Demonstrate Collaboration In My Classroom

Collaboration is when a student contributes to a group’s joint intellectual efforts through work ethic, leadership, and service. The artifacts I’ve chosen will come from my Honors English class and my Physical Science class. The artifact from my Physical Science class a video/ rubric from an in class bottle rocket competition that I participated in along with my friend Jacob in October 2015. The artifact from my English class is a rubric from a book club project completed in January of 2016. The purpose of the bottle rocket project was to display our understanding of velocity, and determine what factor could keep the rocket in the air the longest. The purpose of the book club project was to display our critical thinking skills and effectively

In the University of Mary Washington’s Writing Center, it is our purpose to aid students with any part of the writing process in a friendly and effective manner. Our policy is to help students learn about how they can improve their projects and how they may identify mistakes on their own and solve problems just as easily. Although we have been praised somewhat highly in our abilities to help clients, if we may say so ourselves, we are not miracle workers when it comes to certain requirements made by certain faculty members. Throughout the years, there has been a noticeable disconnect between our writing center’s productive goals for incoming clients and what specific aspirations faculty members expect from their students. The most imperative

When I was in school for expository instructional strategy the teacher would lecture and after the lecture we would discuss what we learned and teacher would ask us questions and give us feedback. Teacher would ask question on the subject to see if we learned what we were talking about in class. The teacher would guide us to find the answers to make sure we knew how we got the answer. One hand on activity was were the teacher would go over the instruction on the project. After going over instructions the teacher would divide us in groups working on our projects. As a student when we were divided we help each other with the project that we have to do. We did learn to communicate and help each other out. An example of collaborate approach would be when we were asking to complete a task as a

These educators have a direct collaboration and are equal partners in interactive relationships, by planning, teaching and working together as a team. Fenty, McDuffie, and Fisher ( ) explains that co-teaching is a form of collaboration that blends the expertise of all of the stakeholders. To be an active team needs to have equal partners in an interactive classroom where educators jointly plan the

3.6 Teacher collaboration A professionally developed ELT teacher establishes a one-to-one relationship and dialogue between themselves and an expert who guides them through behavioral and cognitive modeling, academic and career counseling, emotional and scholarly support, advice, professional networking and assessment. Also, at school settings where a professionally developed ELT teacher works as a teacher, they seek the expertise and support of their co-teachers as a well as more experienced teachers to adopt innovative practices. They, moreover, attend teacher training programs in which role modeling, acceptance, confirmation, counseling and friendship (Kram, 1985), technical support or contextualized guidance (Wang & Odell, 2007) are emphasized.

In January 2010, Randi Weingarten, president of the American Federation of Teachers, delivered a speech at the National Press Club entitled “A New Path Forward: Four Approaches to Quality Teaching and Better Schools.” In this speech, Weingarten called for more collaboration: Imagine a system in which teachers

Collaboration is certainly an important goal. It can foster greater cooperation among teachers and promote mutually beneficial interaction between us. It will encourage sharing of the best methods we know, which ultimately will allow us provide our students the best educational opportunities we can offer.

This article confirms some of my ideas and suspicions about potential collaboration with classroom teachers. On the whole, it seems that most teachers would be willing to collaborate with the school librarian if they understood that doing so is worthwhile. On the surface, the advantages seem numerous: a shared workload,

In the 20th century students in school did not do group work and worked independently. In a 21st century classroom, teachers allow students to collaborate more and work together which helps them build teamwork,and can get work done faster than by themselves. In a 20th century classroom the

I have observed many attempts at collaborative settings but have seen very few effective ones. At my school, we currently have opportunities to collaborate. However, the opportunity to do it effectively is not frequent. There is rarely any co-planning making it difficult to see examples of properly shared roles and responsibilities that should take place in collaborative settings. What I have observed is one teacher, the content teacher, preparing everything pertaining to the lesson, delivery and assessment, and the co-teacher either the other content teacher, ESL teacher or Special Education teacher sitting back or working with one student. There exist no regular meeting for long term planning and very little daily interaction for the purpose

Krischner et al. (2006) in there article describes the social and cognitive factors driving teamwork in collaborative learning environments; mainly he focused on team learning beliefs and behaviors by performing different experiments. According to him a team is more than a group of individuals in the same space either physical or virtual. This article describes when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition and reveals conditions in the interpersonal context that contribute to engage in knowledge building practices. They present a team learning belief and behaviors model which is as shown in the figure:

Brittany Callagy, I concur, there are various elements in student achieving their learning target such as choice making, criterion reward, contingent instructions. Moreover, comprehend when and how these strategies used is important considering the challenging behavior that is display during instruction. Brittany the example you gave regarding contingent instruction is very

Teachers should understand that collaboration is more than simply working together it is not at all a synonym for inclusion. The practical definition of collaboration is that it is “a style for direct interaction between at least two co-equal professionals voluntarily engaged in shared decision making as they work toward a common goal” (Friend & Cook, 2007, p. 7). But teachers must understand that this cannot be achieved if the two professionals cannot jointly deliver instruction without an understanding and ability to work collaboratively with others. Whether this is a success or failure of co-teaching rests with the way logistics are handled (Conderman, Pedersen, & Bresnahan, 2009, p.

Plan for collaboration Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

Introducing collaborative learning will help students develop skills in social interaction, classroom engagement, and self-motivation. They need to learn these skills at a young age so they can interact with other children and create relationships with their peers. This is an important standard to teach the student’s because they will carry social interaction skills and self-motivation throughout their whole educational careers and throughout their