Collaboration

Facilitation of the PBL unit will foster authentic learning experiences and develop deeper student engagement through whole group instruction, collaborative group activities, and independent assignments. Lesson plans will reflect the GAME plan as described by Cennamo (2010). Whole group instruction will focus on educating students about the importance of reading comprehension. Instruction will include interpreting data that reflect the overall student performance on standardized reading tests. In addition, data regarding appropriate reading levels for elementary grades and the school’s current status will be presented. Lessons will focus on effective reading strategies and opportunities for students to practice using the strategies. Independent assignments will require students to make and use a questionnaire about literacy activities and to generate and share literacy activities they might consider promoting. Opportunities for independent reflections posted to a blog or wiki will add to student engagement with content skills and concepts.

To support students’ effort to identify solutions to the problem, I plan to show video documentation of efforts previously demonstrated in other communities. One example is a video about a sheriff’s department that used confiscated funds from criminal activities to open a reading room in a number of schools. Vicki Davis (Laureate, n.d.) mentions using social networking to interact with peers and experts not just locally but around the world, creating an authentic audience. Davis (Laureate, n.d.) refers to ePals (www.ePals.com) as a tool to utilize for collaboration. Teachers and classes around the world can join various projects. Students can also connect with other communities through blogs. Groups will then have an idea of how to reach out to community members and businesses to support the solution they have identified.

Many factors are considered before assigning learners to collaborative groups. Cennamo (2010) suggests grouping students based on varying levels of proficiency with a limit of two to four students in one group. Collaborative groups will consist of three students with one student being on a lower level of proficiency. Personalities will also be considered when grouping students. If students are placed in large groups, there is a greater possibility that quality contributions will be lacking. There is also a greater chance that independent learners will take the lead while other students become passive participants. Predetermined roles will be explained to students, such as materials, recorder, and reporter. To limit the number of students that turn to the teacher for clarification, guidance, or support, only the reporter will approach the instructor with questions. Prior to addressing the teacher, the reporter has to make several attempts to find solutions among their peers. It will be the group’s decision on who will acquire the different roles.

There are multiple digital tools and websites that will be helpful for collaboration of the PBL unit. Cennamo (2010) discusses ways to use digital tools to support learners in finding solutions to the problem as a collaborative group. To meet the objectives outlined for the unit, students will use technology as a mind tool and communication tool. A digital graphic organizer such as Bubbl.us (https://bubbl.us) or Google Docs (https://docs.google.com) allows students to illustrate their plan of action. Another option for presenting the idea for a solution will be the use of PowToon (www.powtoon.com) or YouTube (www.youtube.com) to create videos. Students may also take advantage of using a speaking avatar such as Voki (www.voki.com) to deliver their message to the group, class, or community members. Group members will have the opportunity to collaborate globally through a blog, wiki, or a program such as Kidlink (www.kidlink.org) which is discussed by Cennamo (2010). Students will use the blog or wiki to present their ideas and report their progress or struggles. The website for Expanding Learning (www.expandedlearning.org) will be introduced to students for the purpose of providing a resource of current articles about literacy. Various YouTube (www.youtube.com) videos will be viewed by the students either as a whole group or in collaborative groups. The videos offer ideas about promoting literacy through celebrity or community efforts. Examples depicted in the videos include read-a-thon, donations, and the building of reading rooms. ePals (www.ePals.com) is one other option for helping students connect with communities globally.

When assessing participation of students in their collaborative groups, it is imperative that the work is assessed collaboratively (Palloff & Pratt, 2005). Guidelines and rubrics based on the objectives of the unit will be provided for students and will outline the expectations for their participation within the group. The guidelines and rubrics are also beneficial to the instructor by helping to avoid being subjective. In a taped interview, Ertmer (Laureate, 2009) states that students should engage in reflections. Checkpoints, questionnaires and individual reflections will assist in pacing students, and assessing the quality of their participation in working towards the goal. For this unit, students will be assessed individually and collaboratively with the use of checklists and rubrics. Students will be assessed based on their contributions to the Class Google Document, the class wiki, and collaborative group assignments. In addition, students will be assessed based on the completion of their goal-setting personal graphic organizer, reflection paper about the unit, and group reflections.

References

Cennamo, K., Ross, J. & Ertmer, P. (2010). //Technology integration for meaningful classroom use: A standards-based approach.//  Belmont, CA: Wadsworth, Cengage Learning. Laureate Education, Inc. (n.d.). Davis, V. //Spotlight on technology: Social networking and online collaboration part 1.// [Video webcast]. Baltimore, MD Laureate Education, Inc. (2009). Ertmer, P. //Spotlight on technology: Problem-based learning, part one.// [Video webcast]. Baltimore, MD Palloff, R. & Pratt, K. (2005). //Collaborating online//: //Learning together in community.// San Francisco: Jossey-Bass