J. Martin

1
Designing a Collaborative Learning Lesson Plan

• A PresentationQuest

2
Main Menu

• Introduction
• Task
• Resources
• Process
• Evaluation
• Conclusion
• References

3
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.

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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

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Resources Menu

• Why develop assessments first?
• Benefits of collaboration
• More knowledgeable other
• Assessing communication
• Assessment recommendations
• Lesson plan template

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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

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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)

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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
• http//www.coe.uga.edu/epltt/vygotskyconstructioni
  sm.htm
• There may be no gains in achievement acquired by
  the MKO (Fawcett Garton, 2005)

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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)

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Resources Assessing Communication
From Saab, van Joolingen, van Hout-Wolters,
2005
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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.

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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
• http//www.thinkdolearn.com/edit6900/jmartin_techl
  essontemplate.dot

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Process Menu

• Lesson plan template (resource)
• The beginning
• Formative assessment
• Summative assessment
• Complete the plan

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The Process The beginning

• Begin filling out the introductory section of
  your lesson plan template
• Select a unit and identify key objectives and
  standards

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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 MKOs for pairing
• Process - assesses communication during the
  collaborative process
• Skills assesses skills needed for the
  assignment

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Process Summative Assessment

• Design a rubric for the process that incorporates
  these elements
• Skills assessment
• Individual assessment
• Group assessment

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Process Complete the Plan

• Complete the materials, technology resources,
  URLs, etc.
• Align procedures to the assessments and objectives

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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

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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
  martinj_at_uga.edu or bio_at_thinkdolearn.com

20
References

• AP Biology Course Description. (2005). Retrieved
  October 15, 2006, from http//apcentral.collegebo
  ard.com/apc/public/repository/05837apcoursdescbio0
  6_4312.pdf.
• 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, 463-486.
• 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), 157-169.
• 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), 377-391.
• 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
  http//www.coe.uga.edu/epltt/index.htm
• 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), 571-571.
• Puntambekar, S. (2006). Analyzing Collaborative
  Interactions Divergence, Shared Understanding
  and Construction of Knowledge. Computers and
  Education, 47(3), 332-351.
• 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),
  603-621.
• 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), 137-159.
• Note Lesson plan template derived from Kennesaw
  State University Educational Technology Training
  Center InTech Lesson Plan Template
  http//edtech.kennesaw.edu/intech/docs/lessonplan2
  .doc