December 2009 Collaboration
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December 2009 Collaboration

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This is a presentation I gave to pre-service teachers at Lake Forest College, December, 2009. The focus was on the "What, Why and How of Collaboration" in the classroom.

This is a presentation I gave to pre-service teachers at Lake Forest College, December, 2009. The focus was on the "What, Why and How of Collaboration" in the classroom.

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  • How would you categorize the statements on the board? Observations? Interpretations?
  • How many of you think that at least 50% of the statements on the board are true? 75%? 90%? What could you do to improve your confidence?
  • As a student in this science class write 2 concluding statements from this activity. What have you learned or what ideas have been reviewed? (2 minutes. Then get responses...)
  • How does this activity apply? • Be very careful with records. Observations vs. interpretations. • Two minds are better than one. • How many of you have more questions about Ms. Gallagher than you did before you came in?
  • Write two concluding statements regarding this activity and collaborative group work? What did you learn? What was reaffirmed? Comments? Questions?
  • Thoughts about Death of Activity... • Created by my husband, Spiro Bolos (He should publish...) ...Modifications for subject (history=1˚ v. 2˚ sources, creative writing/journalism) • Don’t assign roles, but identify them • My role? Finding out about my students • My goal? TRUST! • Key to collaborative activities (all lesson plans should have these...) = LAYERS
  • What? Why? How? (Can’t separate this out very easily from other parts of curriculum...)
  • Methodology/strategy used for the purpose of (at least the reason I use it)...creating a self-sufficient scientific community of learners...and,
  • ...developing a constructive class climate. (Finding the appropriate individual & group accountability; removing the negative components of competition; finding the rewards in collaboration...) and...
  • ...building a strong community...(it becomes instinctive to work together...) and
  • ...creating a foundation of TRUST!
  • Why not? Every facet of our daily lives supports/illustrates the need to nurture/teach/implement this strategy. Working in harmony towards achieving a common goal...Science (complex systems/body/environment), athletics, music, family (communication break-down called dysfunctional), religion (charity/volunteering), government (when we’re successful...)
  • • Don’t get lost in the content...
  • • Don’t get lost in the content...
  • • Don’t get lost in the content...
  • Strategy parallels what we have learned through brain-based research and how we learn.
  • • Having Value
  • Mechanics, types, hints
  • Creating the groups—depends on your goal. Most of the time, classroom broken into 5 or 6 groups...Other times, I use Whole Class Inquiry (next step...)
  • Who? (diversity...grades/gender/background/level) How many? (four...can do three or five...) ASSIGN ROLES for scaffolding...
  • What are you wanting to find out? The activity itself can be the assessment at the same time...lends itself to constructivism
  • Individual (big picture/model, skill-level change) v. Group (figure out a task based on what they investigated/the need for the group evident) v. Class (need for the entire class evident) CanCo—why did the can crush; did your variable affect/how; make this happen... History—language, conversation about one topic, podcast interviews w/ diff ideas English—reading assignment, different works of one author, works of different authors of the same period...over time, unknown time and author...can the class figure out what it is... Where do you want to get them? Soap, Kennedy Assassination
  • Timing (stopwatch/watch for dead time) Task (crystal clear...) Layers (underlying educational theme AND content challenge) Responsibilities (assign roles) Record details (think through the activity/adjust and record; experience is wonderful; remember the layers...) Feedback...(Accuracy, Safety and Community)
  • Jigsaw—Intro material Home base group division, Expert groups, Home base reconvenes, report out) (Show using notecards...)
  • Round Robin (More than one response/review) Home Base, One piece paper, 4 different color pens, report out
  • Pair Share (review during lecture/need for processing...stop in the middle of an activity, give guiding question...) A to B, B to A
  • I do one each unit...
  • Example of Whole Class Inquiry Assessment...
  • If we asked ourselves what we believe is important for our children in terms of their education, what would you say? Give me a tenet of your educational philosophy? Tech is/should be embedded into those same themes...
  • Collaboration as one piece of the learning process... Places to collaborate as professionals, between teachers and students, and between students... Web 2.0...Wiki, Ning, Websites, Moodle, Google docs/apps, Blogs
  • Goes back to the “Why?” It may have come from people who have very different ideas... The process nurtures the idea that learning is a social process and you usually end up with something much better than you ever planned because you planned and implemented well, and then got out of the way...
  • Explore (Read, observe, apply, feed your confidence...) Collaborate (Practice yourself!) Trust (People around you will feed off of your enthusiasm and confidence)
  • Task, Objectives, Student Roles, Teacher Role, Product, Feedback!

December 2009 Collaboration December 2009 Collaboration Presentation Transcript

  • The Death of Ms. Gallagher Please read the following aloud...
  • The Death of Ms. Gallagher Please read the following aloud...
  • Scene 1
    • Upon arriving at Lake Forest College today, you are shocked and saddened to discover that Joan Gallagher, the mysterious guest speaker, has kicked the proverbial bucket.
  • Scene II
    • At first you are secretly excited. You assume that class will be canceled.
  • Scene III
    • WRONG! A substitute presenter, Ms. Solob, walks in with bins filled with artifacts from Joan’s home and office.
  • Scene IV
    • “ Your task is to help me write a eulogy for Ms. Gallagher’s school memorial service. Our first job requires us to gather information. We’ll do this exercise in three steps.”
  • Initial Task:
    • Six Statements
    • Responsibilities
      • Researcher & Recorder
      • Artifact organizer
      • Pacer
      • Clarifier
    • Guidelines
      • Your group ONLY
      • Careful!
      • Seven Minutes...GO!
  • Report out... Clarifier
  • Task #2:
    • Same roles
      • Researcher & Recorder
      • Artifact organizer
      • Pacer
      • Clarifier
    • Guidelines
      • Your group ONLY
      • Careful!
      • Rotate Bins
      • Four Minutes...GO!
    • Four statements, modifications
  • Report out... Pacer
  • Final Tasks:
    • What is an observation?
  • Final Tasks:
    • 2. What is an interpretation?
  • ?
  •  
  •  
  • My thoughts...
  • </brb>
  •  
  • Collaboration
  • Collaboration Why? What? How?
  • What?
  • What?
  • What?
  • What?
  • Why?
  • Why not?
  • “ In the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed” ~Charles Darwin
  • “ If I have seen further than others, it is by standing upon the shoulders of giants.” ~Sir Isaac Newton
  • “ Those that know, do. Those that understand, teach.” ~Aristotle
  • Why?
  • Why?
  • How?
  • Mechanics Formation
  • Formation
    • Who?
    • How many?
    • Assign Roles
  • Mechanics Formation Assessment
  • Assessment Choices
    • Individual
    • v.
    • Group
    • v.
    • Whole Class Inquiry
  • Mechanics Formation Assessment Management
  • Management
    • Timing
    • Task
    • Layers
    • Responsibilities
    • FEEDBACK
  • Mechanics Formation Assessment Management Type
  • Types
    • Jigsaw
      • Home base division
      • Expert groups work
      • Home base group reconvenes
      • Report out
      • (feedback)
  • Types
    • Round Robin
      • Home base groups
      • One piece paper
      • 4 different color pens
      • Report out
      • (feedback)
  • Types
    • Pair Share
      • A to B, B to A
      • Report out
      • (feedback)
  • Types
    • Workshop
      • Researcher and Recorder
      • Reader
      • Pacer
      • Traveler
      • Clarifier
      • Report out
      • (feedback)
  • Types
    • Other...
      • Numbered Heads Together
      • Small Group Projects
      • Whole Class Inquiry Projects
      • Whole Class Inquiry Assessments
      • (feedback)
  • (Tech Piece...)
  • (Transformation of traditional...)
  • (Transformation of traditional...) Chemistry Wiki Google Docs Class Blogs Department Blog Professional Blog Website
  • Foundation
  • But really...how?
  • Some ideas...
    • Task
    • Objectives
    • Student Roles
    • Teacher Role
    • Product
    • FEEDBACK!
  • Foundation
  • Images • Juggling puzzle pieces: http://www.corbisimages.com/Enlargement/Enlargement.aspx?id=42-17660117&ext=1 • Kicked the Bucket: http://www.flickr.com/photos/8865295@N02/598745457/ • Thumbs Up: http://www.hoglundtransportation.com/Students.html • Artifacts: http://www.beijing-international-hotels.com/Pottery-Ceramics-18.html • Tornado Siren: http://www.flickr.com/photos/crash-candy/1703525585/ • Sears Tower Observation http://jaybot7.com/blog/sears-tower-gets-glass-observation-deck-still-shorter-than-cn-tower • Optical Illusion: http://www.boncherry.com/blog/2009/09/17/optical-illusions/
  • Images • All Other Images: http://comons.wikimedia.org/wiki/jigsaw_puzzle#various_puzzles