Collaboration, Problem-Based Learning And Multisensory Practices

In my classroom, I demonstrate collaboration by attending the Kinder PLC meeting every Tuesday. These meetings help the grade level teachers to collaborate. For example, to come up with ideas on how to teach a specific concept, talk about any updates, student assistance team (SAT) , and data analysis. I demonstrate collaboration by working with my colleagues to come up with writing prompts and writing rubrics. By doing this we make sure the expectations in each classroom are the same.

I believe collaborative work is a useful strategy to help students develop understanding of concepts and become independent thinkers. It allows teachers to build a learning community in which students are able to work together to support each other’s learning. When using collaborative work, students become active participants of each lesson and the teacher becomes a guide that supports students throughout the learning process. I use collaborative work in my classroom because it allows me to meet the needs of my Special Education and English Language Learners. When my students work together they are able to put their strengths together to solve academic problems and complete different tasks. They are able to get along and work together to apply

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.

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.

In Cooperative Learning there are six major elements that take part. The six are intentional group formation, continuity of group interaction, interdependence among group members, explicit attention to the development of social skills, and instructor as facilitator. These six elements form under the model and gives cooperative

This article also touched on some ways that collaboration is important when working with intervention methods. Classroom needs such as learning to communicate, answering questions, persistence, and using clear instruction, are all things that need to be talked about at the collaborative IEP meetings. The classroom needs must be met in order to have behavioral and academic success for students with

First by only having one lens when looking at solving a problem can affect the way a team collaborates and works through it to find a solution. I have worked with people in my past that felt they shouldn’t have to teach special ed. students because they had their Ph.D. so they should only teach the advance students. After working with them over time and showing my knowledge and getting their trust, I was able to give them a different lens in how they could teach different types of students, which they later appreciated. Just as the authors in explain in the article on collaboration, defined collaboration as “a mutual effort to plan, implement, and evaluate the educational program for a given student” (Hernandez, 2013, p.

Collaboration: Learners will work together in groups to reach a goal by putting their talents, expertise and skills to work. It has the ability to share responsibilities, exhibit flexibility and be respectful

Collaboration is a product of clear communication. Collaboration involves working with another person or group of people in order to complete a task or project. Even better, collaboration results in the creation of something unique to the group. Collaboration brings diverse people, some who speak a different language or learn in a different way, together to build new ideas and then learn to manipulate them into increasing more potent, on-going projects. This allows for different people to take on leadership parts within the group and then equally contribute to the work. In this model, it allows the people within the group to lean on true strengths rather than weaknesses.

In the world of education, many educators work together, not only for the benefit of student achievement, but to develop and spread new ideas to each other. When one speaks of collaboration in education, it simply means being in agreement. Collaboration is important and must be taken seriously by both cooperating parties because they are working together to create a new shared vision. While collaborating communication plays a major role because both parties must share in agreement of certain classroom issues, behavioral strategies, and instructional methods that will be going forth.

In today’s educational environment, the need to evaluate an educator’s approach to methods and techniques of teaching has reached a critical level. The collaborative culture in the schools allows for sharing of expertise and ideas which make for a strong learning environment (Grand Canyon University, 2012). While various collaborative approaches to education have, according to recent surveys, found favor by many, resistance still abounds. The effectiveness of collaborative approaches varies based upon leadership, time constraints, budget restraints, willingness of the participants, and personal observation in the learning environment. In spite of its limitations, one can argue that a collaborative approach to classroom education is an effective method of increasing the learning opportunities for all students.

Educators and researchers have never stopped the examination of the importance and relevance of collaborative learning that are encouraged by middle schools. When compared with studying alone, I personally believe that it is far more beneficial to students when working in groups for the following reasons.

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

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).

My vision of collaborative learning is a learning strategy that affords the students enormous opportunities and advantages not available through traditional learning processes. I believe that students in a collaborative team tend to attain