COLLABORATION+TOOLS

= REAL TIME COLLABORATION BOARDS = typewith.me mysimplesurface.com primarypad.com hackpad.com titanpad.com scribblar.com twiddla.com realtimeboard.com

= FEATURED TOOLS =

titanpad.com text2mindmap.com [|listhings.com] Team up stinto.net

= MIND MAPPING TOOLS = Mind m apping tools can be used for collaborative work. text2mindmap.com spriderscribe.com [|wridea.com] wisemapping.com popplet.com = = = CHAT = chatzy.com todaysmeet.com stinto.net

= STICKY NOTE TOOLS (//cork boards//) =

Sticky note tools come in handy for brainstorming, collaboration but also for reflection and assessment. wallwisher.com / padlet.com listhings.com linoit.com coarkboard.me scrumblr.ca

= MISCELLANEOUS TOOLS for COLLABORATION = Team up wiggio.com mixedink.com [|synchtube.com]

A GUIDE TO COLLABORATION IN THE CLASSROOM
This guide about collaborative learning, prepared by ** Dr. Kathleen O. Kane and Dr. Joan Y. Harms ** from the University of Hawaii, emphasises key characteristics of a collaborative approach to learning compared to a traditional approach:


 * Students rather than only teachers have increased control over learning
 * Responsibility for learning is more student-centered rather than teacher-centered
 * Students are decision-makers and teachers are facilitatiors
 * Students work cooperatively rather than competitively
 * Students master knowledge through constructing content rather than through memorizing content


 * Teachers and student jointly construct knowledge
 * Students help set their own goals and means of assessment

A collaborative approach to learning can be described on a continuum ** from learners as receivers of information to learners as constructors of knowledge ** ; and, ** teachers as disseminators of knowledge to teachers as contributors to knowledge along with students. **

The authors point out the importance of setting up a series of **ground rules** which states clearly what is expected in terms of behavior within the group and which sets the tone for all future interactions:

1. Respect others

2. Listen to understand and avoid interrupting others

3. Resist the temptation to put words into another person’s mouth

4. Be clear and concise

5. Avoid side conversations while someone else has the ﬂoor

6. Maintain an open and positive attitude

7. Be open and non-defensive about your own ideas

8. Switch seats during breaks

9. Everyone needs to participate

SOME TIPS AND RECOMMENDATIONS
**Miriam Clifford**, in her article **Facilitating Collaborative Learning: 20 Things You Need To Know From the Pros** , states that collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Clifford mentions 20 ways to include best practices for collaborative learning in our classroom:

- establish **group goals** - keep group midsized - establish flexible **group norms** - build **trust** and promote **open communication** - for larger tasks, create group roles - create a pre-test and a post-test - consider the learning process itself as part of **assessment** - consider different **strategies** - here's **a list of strategies** compiled at Iowa University - allow groups to reduce anxiety - establish **group interactions** - use **real-world problems** - focus on enhancing **problem-solving and critical thinking skills** - keep in mind the **diversity of groups** - groups with an equal number of boys and girls are best - use **scaffolding** - include different types of **learning scenarios** - **technology** makes collaborative learning easier - keep in mind the critics - be wary of "group thinks" - change up groups - value diversity.

CHALLENGES AND CONFLICTS
The authors of ** What is the Collaborative Classroom? ** point out that when we move from traditional to collaborative instruction, several important issues are likely to arise:

1) **Classroom Control** -  Collaborative classrooms tend to be noisier than traditional classrooms. Some teachers believe that noisy classrooms indicate lack of discipline or teacher control. In such situations, they argue, students cannot learn. On the other hand, the authors believe, the noise in a smoothly running collaborative classroom indicates that active learning is going on. However, rules and standards must be stressed from the beginning. **N****oise is welcome, but chaos isn't**.

**2) Preparation Time for Collaborative Learning - **  Teachers may believe that new lesson plans must be formed for these classrooms. To a certain extent, they are correct. But many teachers already have created engaging units and activities that are easily implemented in a collaborative classroom. Teachers can also **share** their plans with each other. Indeed, if we expect students to collaborate, we should encourage teachers to do the same!


 * 3) Individual Differences Among Students - ** Many collaborative teachers have expressed surprise when seemingly **less-able students** had insights and ideas that went way beyond what teachers expected. Further, if each student contributes something, the pool of collective knowledge will indeed be rich. Data suggest that **high-achieving** students gain much from their exposure to diverse experiences and also from peer tutoring. **Shy students ** might feel more comfortable talking in small groups that share responsibility for learning.


 * 4) Individual Responsibility for Learning ** - In collaborative classrooms, it is often difficult to assign individual grades. Some teachers give group grades, but many students and parents are uncomfortable with these. Ideally, assessment practices should be changed so that they are consistent with collaboration, with a new view of learning and with a thinking curriculum. For example, David Johnson and Roger Johnson, as well as Robert Slavin, advise making individuals responsible for **subtasks** in group work and then determining both **group and individual grades**.

**5) Conflict of Values **  Many teachers do not feel comfortable allowing students to initiate dialogue, determine topics, or explore perspectives other than the teacher's. In part this is because many teachers believe that their role is to transmit knowledge; in part it is because they are held accountable for teaching discrete skills. This problem requires leadership, support, and time to address. Examining one's assumptions honestly and forthrightly, in a supportive group, often spurs educators to change.