LEARNER AGENCY
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Expanded Collaboration
According to Gonzalez (2020), when students work together, they make greater academic and social gains than when they compete against one another or when they work individually. Implementing collaboration with fidelity into a course is an asset that benefits both teachers and students in the learning environment. In a personalized classroom, students are responsible for taking charge of their learning. Burns (2018) states, students felt their personal learning needs where met and that they were adequately challenged and supported when they needed help. Providing students with opportunities to learn from each other further encourages content mastery by using relevant information that peers share. This collaboration yields social and academic gains and provide students a variety of ways to learn the and master the content.
Allowing students collaboration provides authentic and detailed products because students bounce ideas and understanding off one another. It goes back to the old saying “two brains are better than one. Barshay (2018) states students felt their learning needs were met and that they were adequately challenged and supported when they needed help. Relationships are the foundation to successful integration of collaboration amongst students. According to Burns (2016), the challenge of designing good collaborative activities is ensuring that all students play an important role. Ensuring that students are able use their strengths increase student participation within their collaborative groups. Koch (2017) states remember to acknowledge a child’s strengths and positive qualities.
Allowing students collaboration provides authentic and detailed products because students bounce ideas and understanding off one another. It goes back to the old saying “two brains are better than one. Barshay (2018) states students felt their learning needs were met and that they were adequately challenged and supported when they needed help. Relationships are the foundation to successful integration of collaboration amongst students. According to Burns (2016), the challenge of designing good collaborative activities is ensuring that all students play an important role. Ensuring that students are able use their strengths increase student participation within their collaborative groups. Koch (2017) states remember to acknowledge a child’s strengths and positive qualities.
Coaching Learners
Peer to Peer FeedbackEnsuring student feedback to one another is a practice that should be integrated into the class. By having students provide feedback to one another students can capitalize on their own learning process and build off one another based on the feedback that they provide. I post this graphic on the projector for students to be conscious of when collaborating to serve as a reminder for students.
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Escape RoomsThe pandemic uncovered a variety of methods that can be turned digital and require less prep. Digital Escape rooms have become an exciting instructional strategy that incorporates students collaborating with one another for a set goal of completion and of course “bragging rights.” Students work within a group of 3-4 to break out the room. The escape rooms can be somewhat challenging which levels the ability for all students to play a significant role in completing the tasks and bringing their own skillset to the task.
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Group RolesGroup roles are a great way to provide each student with their own specific responsibility within a group. Very similar to adults and how we have necessary roles for organizations, students need that same framework to accomplish a goal within the classroom. According to Washington University Center, Group roles provide all students with a clear avenue for participation. Students are less likely to feel left out or unengaged when they have a particular duty that they are responsible for completing. I integrate roles in many of my station rotation activities to provide students with a job that they are responsible for at each station.
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Tools/Strategies
Microsoft FormsA tool that I use to collect data is Microsoft Forms. This tool provides me with data that I can analyze about my students whether it be content related or not. Microsoft Forms will break down information based on item analysis, average scores, and more. This tool is great for collecting formative assessment data such as exit slip, checks for understanding, etc.
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EduclimberEduclimber is a district wide tool that collects data based on student’s standards mastery, response to interventions, and IEP’s. This tools updates nightly with up to date data on student achievement data and demographics data. I use this tool regularly for data purposes of my classes. Educlimber also provides information practices that best fit students based on previous teachers feedback for students.
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Building Relationships
Content Collaborative MeetingsContent Collaborative Planning
Weekly meetings are held for each grade level content to collaborative plan and analyze data for our students. During these collaborative planning meetings, I discuss best teaching practices and differentiation models that would best serve our students. As we plan, we discuss practices that provide opportunity for us to build relationships with our students and parents and interest them in our content. This planning provided positive outcomes for our content and stakeholders are willing to support the needs in classroom. |
RemindRemind is a tool that serves an additional means of communication between teacher, parents, and students. I use Remind to quickly touch base with parents and send out important classroom announcements. Many parents prefer Remind over email, because it is simple and a direct contact to me if there is a question or concern.
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Parent CommunicationParent Communication can be one of the most terrifying tasks for a teacher, because like students not all parents are the same in their communication style. Contacting parents does not always have to be on a negative occasion when their student is not doing what the teacher expects. Contacting parents to inform them that their student is a great student is also a beneficial method in fostering positive parental relationships. Having positive relationships with the parents often transpire to the students.
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Timely Personal Interaction
Weekly Check insThroughout the week students have a weekly check in that they are required to answer by Friday, where they discuss a rose and a thorn of their week at school and how they are going to navigate working through their thorn and how they are going to celebrate their rose. Students enjoy this weekly check in and often wait until Friday to complete it so they don’t “jinx” their week.
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Co Planning SessionsEvery five weeks, I begin my co-planning rotation in each class period where students meet with me and discuss the assignment they are working and their progress within the class. During this co-planning we discuss opportunities to show mastery on content in the course or reattempt mastery of content. Students can ask any lingering questions they may have about the class or content and celebrate success and growths during this time by looking at their success files.
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Response to InterventionThe RTI coordinator works closely with teachers to ensure that students on the tiered process are receiving services that are beneficial to their learning. By analyzing and integrating the practices that appeal to each student’s tiered tag will promote positive responses and grades for students because they are receiving the needs that encourage their learning. I ensure each student is aware of their RTI plan and talk with each student on what methods work best for their learning in my classroom and I inform the parents of the process, so they are aware of the services their student is receiving in school.
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References
Barshay, J. (2018, September 24th). Working in a group might be the best way to help kids meet individual goals, study says. Retrieved from https://hechingerreport.org/working-in-a-group-might-be-the-best-way-to-help-kids-meet-individual-goals-study-says/
Burns. M. (2016, November 22nd). 5 Strategies to Deepen Student Collaboration. Retrieved from https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns
Gonzalez J. (2020, February 3rd). Making Cooperative Learning Work Better. Retrieved from https://www.cultofpedagogy.com/making-cooperative-learning-work-better/
Koch, K. (2017, April 4th). IEP: Students Benefit When We Collaborate. Retrieved from https://www.edutopia.org/blog/improving-collaboration-iep-table-katherine-koch
Washington University. (2021). Using Roles in Group Work. Washington University Center for Teaching and Learning. Retrieved from https://ctl.wustl.edu/resources/using-roles-in-group-work/.
Burns. M. (2016, November 22nd). 5 Strategies to Deepen Student Collaboration. Retrieved from https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns
Gonzalez J. (2020, February 3rd). Making Cooperative Learning Work Better. Retrieved from https://www.cultofpedagogy.com/making-cooperative-learning-work-better/
Koch, K. (2017, April 4th). IEP: Students Benefit When We Collaborate. Retrieved from https://www.edutopia.org/blog/improving-collaboration-iep-table-katherine-koch
Washington University. (2021). Using Roles in Group Work. Washington University Center for Teaching and Learning. Retrieved from https://ctl.wustl.edu/resources/using-roles-in-group-work/.