Through specific language phrases and intentional technology tools, create collaborative environments to encourage participation and engagement. This includes strategies for synchronous and asynchronous communication based upon research in neurological learning, technology interaction, language, and communication.
What is collaboration?
I’ll share what I say to my students and student-athletes: collaboration is the art of working together; it occurs when each individual not only participates but invests a bit of themself into the group dynamic. Strong collaborative teams flux and flow balancing amongst the strengths, weaknesses, and differences within the collective and individual interactions and relationships. It takes work and persistence. So how can we create and intentionally foster collaboration in our classrooms? PLCS or Content Teams?
Here are some ideas and strategies:
- Ask and brainstorm what collaboration looks like to promote a common understanding and goal for future meetings
- Create norms and protocols to follow (PLCs or Classroom Contract)
- Create connection by sharing about yourself and share appropriate vulnerability
- Celebrate strengths and convey your genuine, authentic self (Dan James)
- Provide opportunities and time for structured interactions and organic interactions
- Provide roles for participants
- Consider constructive and collaborative ice breakers instead of divisive activities
Synchronous and Asynchronous Collaboration
How are you interacting with students or staff? Whether in person, synchronous, or asynchronous, there are important considerations to keep in mind when communicating and collaborating:
- Implement a system and keep it simple and consistent
- Positive comments direct to the individual; direct feedback upon a third data point
- Assume positive intent regarding questions, comments, and feedback
- Provide opportunities to connect personally and professionally
- Make connections to each member and provide opportunities for them to connect with one another
- Offer opportunities to learn tools by modeling and scaffolding
- Provide and seek clarity
Another component to consider is he “diminishing return theory” regarding Zoom/Chat interaction versus opportunities to allow the camera off and audio only or allowing students to work independently and collaborate asynchronously. Create space and time for growth and development (analogy by Dan James). We need to consider the neurological development regarding learning and ensure our students are rested, relaxed, and ready to learn.
My favorite technology tools!
Our district is using Canvas LMS and within its structures there are opportunities to provide collaboration using Discussions, Chat, and Conferences. Consider the core technology for synchronous and asynchronous learning opportunities and a storage system for student /staff work. Here is a sample orientation video and a staff collaborative resource along with a list of my favorite tools!
- Flipgrid – powerful video recording tool to capture learning, opinions, solutions, and more! Can be collaborative in nature because students can respond to one another’s videos or use GridPals to connect with another school.
- Padlet / Thinglink / Jamboard – opportunities for collecting ideas, thoughts, or questions while allowing opportunities for incorporating video, images, hyperlinks.
- Quizlet / Kahoot – Study sets and game tools to empower students to reflect on individual and group learning practices and processes to include students
- Adobe Creative Suite / WeVideo / iMovie – Tools for creative products to allow student creativity and voice.
- BookCreator – Opportunity for students to create and share their own stories in a variety of formats. Allows for interactive features with audio recording embedded into the program (does not require separate app/device)
I hope you are able to checkout how to use some of these resources to enhance and support learning goals and skills for your students!
References & Resources
Aronowitz, Stanley “Again Schooling – Education and Social Class”
Barnes, Mark. “Role Reversal: Putting Students in Charge of their Learning.” Learning and Leading with Technology, Nov 2013. Viewed Aug 2020. https://drive.google.com/file/d/0B5W5P9bQJ6q0a2s3TFpaUU9scXc/view
Coach John Wooden with Steve Jamison. “Lifetime of Observations On and Off the Court” McGraw-Hill Companies. 1997.
Counts, George S. “Dare Progressive Education Be Progressive?” Progressive Education, Vol IX No 4. April 1932. Viewed July 2020.
“Dear Grown-Ups… Sincerely, Gen Z” TEDx Spokane, Kimber Lybbert (Moses Lake Educator), 17 Jan 2020.
EL Education “Leaders of their Own Learning.” Viewed 06 Aug 2020. https://eleducation.org/resources/chapter-5-student-led-conferences
Grinder, Michael & Associates. “Two & Three Point Communication” TWINN, 06 Jan 2017. Viewed 24 July 2020. https://youtu.be/qEP4T3EFeCw
Gonzalez, Jennifer. “Backward Design: The Basics” 21 June 2020. Viewed July 2020. https://www.cultofpedagogy.com/backward-design-basics/
Gonzalez, Jennifer. “9 Ways Online Teaching Should be Different from Face to Face” 05 July 2020. Viewed July 2020. https://www.cultofpedagogy.com/9-ways-online-teaching/
Grinder, Michael & Associates. “Two & Three Point Communication” TWINN, 06 Jan 2017. Viewed 24 July 2020. https://youtu.be/qEP4T3EFeCw
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Kitchen, Melanie. “Best practices for Remote Learning Guide.” Viewed July 2020. https://sites.google.com/view/curatorofcreativity/blended-learning
ISTE Standards for Educators. Retrieved from www.iste.org/standards/for-educators
ISTE Standards for Students. Retrieved from www.iste.org/standards/for-students
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Koole, Sander L and Nils B Jostmann and Nicola Baumann. “Do Demanding Conditions Help or Hurt Self-Regulation.” Social and Personality Psychology Compass 6/4 (2012): 328–346, 10.1111/j.1751-9004.2012.00425.x. Viewed Aug 2020. https://drive.google.com/file/d/0B5W5P9bQJ6q0M0QzalRBa0FfTXM/view
Kohn, Alfie, “Only for My Kid: How Privileged Parents Undermine School Reform,” Phi Delta Kappan, April 1998. Viewed July 2020.
Lindsay, Julie. “How to Encourage and Model Global Citizenship in the Classroom.” EdWeek. 07 Apr 2020. http://blogs.edweek.org/edweek/global_learning/2016/07/how_to_encourage_and_model_global_citizenship_in_the_classroom.html. Viewed Aug 2020.
McGeary, David. ISTE Summer Webinar “FeedForward,” Presented 21 July 2020.
Miller, Andrew. “Avoiding Learned Helplessness” Edutopia. 11 May 2015. https://www.edutopia.org/blog/avoiding-learned-helplessness-andrew-miller
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Siemens, George. “Overview of Connectivism with Dr. George Siemens,” 21 Jan 2014. USC Teaching and Learning. Viewed 24 July 2020. https://youtu.be/yx5VHpaW8sQ
Tomlinson & Moon. “Assessment and Student Success in a Differentiated Classroom,” 2013. ASCD.org. http://www.ascd.org/publications/books/108028/chapters/Differentiation@-An-Overview.aspx
Tozer. “Social Diversity and Differentiated Schooling” Chapter 4. Viewed July 2020.
Utrect, Jeff & Keller, Doreen “Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms,” Spring 2019. Revisited 23 July 2020.
