2. 21CLD Learning Activity Rubrics Collaboration 2 nd Workshop on Telecollaboration and Project-based Learning to Reorient Teacher Education towards EFA and ESD 2-4 October 2013, Holiday Inn, Bangkok, Thailand

3. Working together With whom? In what way? To what extent? With whom? In what way? To what extent? Making substantive decisions together? Shared responsibility? Contributing individual expertise? Integration of ideas into a coherent whole? Collaboration Provide feedback? Exchange information?

5. Click to edit Master title style Students are required to work in pairs or groups? Work together Discuss an issue Solve a problem Design/ Create a product May be within class or outside class, schools, community, experts Face-to-face or by using technology

6. Click to edit Master title style Is this Working Together? A Pairs of students give each other feedback. B Students do their work alone. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

7. Click to edit Master title style Is this Working Together? A Students use the Education Community to share their story drafts and give each other feedback. B Each student creates his/her own story and sends it to the teacher for feedback. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

8. Click to edit Master title style Students have shared responsibility? Collectively own the work and mutually responsible for its outcome

9. Click to edit Master title style Is this Shared Responsibility? A A student interviews a peer in another country about the local weather. B A student works with a peer in another country to develop a joint website. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

10. Click to edit Master title style Is this Shared Responsibility? A Groups of students develop their own designs for the proposed school garden. They seek feedback from other groups to improve on the design. B Each student develops his/her own design for the proposed school garden. He/She is then requested to review another’s work and give feedback on how to improve the design. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

11. Click to edit Master title style Students make substantive decisions together? Content a group response on an issue or topic Process what they will do, when to do it, what tools to use, roles / responsibilities of members Product fundamental design decisions that affect the nature and usability of the product Resolve important issues that will guide their work together, on any of the following:

12. Click to edit Master title style Is this a substantive decision? A Pairs of students are developing a presentation about climate change and must decide what causes to write about. B Pairs of students are developing a presentation about climate change summarizing the material on the textbook, as instructed by the teacher. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

13. Click to edit Master title style Is this a substantive decision? A Student teams assign roles to team members based on the list of roles and the workplan that the teacher provided. B Student teams are conducting a research project and must decide on their own workplan and roles on the team. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

14. Click to edit Master title style Students’ work is interdependent? Group accountability work together, strategize/ plan/ negotiate, and agree on the process, design, and conclusions of their work to come up with a “coherent whole” Individual accountability each member MUST complete his/her task for the group to do its work When ALL students participate for the team to succeed – i.e. role of each member is essential in developing the final group product/ outcome Two levels of accountability:

15. Click to edit Master title style Is this interdependent? A Group members each research a different internal system of frogs. Students then work together to dissect a frog and write a lab report about the dissection, identifying frog parts and the systems to which they belong. B Group members work together to research about frogs. Each student then proceeds to conduct his own dissection and writes his own lab report. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

16. Click to edit Master title style Is this interdependent? A Students each create a webpage about the history, culture, attractions, or accommodations of their local area that will be linked to the class homepage. B Students organize information that the team gathered on the history, culture, attractions, and accommodations of their local area. They present these through a tourist website that they design and develop together. Option 1 A - Yes, B - No Option 2 A - No, B - Yes

17. Click to edit Master title style Collaboration Group activity – 5 minutes – go over the other “Yes”/”No” samples in the Guide – spend time to clarify definitions and samples

18. Work together f2f or via technology to share ideas and resources, may include external people Develop a common product, design, response; collectively own the work AND are mutually responsible for the outcome Negotiate on and resolve important issues that fundamentally shape the content, process, or product of their work All students must participate for the group to produce an interdependent product or an outcome; each member’s role and contribution are essential to produce a “coherent whole”

19. Click to edit Master title style Sample Case 1 Olympics Site Selection 1.Not observed 2.Required to work in pairs or groups 3.#2 AND students have shared responsibility 4.#3 AND students make substantive decisions together 5.#4 AND students’ work is interdependent

20. Click to edit Master title style Sample Case 2 House on Mango Street 1.Not observed 2.Required to work in pairs or groups 3.#2 AND students have shared responsibility 4.#3 AND students make substantive decisions together 5.#4 AND students’ work is interdependent

21. Click to edit Master title style Suggested improvements House on Mango Street Type your group’s suggestion on the Google spreadsheet

22. Click to edit Master title style Project Improvements Review your own project to see how it scores against the “Collaboration” rubric. Discuss ways to improve the project design to increase your ratings on the “Real-world Problem Solving and Innovation” and “Collaboration” rubrics.

23. Mel Tan mm.tan@unesco.org mm.tan@unesco.org End of Session