Collaboration in Personlized Learning



If we ask ourselves what we want learners to be able to do when they leave our classrooms, what would be on the list?  Ideally, we strive to develop learners to be innovative and critical thinkers, competent in reading, writing and technology skills, and being able to communicate effectively with others.  Personalized learning can take on many forms to build on these skills, but it is not just learners working in isolation.  Although we allow for voice and choice the majority of the time, we still take advantage of the collective environment and foster collaboration.  We are intentional with learners practicing and reflecting on how they communicate with others.  For some learners this means we are pushing them out of their comfort zones.  Great teachable moments always arise when learners are out of their comfort zones.     

 

Tracking Sheet: Offers an Idea, Asks a Question, Refers to Text...

One of the ways learners collaborate and practice communication skills is through different discussions protocols to broaden their perspectives and deepen their understandings.   In our “Identity Unit” learners meet the following standard [9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively].   Learners use a tracking sheet to assess and monitor how they are contributing to a conversation. Just like in anything we do in our class, learners reflect on the collaboration experiences to grow as learners. Learners participate in a series of discussions before having a fishbowl paidia to demonstrate meeting the standard.  In the “Snowball” discussion learners begin to analyze a topic in groups of 2, then move into groups of 4, and end in groups of 8.  As the groups expand in numbers, learners go further into analysis.  We strategically groups learners using colored cards, that included shapes, so each round it was seamless to move into new groups (they start by finding the person who has the same number and color, then it is all the same color forming groups of 4, finally they gather with all the same shapes and create groups of 8). Learners also participated in rotating stations, where they rotated to different discussion prompt stations and added on to what the groups before them had discussed and noted.  Finally, learners participated in fishbowl paideias where one group was in the middle and all other classmates were surrounding them in a circle and observing their discussion. (for more discussion protocol ideas see blog “Letting Go”)

 

Used For Snowball Groupings

Rotating Stations Example

Groups Of Two in Snowball

Groups of Three and Four in Snowball

Group so eight for Snowball

At the end of each class, learners reflected on each discussion formats and how effective they were in each setting.  This reflection allows them to be more aware of what types of study groups to seek out in the future.  Of course, each learner had different preferences and it was interesting to read their rationales for why some preferred smaller groups and others enjoyed the larger groups.  A few learners even voiced concern over not having a “choice” to participate in the fishbowl.  Learners are used to being able to choose how they learn, this was a great teachable moment about “comfort zones”.  We reminded learners that too often we want to stick with what we are used to but the times we stretch ourselves out of our comfort zones, is usually where we grow the most.   

 

Our role as teachers has changed to guide on the side, but as guides we still challenge learners to try new things, collaborate with others, and reflect on each learning experience.  We have found that because have so many opportunities for voice and choice in their learning, there is more overall by in with the class.  The times they are not allowed a choice, they are still engaged and willing to try new things.