Teach Children Well: Reflection #14: Collaborative Learning Environment

As I continue to reflect upon The Massachusetts Educator Evaluation Rubric with element IIB2, Collaborative Learning Environment, I am reminded of the movement of schools today from places of isolated, independent learning and teaching to the current collegial models we are working to employ with strength. That movement in schools has prompted considerable effort with regard to questions and work related to the best models for professional/student collaboration, optimal collaboration goals, communication protocols/norms, and discussions related to roles, responsibility, and trust. This movement builds upon social competency and classroom management efforts and resources including Open Circle, Responsive Classroom, and Emotional Intelligence.

We know today that optimal process, invention, and implementation relies on the synergy of independent thought, vision, effort and collaborative practice. Both the individual and the team matter in this process. Hence, how do we teach students to become optimal collaborators, and in what ways do we become successful collaborators ourselves? How do we foster individual choice and voice while also developing collaborative practice and success? According to research, what are the best collaborative skills to teach, and what is the best way to teach those skills? As you can see this is an area where I have more questions than answers. For starters I've been led to the book, Choice Words as a resource. I also noticed this post to get me thinking. Unlike, what seemed like a too structured focus on collaborative learning in the past, today we need to embed collaborative group, interpersonal, and communication skills in our start-of-the-year "learning to learn" units, and then, we have to develop those skills in students throughout the year with meaningful, engaging, relevant practice.

What resources do you use in this regard? How do you retain individual choice and voice while also fostering apt collaborative skill and practice? In what ways do you teach this to students at the start of each year, then coach and encourage throughout the year? These are important questions, questions that reflect a turn in the road with regard to teaching focus and effort. Questions that I want to explore in greater depth.

As you reflect on element 2B2, read the standard, indicator, element, criteria, key points, and questions below. Use the grid to reflect upon, and to make notes related to this element's implications for your own practice.

Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency

Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

Element II-B- 2: Collaborative Learning Environment

Criteria (exemplary)
Models, teaches and reinforces interpersonal, group, and communication skills so that students seek out their peers as resources.

Key Points/Questions:

Models, teachers, and reinforces interpersonal, group, and communication skills. What interpersonal, group, and communication skills do you teach and why did you choose those specific skills?
Students seek out peers as resources. What learning processes and goals do you have in place to foster and reinforce student-to-student learning and collaboration?

Element 2B2: Collaborative Learning Environment

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
Models, teachers, and reinforces interpersonal, group, and communication skills.	What interpersonal, group, and communication skills do you teach and why did you choose those specific skills?	Identify optimal group, communication, and interpersonal skills for your learning community. Create group, interpersonal, and communication protocols or norms for student and/or educator learning groups. Make sure that interpersonal, group, and communication norms and protocols match the developmental stage of your students. Collaborate with colleagues and students regarding communication, group, and inerpersonal protocols. Create signage that identifies chosen protocols and norms for group, communication, and interpersonal skills.
Students seek out peers as resources.	What learning processes and goals do you have in place to foster and reinforce student-to-student learning and collaboration?	In “learning to learn” unit focus on student-to-student collaboration, and the use of peers as learning resources. In unit planning and design, incorporate collaborative goals and processes on an ongoing basis. Attend to group, communication, and interpersonal goals in unit design, implementation, and assessment.

You can see an example of how to use the grid with my Self Analysis. Simply scroll down to the bottom to see this specific analysis related to my practice.

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