Last week, we drafted a learning progression for a team around collaboration and asked for feedback..   ICYMI: I wrote:

I’m curious to know what you think about the draft below. If we put this out in our classroom, will learners have a stronger opportunity to self-assess and level up?

I am grateful for all of the feedback we received.  Thank you.

The teaching team that I am coaching asked an important question.  “This works, Jill, for collaboration in our daily classroom learning. If we launch a team project, the Level 4 should really be the Level 3. How might we emphasize collaboration is co-creating something new together?”

If we establish I can collaborate to co-create evidence of shared learning, work, and understanding as a goal, how can we level up to focus learning?

We want all learners in this community to be able to say

I can collaborate to co-create evidence of
shared learning, work, and understanding

At Level 1, learners are working side-by-side and periodically check-in with each other. While closer to collaboration, this is really parallel play. We are in the same place doing the same thing, and we at least acknowledge that other learners exist in our space.

At Level 2, learners exchange thinking and ideas as they discuss questions and actions to take together. At this level, learners add to each other’s thinking and make sense of new, different ideas and pathways.

At Level 3, learners listen and share deeply to riff and improvise, co-creating ideas, thinking, and learning.

At Level 4, learners reflect on what they knew and what they know now. They can articulate what is now possible because of shared thinking, learning, and working together.

Again, I’m curious to know what you think about the draft above. If we put this out in our classroom, will learners have a stronger opportunity to self-assess and level up?

I love what we learn when we make our thinking visible. Our students and colleagues help us learn, refine, and deepen our work.  Tell a colleague what you want next for and with your students. And don’t stop there. Teach. Help them learn even when you are learning too.

Brainstorm with colleagues.  Talk about you hopes and dreams for students and  level out what you see and want to see. Make your thinking visible to the learners in your care.

Teach.

Empower learners.

Lead learners to level up.

About 20 years ago, I worked with a wonderful, brilliant teacher who would tease me about collaborative learning. It was not his style. But, he tried. He would say to his class, “Pull your desks up close and uhh…collaborate. I’ll be back in a minute.”  Now, there were good outcomes from this opportunity. Students had a moment to breathe, catch up if behind (or confused) in their notes, and talk with classmates.

What is our definition of collaboration? In our teaching team or teams, have we established common language about collaboration? Have we shared it with the learners in our care?

What if the learners in your care are not meeting your expectations around collaboration?

• Do we complain to colleagues or the learners that they are not collaborating?
• Do we tell the learners that they need to collaborate without telling them how?
• Do we assume that they <should> already know how? And, if they do not, are we frustrated and disappointed? Do we use our blame-thrower to put responsibility on someone else?
• Do we take time to establish norms and common language around collaboration?

Teaching, telling, or complaining? Which one or ones are we stuck in? Problem-solving dissolves into complaining and venting when we fail to seek solutions and take action.  So, let’s brainstorm what it looks like and try something different.

Excerpts from a coaching session:

Teacher: I have no idea, Jill. They won’t collaborate. Do they not know how? They work in isolation, purposefully.  

Coach: Why is that important? Why should they work collaboratively? 

Teacher: Gosh, I think everyone knows that we collaborate to learn more, deeply. I think it is about perspective and listening to the ideas of others – even when you don’t agree. And, in math, it is about flexibility.

Coach: Tell me more about what you see and what you want to see.

Teacher: I see students sitting in groups, because that is how the furniture is arranged. But, they are not speaking to each other. Well, maybe…<sigh>…occasionally they check an answer. I want an exchange of ideas; I want them to learn from each other, together.  I hope that they will be curious about each other’s thinking and try to make sense of it instead of simply saying, “Oh, that’s not how I did it.” 

I’m curious to know what you think about the draft below. If we put this out in our classroom, will learners have a stronger opportunity to self-assess and level up?

If we establish I can collaborate to learn with and from others as a goal, can we use the above to focus learning?

We want all learners in this community to be able to say

I can collaborate to learn with and from others.

At Level 1, learners are working in isolation, perhaps racing to finish first.. Maybe learners plan to confer with others only after completing the task. Some might be trying to hide what they do not know; others are lapsing into teacher dependence.

At Level 2, learners are working side-by-side and periodically check-in with each other. While closer to collaboration, this is really parallel play. We are in the same place doing the same thing, and we at least acknowledge that other learners exist in our space.

At Level 3, learners exchange thinking and ideas as they discuss questions and actions to take together. At this level, learners add to each other’s thinking and make sense of new, different ideas and pathways.

At Level 4: learners listen and share deeply to riff and improvise, co-creating ideas, thinking, and learning.

All learners need independent think time to organize thinking, process the task, and gather resources.  AND, all learners need to learn from and with others in community because it promotes understanding, perspective taking, flexibility, listening, and critical reasoning.

So, when you are frustrated with how things are going, complain. Tell a colleague what your students are not doing. But don’t stop there. Teach. Help them learn even if they should already know it.

Brainstorm with your team. Ask hard questions. Describe what is going well and what is not.  Use this data to reframe and level out what you see and want to see. Make your thinking visible to the learners in your care.

Teach.

Empower learners.

Lead learners to level up.