Mack Motivation

Collaboration: In a community of learners, students work together in teams, partners, or groups. This allows students to gain social skills and increases students’ motivation for the project. Students share ideas and gain a new understanding of the content.

The beginning of the chapter two included a section that discussed the dilemma of trying to introduce what is learned in the classroom in the work place. I recently just experience the difficultly of trying to utilize material I am currently learning in my EDPH 502 Individual Learning Differences course, at my fieldwork site. I tried to give feedback to my supervisor of how to improve the Puente program and was given a practical response of the program lacking the resources and a full time staff to monitor sections of the program can be improved at the moment. Collaboration was another topic in Chapter two that connected to me at my current employment as a Student Program Advisor for the USC Trio Educational Talent Search (ETS) Program. Ardoin (2014) mentions how an individual has to be patient when searching for a collaborative project. At the moment I am working on assignments that were given to me, but it was only a few months ago that I was asked to collaborate with other colleagues of mine on a project. The inclusion of being asked to assist with a group project allowed my opinion matter and

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

Collaboration supports children to engage meaningfully with each other. When children collaborate with their teachers and peers, they effectively combine together to join in a deep and wilful desire to co-labour or unpack a series of events on topics of interest and importance. Collaboration has the capacity to provide rich learning environments for children with diverse, corresponding motivations and learning practices. It also produces new engaging challenges and opportunities for children to express their thoughts and feelings. These combine to enrich and transform the relationships children have with the subject material and enhance their relationships with peers and

“Educators have known for quite some time that building a collaborative culture in which people work together interdependently to fulfill their shared purpose and achieve their common goals is an essential strategy for sustained school improvement,” (DuFour & DuFour, 2008, p. 173). ISLLC Standard 1, working toward a shared vision is an exemplified in this process; and Sorenson & Goldsmith note that encouraging people to collaborate is a one of the ten most wanted strategies for school a positive school culture (p.

Having had the opportunity to assess children’s learning during PPL3, it is clear that there are certain strategies that best suits the needs of individuals. From studying lesson plans and evaluations, and from general observation it is clear that group work was often beneficial, and gave the children the chance to work with peers of different ability levels and different learning styles, so that they were able to develop and learn from their peers. Group work is great for getting children to work collaboratively, whether this is as a pair, or as a group of 6, or a group of 12, it takes them out of their comfort zones and to adapt to new situations. Using different strategies such as think-pair-share and mixed ability groups as well as self chosen groups can really determine the quality of children’s learning. I shall be looking into these strategies and reviewing my own teaching and how they were beneficial or detrimental towards a child’s education.

Working collaboratively also fosters a culture of community in the classroom” (Equity for English Language Learners). When teaching in an elementary school, like Glencairn, it is critical to understand that not everything you say will be understood and you have to be flexible with your lesson plans.

Based on classroom data collaboration is a key in the implementation of making changes in strategies and for higher performing achievement in student’s learning levels. Administrators must allow effectively collaboration within the community during school time; which allows teachers and colleagues a deeper understanding and stronger connection with students (Shea, Sandholtz, & Shanahan, 2017). In addition, there are different approaches in effective collaboration in the classroom and in the school curriculum. Making provisions for teachers to work together before or after school hours may require reallocation of resources or securing additional funding (Leonard & Leonard, 2003). Administrators think it is imperative that teachers sharpen their skills with the collaborative community so all students can have an opportunity to learn. Thus, it is essential to the future well being of all students to have a quality education in order to face the challenges in the global world market of

In Scenario 2, Mr. Collet’s homework policy promotes best practices with positive social interaction because he permits his students to develop the homework assignments during class which encourages collaboration and peer-sharing among the students. According to research collaboration promotes a deeper understanding of homework content and inspires a higher motivation to remain on task (Wnet Education, 2004). Students have an opportunity to connect with their teacher and colleagues by asking questions, providing input, or requesting clarification. This policy would also prove beneficial to students who struggle with interpersonal communication because they may benefit from the controlled and structured environment that collaboration provides.

Once literacy is assumed as a multifaceted social practice, literacy education is observed as teaching students into the dissertations and social performances of the literate groups. To achieve this, both a communication method of filling students with evidence and truths, and a drill method of teaching them in isolated decoding abilities, become similarly flawed.

"Collaboration is something that we must continuously work on, not just professionally, but as an important life skill. One thing that we must remember is that children learn from adult interactions. What are we teaching them about respect, communication, and cooperation?"

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

Collaboration between students is part of the learning process, in fact collaboration "…fosters effective learning and community building," according to Andrea Cottrell with California State University in Sacramento. In a classroom situation, collaboration with peers helps students be comfortable with each other, and from a teaching aspect peer-review collaboration "gain proficiency" in their written narratives, and it gives more responsibility to the students taking some pressure off of the instructor (Cottrell, 2007, p. 3).

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.

“Through collaboration, ideas can be shared, new and better strategies can be developed, problems can be solved, students’ progresses can be better monitored, and their outcomes are evaluated effectively.”¬ (Lee, 1996).