Collaboration+Deep+Dive

//In today's PLC, we will discuss how, when, and why students should collaborate; share personal experiences; explore some digital tools for online collaboration; and experience collaboration strategies firsthand.//

= Review of September 26 PLC = // For your reference, here is the presentation Keith Recker and Cindy Geddes presented on September 26, 2013 during PLCs. // media type="custom" key="24077568"

= Six-Step Partners = //Six-Step Partners is one of my favorite collaboration strategies because it gives students the opportunity to move, work with a variety of students, and share their own thoughts.// media type="custom" key="24077696"

= Collaboration Setbacks = media type="custom" key="24098068"

A Good Read: **20 Collaborative Learning Tips and Strategies for Teachers** =

= = Examples of Collaboration = = =

// Novice Level Example: Snowball Technique //
//The Snowball Technique provides a good example for how students can collaborate effectively.// media type="custom" key="24077730"

// Advanced Level Example: Interactive Stations //
// Interactive Stations provide students an opportunity to collaborate through a variety of activities all related to a central theme, concept, or deep understanding. //

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= Explore = During this time, take a few minutes to explore these collaboration resources. Be prepared to share a tool or strategy you plan to use with your colleagues.

Collaboration Strategies Shared by your Peers Digital Tools Aligned to the 4Cs Web 2.0 Collaborative Projects for Middle School Digital Tools for Beginners Digital Tools for Intermediate Users

= Conga to Reflect = //Originally a Sheltered Instructional (SIOP) strategy, Conga gives students the opportunity to become experts about a subject, concept, or topic. To begin the Conga, students create two equal lines facing one another. One line becomes the “speaking” line, and the other line becomes the “listening” line. When the teacher poses a question to the class, the speaking line members look at the partner directly across from them and answer the question. The teacher chooses a time to say, “Conga,” and then the speaking line shifts one person to the right. The last person on the end shifts down to the other end of the line. The speaking line students then provide their answer to the same question to the next person in line. This continues until the teacher changes questions. Eventually, the listening line becomes the speaking line so that all students have an opportunity to be the expert and to be the listener. This activity is great for formative assessment as the teacher can monitor student responses. Follow up questions such as, “Which question was most difficult to answer?” or “What did you learn that you didn’t already know?” or “What is still confusing to you?” can make this formative process beneficial to students. Plus, this activity is a structured way to provide student movement in your classroom.//


 * Our Conga today will consist of sharing a strategy or tool that you found that you plan to use with your class. Share why you like the strategy or tool and how you might use it with your students.**

= Assignment = // It's back to the drawing board! Try a new collaborative strategy, and then complete the Google Form to share your experience with your colleagues. //

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