubric to monitor their processes as a group. The rubric shows
students specific behaviors for improvement.
Speaking Checklist—Groups of students use a checklist to give each other feedback as they practice a
presentation.
Journals—Journal entries guided by carefully worded prompts help students assess their process skills
strengths and areas needing improvement.
Student-Led Conferences—Preparing for a student-teacher conference helps students think
systematically about what they are expected to learn and how well they are achieving their goals.
1. Open Self-Assessment to read more about the importance of self-assessment (Self-Assessment.doc).
2. Click Next to continue.
Module 2, Lesson 3, Activity 3, Screen 2
Eva’s Assessment Instruments
Eva plans to incorporate more kinds of assessment in her unit, including both formal and informal
assessments, and get students more involved in the assessment process. During the collaborative
portions of her unit, she will assess her students’ ability to:
Review the assessment instrument that Eva will use.
* Apply learning about greenhouse effect and climate change to suggest strategies to reduce global
warming in the local community:
Brainstorming Activity Checklist
Uses correct scientific language
Amy
Don
Emma
Joe
Sue
Offers scientific evidence
Amy
Don
Emma
Joe
Sue
Understands scientific cause and effect related to climate change
Amy
Don
Emma
Joe
Sue
* Use accurate scientific data to debate the threat of global warming
Argumentation Rubric Excerpt
Quality of Evidence
4: Used ample convincing scientific evidence to support argument
3: Used convincing scientific evidence to support argument
2: Used some evidence, but it wasn’t necessarily scientifically based
1: Had little or no scientific evidence
* Work effectively with a team to share strategies and develop a digital product
Anecdotal Notes
Lisa 11/04
--Interrupted group members during planning time
--Took 10 minutes to get out materials for work
--Fully engaged once she got on the computer
Click Next to continue.
Module 2, Lesson 3, Activity 3, Screen 3
Collaboration Assessment Review
Effective assessment takes place throughout a unit in a variety of ways.
Match each assessment to the appropriate category, and then click Submit.
Categories
1. Teacher Assessment
2. Peer Assessment
3. Self-Assessment
Assessments
a. Anecdotal notes on students’ teamwork skills taken during a collaborative planning session
b. Comments, suggestions, and questions inserted into a draft of an article for a student publication
c. A journal entry reflecting on critical thinking skills and setting goals for future growth
Correct! Anecdotal notes are most appropriate for a teacher while students can ask questions of their
peers or write self-reflections on goals.
Module 2, Lesson 4, Activity 1, Screen 2
Summary
Review the main points from Module 2: A Framework for Digital Collaboration.
In this module, you learned that:
* Different collaboration purposes can achieve a variety of learning objectives.
* The purpose of a collaborative activity determines its scope, type, and collaborators.
* A variety of methods and instruments can be used to assess collaboration processes.
* Collaboration can be integrated into your curriculum in many ways.
Click Next to check your understanding by answering the following five questions.
Module 2, Lesson 4, Activity 2, Screen 1
Module 2 Quiz—Question 1
Determining the purpose of collaboration is the first step to developing meaningful activities that
enhance student learning.
Match each objective to the purpose it addresses, and click Submit.
Purposes
1. Content Learning
2. Collaboration Skills
3. Global Citizenship
Objectives
a. Distinguish between renewable and non-renewable resources
b. Listen actively to peers’ contributions and participate in discussions appropriately
c. Develop an understanding of individuals in different cultural and geographical environments
Correct! Content objectives can be met through collaboration along with collaboration skills, like active
listening and global citizenship skills, such as cultural understanding.
Click Next to continue.
Module 2, Lesson 4, Activity 2, Screen 2
Module 2 Quiz—Question 2
Incorporating collaboration into classroom activities is one way to differentiate instruction to meet
individual students’ needs.
Select the examples that illustrate differentiation in a collaborative classroom, and click Submit.
a. During an economics project, students develop a small business to raise money for a local homeless
shelter. Because Lisa has been interested in learning digital animation, her team encourages her to
experiment with a free online tool to create a fundraising commercial for their wiki.
b. Rosa, an English-language learner, finds information about bridge construction on sites in her native
language and asks her team members to help her describe what she has learned in English.
c. Kenny is still reading at a primary level, and his teacher directs him to specific Web sites with
information about solar energy that are written at a more appropriate level. He will contribute what he
has learned to the group project.
d. Trang has trouble understanding fractions. As she works on a group project, she asks her peers to
explain the concepts to her.
Correct! Differentiation through collaboration provides opportunities for:
* Encouraging risk taking
* Supporting students’ language learning
* Providing materials at an appropriate level of difficulty
* Peer mentoring
Click Next to continue.
Module 2, Lesson 4, Activity 2, Screen 3
Module 2 Quiz—Question 3
Mr. Alvarez is a new math teacher who would like to include more collaboration but is not entirely
confident in his ability to manage the necessary changes.
Select the collaboration activities that would be appropriate for Mr. Alvarez’s classroom, and click
Submit.
a. Ask students to solve the Math Problem of the Week from a Web site in groups and submit their
answers.
b. Pair his students with a classroom in another country to collect data about traffic patterns so they can
analyze the data for patterns and make suggestions to improve road safety.
c. Place students in groups to analyze and solve a word problem.
d. Set up a project where students collect images and data about local bridges and make a presentation
about what they have learned at a meeting of a community organization.
Correct! Getting feedback and solving a problem in a small group are short-term collaborative activities
that can be easily incorporated into a conventional classroom. Working with students in another country
and designing a group project are long-term, complex projects that are best left for later when Mr.
Alvarez has more experience and is more confident in his management of collaboration.
Click Next to continue.
Module 2, Lesson 4, Activity 2, Screen 4
Module 2 Quiz—Question 4
Language arts students are creating group projects showing their interpretation of novels they chose to
read in groups. Although they are collaborating on a group project, the teacher wants to make sure that
each student has mastered the skills targeted in her objectives.
Select the assessment methods a language arts teacher could use to assess each individual student’s
literary analysis skills, and click Submit.
a. Use a project rubric to assign grades to the groups’ final presentations.
b. Ask students to keep journals describing their thinking about the book.
c. Take anecdotal notes on individual contributions during group discussions of the book.
Correct! Ms. Emerson can learn about individual student’s learning from journals and from anecdotal
notes. A final group presentation cannot tell her what each student has learned.
Click Next to continue.
Module 2, Lesson 4, Activity 2, Screen 5
Module 2 Quiz—Question 5
A collaboration activity involves identifying the purpose, determining the scope, selecting the type,
choosing the collaborators, and selecting the appropriate tool(s) for the job.
Match each description to the appropriate dimension of the Collaboration Framework, and click Submit.
Collaboration Framework
1. Purpose
2. Scope
3. Tool
4. Collaborators
5. Type
Descriptions
a. Determining students’ understanding of the concept of economic scarcity
b. One-day activity
c. Brainstorming discussion
d. Work with students in another class
e. Online discussion forum
Correct! Ms. Chavez created a short-term collaborative activity where students collaborate with another
classroom to improve their understanding of an economic concept through an online message board.
Click Next to continue.
Module 2, Lesson 4, Activity 2, Screen 6
Your Assessment Results
You scored __ % on the Module 2 quiz.
You have completed Module 2.