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J. Martin

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Title: Strategies for Successful Collaboration in AP Biology Author: JOHN Last modified by: JOHN Created Date: 11/18/2006 6:18:31 PM Document presentation format – PowerPoint PPT presentation

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Title: J. Martin


1
Designing a Collaborative Learning Lesson Plan
  • A PresentationQuest

2
Main Menu
  • Introduction
  • Task
  • Resources
  • Process
  • Evaluation
  • Conclusion
  • References

3
Introduction
  • This presentation works similar to a webquest
  • This activity will help you construct a
    collaborative lesson plan using research-based
    methodologies
  • This presentation is designed to be individual or
    small-group interactive
  • It is not meant to be projected to a large group
  • To navigate the webquest, use the main menu
    button below each slide to get to the main menu.
  • The Resources and Process buttons link to their
    respective submenus.

4
The Task
  • The teacher will develop a lesson plan using
    collaborative learning
  • The teacher will develop strategies for
    collaborative learning
  • Developing groups
  • Monitoring the collaborative process
  • Assessment
  • Most webquests involve some level of
    role-playing in this webquest you will assume
    your usual role as classroom teacher

5
Resources Menu
  • Why develop assessments first?
  • Benefits of collaboration
  • More knowledgeable other
  • Assessing communication
  • Assessment recommendations
  • Lesson plan template

6
Why develop assessments first?
  • Assessment must align with performance objectives
    (Dick, Carey, Carey, 2005 p. 146)
  • Begin with the end in mind The second habit
    of highly effective people - Stephen Covey

7
Resources Benefits of collaboration
  • Some studies show no benefit to collaboration
    (Yetter et al., 2006 Golbeck Sinagra, 2000) )
  • In several of those studies, prior knowledge was
    not demonstrated by participants
  • Research in children demonstrated that learners
    who scored low on a pre-test benefited on a
    post-test from peer collaborations with learners
    who had scored higher. (Fawcett Garton, 2005)

8
Resources More Knowledgeable Other
  • Several studies show the benefits of
    collaboration (Erkens, Jaspers, Prangsma,
    Kanselaar, 2005 Peters, 2005 Fawcett Garton,
    2005)
  • The use of an MKO more knowledgeable other
    allows for increased learning by a learner in a
    collaborative learner
  • http//www.coe.uga.edu/epltt/vygotskyconstructioni
    sm.htm
  • There may be no gains in achievement acquired by
    the MKO (Fawcett Garton, 2005)

9
Resources Assessing communication
  • Communication correlates with effectiveness of
    the discovery process in collaborative learning
    (Saab, van Joolingen, van Hout-Wolters, 2005)
  • The authors identified examples of communicative
    activities (next slide)

10
Resources Assessing Communication
From Saab, van Joolingen, van Hout-Wolters,
2005
11
Resources Assessment
  • Recommendations (summarized from Macdonald, 2003)
  • Collaborative learning activities should be tied
    to course assessment
  • If technical skills are developed during the
    lesson, then their practice must be written into
    the assessment
  • The inclusion of skills development may impose
    additional time burdens on the students, and may
    reduce the amount of course content which can be
    covered
  • A series of activities linked to assessments can
    help students acquire necessary skills
  • To assess collaboration, students may need to
    develop additional skills including peer review,
    time management and task negotiation. These new
    skills may need to be awarded through assessment
  • The assessment criteria should clearly define the
    goals of the task, and the relative weight
    attributed to individual and group processes.

12
Resources Lesson Plan Template
  • Lesson plan template was adapted from InTech
    the technology integration course to satisfy
    computer competency for the PSC
  • Download the template
  • http//www.thinkdolearn.com/edit6900/jmartin_techl
    essontemplate.dot

13
Process Menu
  • Lesson plan template (resource)
  • The beginning
  • Formative assessment
  • Summative assessment
  • Complete the plan

14
The Process The beginning
  • Begin filling out the introductory section of
    your lesson plan template
  • Select a unit and identify key objectives and
    standards

15
Process Formative Assessment
  • In the appropriate area on the lesson plan,
    describe at least three formative assessments
  • Pre-assessment assesses skills and knowledge to
    discover potential MKOs for pairing
  • Process - assesses communication during the
    collaborative process
  • Skills assesses skills needed for the
    assignment

16
Process Summative Assessment
  • Design a rubric for the process that incorporates
    these elements
  • Skills assessment
  • Individual assessment
  • Group assessment

17
Process Complete the Plan
  • Complete the materials, technology resources,
    URLs, etc.
  • Align procedures to the assessments and objectives

18
Evaluation
  • Checklist Every section should be filled out
    (0-10 points)
  • Rubric
  • Objectives, assessments, and procedures are
    aligned (0-5 points)
  • Objectives are measurable (0-2 points)
  • Assessments measure skills, process, and product
    (0-5 points)
  • Grammar and mechanics (0-3 points)
  • Total 25 points

19
Conclusion
  • Congratulations!
  • If you were able to create a successful lesson
    plan using this PresentationQuest or you have
    new research or feedback let me know
    martinj_at_uga.edu or bio_at_thinkdolearn.com

20
References
  • AP Biology Course Description. (2005). Retrieved
    October 15, 2006, from http//apcentral.collegebo
    ard.com/apc/public/repository/05837apcoursdescbio0
    6_4312.pdf.
  • Dick, W., Carey, L., Carey, J. O. (2005). The
    Systematic Design of Instruction (6th ed.) Allyn
    and Bacon.
  • Erkens, G., Jaspers, J., Prangsma, M.,
    Kanselaar, G. (2005). Coordination processes in
    computer supported collaborative writing.
    Computers in Human Behavior, 21, 463-486.
  • Fawcett, L. M., Garton, A. F. (2005). The
    Effect Of Peer Collaboration On Children's
    Problem-Solving Ability. British Journal of
    Educational Psychology, 75(2), 157-169.
  • Golbeck, S. L., Sinagra, K. (2000). Effects of
    Gender and Collaboration on College Students'
    Performance on a Piagetian Spatial Task. Journal
    of Experimental Education, 69(1), 22.
  • Macdonald, J. (2003). Assessing Online
    Collaborative Learning Process and Product.
    Computers Education, 40(4), 377-391.
  • Mubenga, P. T. (2006). Closing the Achievement
    Gap between African American Children and their
    Caucasians Counterparts Using Collaboration
    Learning Setting.
  • Orey, M. (2001). Emerging Perspectives on
    Learning, Teaching and Technology from
    http//www.coe.uga.edu/epltt/index.htm
  • Peters, A. W. (2005). Teaching Biochemistry at a
    Minority-Serving Institution An Evaluation of
    the Role of Collaborative Learning as a Tool for
    Science Mastery. Journal of Chemical Education,
    82(4), 571-571.
  • Puntambekar, S. (2006). Analyzing Collaborative
    Interactions Divergence, Shared Understanding
    and Construction of Knowledge. Computers and
    Education, 47(3), 332-351.
  • Saab, N., van Joolingen, W. R., van
    Hout-Wolters, B. H. A. M. (2005). Communication
    in Collaborative Discovery Learning. British
    Journal of Educational Psychology, 75(4),
    603-621.
  • Yetter, G., Gutkin, T. B., Saunders, A.,
    Galloway, A. M., Sobansky, R. R., Song, S. Y.
    (2006). Unstructured Collaboration Versus
    Individual Practice for Complex Problem Solving
    A Cautionary Tale. Journal of Experimental
    Education, 74(2), 137-159.
  • Note Lesson plan template derived from Kennesaw
    State University Educational Technology Training
    Center InTech Lesson Plan Template
    http//edtech.kennesaw.edu/intech/docs/lessonplan2
    .doc
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