J. Martin EDIT 6900 A “PresentationQuest” Designing a Collaborative Learning Lesson Plan

Main Menu J. Martin EDIT 6900 Resources Process Main Menu Introduction Task Resources Process Evaluation Conclusion References

Main Menu J. Martin EDIT 6900 Resources Process 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.

Main Menu J. Martin EDIT 6900 Resources Process 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

Main Menu J. Martin EDIT 6900 Resources Process Resources Menu Why develop assessments first? Benefits of collaboration More knowledgeable other Assessing communication Assessment recommendations Lesson plan template

Main Menu J. Martin EDIT 6900 Resources Process 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

Main Menu J. Martin EDIT 6900 Resources Process 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)

Main Menu J. Martin EDIT 6900 Resources Process 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 m.htm m.htm There may be no gains in achievement acquired by the MKO (Fawcett & Garton, 2005)

Main Menu J. Martin EDIT 6900 Resources Process 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)

Main Menu J. Martin EDIT 6900 Resources Process Resources: Assessing Communication From Saab, van Joolingen, & van Hout-Wolters, 2005

Main Menu J. Martin EDIT 6900 Resources Process 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.

Main Menu J. Martin EDIT 6900 Resources Process 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: techlessontemplate.dot techlessontemplate.dot

Main Menu J. Martin EDIT 6900 Resources Process Process Menu Lesson plan template (resource) The beginning Formative assessment Summative assessment Complete the plan

Main Menu J. Martin EDIT 6900 Resources Process The Process – The beginning Begin filling out the introductory section of your lesson plan template Select a unit and identify key objectives and standards

Main Menu J. Martin EDIT 6900 Resources Process 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 MKO’s for pairing Process - assesses communication during the collaborative process Skills – assesses skills needed for the assignment

Main Menu J. Martin EDIT 6900 Resources Process Process: Summative Assessment Design a rubric for the process that incorporates these elements: Skills assessment Individual assessment Group assessment

Main Menu J. Martin EDIT 6900 Resources Process Process: Complete the Plan Complete the materials, technology resources, URLs, etc. Align procedures to the assessments and objectives

Main Menu J. Martin EDIT 6900 Resources Process 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

Main Menu J. Martin EDIT 6900 Resources Process 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: or

Main Menu J. Martin EDIT 6900 Resources Process References AP Biology Course Description. (2005). Retrieved October 15, 2006, from 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, 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), 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), 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 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), Puntambekar, S. (2006). Analyzing Collaborative Interactions: Divergence, Shared Understanding and Construction of Knowledge. Computers and Education, 47(3), 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), 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), Note: Lesson plan template derived from Kennesaw State University Educational Technology Training Center InTech Lesson Plan Template: