9 Application 3 (3)
pdf
keyboard_arrow_up
School
American College of Education *
*We aren’t endorsed by this school
Course
5423
Subject
Communications
Date
Apr 3, 2024
Type
Pages
9
Uploaded by MasterAlpacaMaster1059
1
Collaborative Group Lesson or Unit
Bianca Silva
American College of Education
CI5423 - Community of Learners
Therese Kanai
January 28, 2023
2
Collaborative Group Lesson or Unit
In the last application, we were asked to create a lesson plan that we felt reflected
student-centered practices that related and reflected meaningful standards. In this lesson, there
was a major focus on collaborative group work. Cooperative and collaborative learning are such
important processes of meaningful teaching. It really does generate Student Success when
students are able to collaborate as often as possible. With that being said, the collaboration does
have to be meaningful and intentional. Both cooperative and Collaborative Learning do serve
their purposes in education, but Collaborative Learning can be seen throughout this lesson. This
lesson focuses on a creative storytelling process within groups that does include revision within
groups as well. This is a creative based writing lesson and a collaborative based writing lesson.
Grade level:
7th grade
Subject(s):
Writing
Standard(s): Content, Skill, Character, Arts
(Standards integration across subjects is not
required as it was in week two, but it is
acceptable and often desirable or helpful.)
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
The content for this lesson centers around
collaborative creative storytelling. Students
will work on skills like creative story writing,
collaborative writing, collaborative revision,
and group discussion.
Objectives: (Include all objectives that will be
assessed in this collaborative learning
experience. Write objectives using Bloom’s
Taxonomy verbs. (See Resources,
Webliography.)
Students will be able to partake in
collaborative storytelling. Students will be
able to engage in group discussions. Students
will be able to articulate and deliver
constructive feedback.
Summary of Collaborative Group Lesson with
emphasis on aspects of student control:
A small summary of this lesson begins with
the initial explanation to students that they
will be working collaboratively to respond to
the prompt “Imagine that you find a key. Not
3
Grade level:
7th grade
an ordinary key- a key that when used to
unlock any door took you to wherever you
most wanted to go”. Once students have had
time to examine the prompt, they will then be
broken up into groups of three to four. I chose
only groups of three to four because as
mentioned in
What Works?
is how, “Groups
that are too large risk becoming incoherent
and dysfunctional” (Drake, 2010, pg. 3).
Students will be given five minutes to
collaborate and come up with their story idea
and then 20 minutes to collectively write their
story. After the 20 minutes students will swap
stories with different groups. These groups
will provide revision and suggestion changes
for the story they have been given. At the end
there will be A vote on who created the best
story and a reflection on how collaborative
writing can lead to wonderful writing pieces.
Assessment: (How will student learning be
assessed? What criteria or rubric will be used
to evaluate the collaborative learning
experience?)
Learning will be assessed in three parts. One
part is based on discussion and as a teacher
being able to walk around and listen to the
collaboration that is happening. part 2 would
be the grading of the writing itself. I would
want to see what students actually came up
with. The criteria for evaluating the actual
writing is less about how well written it is as
compared to we're all students able to get a
piece of themselves into the writing process.
The final piece of assessment would be to see
what revisions were given per piece. I would
want to ensure that students are leaving
meaningful revision suggestions rather than
just things like adding a comma and or just
saying it was good.
Learning Environment: (Briefly describe
where the learning will take place and how
students will interact with others.)
The learning environment in which this
lesson will take place will mainly be within
the classroom. It will begin with me directly
teaching and setting expectations. It will then
mainly consist of students working within
groups scattered across the room and they're
Collaborative Learning spaces. Because this is
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
Grade level:
7th grade
a collaborative lesson, students would be
encouraged to be passionate and converse
with each other for the entire class. Even
when they are working on their revisions with
their group members, there should still be
active discussion happening.
Student Materials:
The main student materials needed for this
lesson is the prompt up at the board for
reference, the Google Doc that students can
work on collaboratively at the same time with
their group members because it has been pre
shared with them, and sentence starters for
both the prompt and the revision part of the
activity that are available both on the screen
and posted in our Google classroom.
Time Frame:
The explanation of the importance of
collaborative writing and storytelling will
take about five minutes. then the explanation
of what students will be doing will take
another five. The writing process will take 25
minutes, with the included five minutes of
preparation before they actually begin writing.
The revision process will take 10 minutes.
There will be another five minutes at the end
of the period for whole class discussion and
voting.
Step-by-Step Procedure: (Provide all
information necessary for another teacher to
replicate your collaborative group learning
experience.)
To begin, display the Google slideshow
beginning with the title slide “ collaborative
creative storytelling”. go to the next slide that
explains the importance of Storytelling. go to
the next slide that explains the importance of
collaborative writing. Then, go to the slide
that explains what students will be actively
working on today. next display the slide that
has the actual prompt and sentence starter
ideas. break students off into groups and set
the timer for the first five minutes for them to
create an idea for their writing. After the five
minutes is up, explain now it is time to take
the next 20 minutes to write the actual story.
begin the next timer for 20 minutes. While
5
Grade level:
7th grade
students are working actively, walk around the
room and ensure if they are needing any help
or feeling stuck that you're there to provide
that support. If not, just make sure to engage
in those who are not seeming interested and or
make sure that all students' voices are being
put into the writing. Once the timer has gone
off, have students exchange their writing with
a different group. Remind students what
quality revision suggestions look like and
what good feedback can consist of and remind
them that there are sentences on the board to
help them if they get stuck. set the timer for
10 minutes and make sure students are clear
that they can provide both constructive and
positive feedback to the other groups' writing.
Once the timer has gone off, pull all students
to go back to their original writing and we
will take a vote on Who We Believe had the
best writing. We will end the class by
discussing how we felt about collaborative
writing.
Presentation Method:
The initial presentation method for this lesson
will consist of direct teaching with me in front
of the board. but a majority of this lesson is
student-led in their own groups. The initial
direct teaching will only last about five
minutes and include that last five minutes of
whole class discussion.
One major learner-centered principle that I addressed in this lesson would be students
being self-sufficient. Although they were given a prompt in their initial process of writing,
students are responsible for mandating their own groups and trusting one another and their
individual strengths in order to produce a coherent piece of collaborative writing. students will
be able to decide amongst themselves who they feel can take on what role and determine
amongst each other which of their ideas do they feel could fit into place to create a cohesive
wonderfully collaborative writing. Collaborative Learning is such a wonderful process because
6
students are able to check within themselves before they need to come and get advice from and
or help from the teacher. What I mean is something that can be taken from
Collaborative
Learning
when it was stated that in collaborative learning it is important to, “Check in with
groups intermittently but encourage students to handle their own issues before coming to you for
assistance” (Cornell University, 2024). This learner-center principal can be seen in the working
parts of this lesson. by working parts I mean when students are actively working within their
groups. I would be responsible for walking around the room and ensuring that groups are
working well, but students would be responsible for ensuring that they are meeting the goal for
the lesson. I think this helps replicate real life situations and needing to work with others while
also having the support of their teacher to guide them if they need extra help.
Supporting English language Learners and other diverse learner groups is crucial when
creating a lesson plan. Especially in a school like mine, we're almost half of the entire population
are English language learners, it is vital to ensure that support is being made. Beyond English
language learners, there are also just diverse Learners within every classroom that need
additional support. One example of how I will be supporting El students is through the use of
sentence starters. Sentence starters are a great way to provide support without necessarily
singling any students out. any learner would be able to benefit from utilizing sentence starters, so
it is really just a benefit to all types of learners. The second type of benefit that I can see in this
lesson is the fact that it is a creative assignment. When looking at
Collaborative Learning for
English Language Learners
there was a line that stood out in relation to this very idea. It stated
that, “When asked what kinds of tasks are assigned to students working in groups, several
teachers emphasized the importance of creating assignments that granted students freedom to use
their creativity and develop their problem-solving skills” (Wida, 2014, pg. 2). I believe this is a
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7
direct example of how to better support El and diverse learners because the whole lesson
involves students working in groups but emphasizing the importance of creative freedom and
developing their own communicative skills with their groups. Even if students are in groups with
varying levels of skill in this sort of area, there's always something that can be provided when in
a collaborative space.
The line between cooperative and Collaborative Learning can at some point seem blurred
in my mind. Especially for someone who is just beginning to truly learn the differences between
these two concepts, it can be difficult to rationalize into words what I believe the difference is.
Something that helped me to attempt to differentiate the differences comes from the
Sharing Our
Toys
research. A line in particular that showcased some of the importance between the two came
from not what is necessarily what is great about both, but what is what is lacking in both, “It is
not mainly their strengths but their liabilities that distinguish cooperative and collaborative
learning” (Bruffee, 1995, pg. 18). What I'm able to take away from this is that a pitfall of
collaborative learning, in a pitfall that can really be seen in this lesson, is that there is no
guarantee of accountability. students are almost governing themselves in this writing process and
lesson because I am not playing a vital role. My initial role of explaining the directions is
important, but this is a student-led activity. They are showcasing mutual trust within one another
that they will get this done and be able to focus on each other's strengths. With that being said,
there is no true guarantee that every student will have their voice heard, that every student will
contribute the same amount, that every student will get the same takeaway from this. On the
other hand, with cooperative learning, there is a more guarantee of accountability between
assessments and me having a larger role in the roles that they are taking on, but I feel it loses
authentic collaboration and loss of individuality. In a very odd comparison, I feel that
8
collaborative learning is more chaotic and cooperative learning is more compliant. There is a
time and a place for both of these types of learning, but this lesson showcases the need for chaos.
students are in charge of what they create with one another and it could turn into anything that
they want it to be.
9
References
Bruffee, K. A. (1995). Sharing our toys:
cooperative learning versus collaborative learning
.
Change: The Magazine of Higher Learning
,
27
(1), 12–18.
https://doi.org/10.1080/00091383.1995.9937722
Shabatura, J. (2014, September 18).
Bloom’s taxonomy verb chart
. Teaching Innovation and
Pedagogical Support. https://tips.uark.edu/blooms-taxonomy-verb-chart/
State Standards Initiative, C. C. (2021).
English language arts standards " writing " grade 7
.
English Language Arts Standards " Writing " Grade 7 | Common Core State Standards
Initiative. https://www.thecorestandards.org/ELA-Literacy/W/7/
University, C. (2024).
Collaborative learning: Center for teaching innovation
. Collaborative
Learning | Center for Teaching Innovation.
https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative
-learning
WIDA. (2014). Collaborative Learning for English Language Learners.
WIDA Research Brief
.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help