Last week we discussed the benefits we provide our learners when we give them voice and choice around the work they complete.
How about when they are working collaboratively to complete work/projects/assignments?
How do we help facilitate productive teamwork? Ensure students are making equitable contributions? Assess their progress?
The excerpt below from a year 8 classroom in my new book, ‘Where is the Teacher: 12 Shifts for Student-Centered Environments’ offers some insight…
In developing their unique Space Race Companies, students worked in four-person teams to build a custom website, Model Rover, and detailed travel, marketing, and financial plans for how they would carry out planetary exploration.
Completing a project of this enormity would be impossible to take on alone. And in the same way the Fab Five team worked interdependently to help make over the Lambda Chi fraternity, the four-person Space Race Teams would work interdependently to plan their trips to distant planets.
They first matched their individual strengths with project goals using affinity mapping. One teammate would use his/ her strength in coding and 3-D design to develop the model Rover, while another would use their strength in graphic design and organizational writing to develop the website. Another teammate would use their strength in mathematical reasoning and physics to calculate the company’s financial needs and expeditionary route, while another would use their strength in graphic art to develop the company’s logo and marketing materials.
Kristin Damburger, their teacher/facilitator established protocols and feedback loops for students to receive insight on their project work, from fellow team members to peers and project facilitators. She co-created explicit criteria around each feedback phase so students were aware of the expectations. Kristin also ensured teams were making progress by establishing regular milestones and co-creating a timeline for completion.
As a project facilitator, Kristin observed which concepts students needed extra support with and built mini-lessons around them. In programming their Rovers, Kristin facilitated mini-lessons on various programming commands. In developing their websites, Kristin led mini-lessons on organizational structure and digital literacy. Several of these sessions were led by students.
To help students document individual contributions, reflect on progress, and demonstrate their new understandings, Kristin had students maintain process journals. (Remember these from the previous chapter.) Kristin used these journals as a springboard for 1:1 conversations with students around their strengths and potential areas for growth.
All of these individual check-ins ensured students worked interdependently as a team. When it came time for the final exhibition to potential investors, everyone had a role to play. The science nerd got to articulate the astrophysics behind their company’s expedition route; that hands-on programmer got to demonstrate unique functions of the Mars Rover as it roamed the exhibition floor; and that polished presenter got to showcase the long-term return on the company’s financials.
– Chapter 8, “Where is the Teacher?”
How might affinity mapping, protocols, team roles, collaborative rubrics, and invidividual check-ins help you shift from isolated to collaborative learning in your context?
Get Help With Shift #8: From Isolated – – – – > Collaborative Learning
The excerpt above is from Shift #8/Chapter 2 of my new book, ‘Where is the Teacher: 12 Shifts for Student-Centered Environments’ scheduled for release in Early August.
- Get your hands on the first copy and gain more stories of inspiration, and strategies for immediate use here: https://tinyurl.com/12shiftspreorder
- Attend the Launch Party and connect with more student-centered practitioners worldwide! tinyurl.com/12shiftslaunchparty
Now, time to return to that Spa Day you never had time for during the school year.
Enjoy your Summer Holiday!
Your [co] learning experience designer,
