HOW TO GET STARTED WITH COLLABORATIVE LEARNING
1. Develop a question or prompt that supports student learning of a skill or concept
2. Create randomized groups
3. Have students work together to develop one response or answer to the prompt
4. Gather evidence (does not have to be re- corded) of student learning by circulating from group to group offering instruction and/or feedback as needed
5. Consolidate understanding by:
• hearing from each group • highlighting something a group did well
• working through a response that needs more substance or elaboration
PROFESSIONAL JUDGEMENT
Te purpose of assessment is to improve student learning. Teacher professional judgement is essential to considering the whole child and understanding their learning needs through various assessment
methods. It is also a teacher’s professional responsibility to keep up-to-date assessment records that capture this information, which may be requested by administrators or used to communicate progress with families.
For more information, visit the Profes- sional Judgement page at
members.etfo.ca.
CONNECTIONS TO ETFO’S ANTI-OPPRESSIVE FRAMEWORK
Collaborative learning is a teaching strategy that helps build inclusive communities. When students work in randomized groups, they can share their perspectives and hear those of others, which helps to build cultural competency. More importantly, collabora- tive learning shiſts the classroom to be more learner-focused, building engagement and empowering students. Collaborative learn- ing can help learners uncover power imbal- ances so that both educators and learners can work towards dismantling structural and systemic inequalities that exist within our society.
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COLLABORATIVE LEARNING ALLOWS STUDENTS TO LEARN FROM AND WITH ONE ANOTHER WHILE DEVELOPING DEEPER CULTURAL COMPETENCE – THE ABILITY TO EFFECTIVELY INTERACT, WORK AND DEVELOP MEANINGFUL RELATIONSHIPS WITH PEOPLE OF VARIOUS CULTURAL BACKGROUNDS.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 35 ”
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