work collaboratively with others by following agreed-upon rules, norms, and protocols; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
trabaje en colaboración con otros siguiendo reglas, normas y protocolos acordados; y
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Establezca con todo el grupo las expectativas y reglas que todos están de acuerdo en cumplir cuando se trabaje en equipos. Solicite sugerencias de todos los estudiantes. Conforme los estudiantes inician una actividad en grupo, recuérdeles las expectativas acordadas.
Comportamientos a observar:
Esta expectativa estudiantil requiere que los estudiantes trabajen en grupo para definir expectativas y reglas en el salón de clases. Esto requiere que los estudiantes demuestren comprensión de la importancia de las contribuciones individuales en contextos grupales. Esto también requiere que los estudiantes respeten las opiniones de otros. Los estudiantes necesitarán trabajar en forma cooperativa escuchando activamente y compartiendo ideas. Los estudiantes tendrán amplias oportunidades para trabajar en forma cooperativa.
1. Olsen, J. K., Rummel, N., & Aleven, V. (2017, June). Grantee Learning Alone or Together? A Combination Can Be Best!, Paper presented at the International Conference on Computer Supported Collaborative Learning, Philadelphia, PA. Retrieved from https://eric.ed.gov/?q=collaborative+learning&pr=on&ft=on&ff1=eduElementary+Education&id=ED577021
Summary: This research explored the use of an intelligent tutoring system (ITS) for math instruction in a collaborative versus individual learning environment, across a group of 4th and 5th grade students. Results showed that students spent less time when working collaboratively; however, the learning gains were the same for both individual and collaborative interaction with the ITS.
2. Tainsh, N. (2014). Going south with Sophie Scott: a journey into oral language. Practically Primary, 19(1), 31-33. Retrieved from https://link.galegroup.com/apps/doc/A361713105/PROF?u=tea&sid=PROF&xid=ebafcfb7
Summary: The author examines the value of students' classroom discussion for oral language development. As a collaborative activity, students were required to adapt an assigned story into a multimodal format, which encouraged a "wide range of immediate, complex, and unplanned oral language" discussions as students had to "express views, justify ideas, negotiate, evaluate and collaborate to produce their planned oral scripts."
3. Peterson, S. S., & Rajendram, S. (2019). Teacher-child and peer talk in collaborative writing and writing-mediated play: Primary classrooms in Northern Canada. Australian Journal of Language and Literacy, 42(1), 28-40. Retrieved from https://link.galegroup.com/apps/doc/A571514310/PROF?u=tea&sid=PROF&xid=7dbe79ee
Summary: This research examines teacher-child and peer interactions during collaborative writing and writing-mediated play in 10 northern Canadian primary classrooms. In the collaborative writing contexts involving teacher-assigned texts, children more frequently talked about the letters and sounds of words, or the details of drawings in their texts. In both contexts, children used language for affiliative purposes, as the demands of the collaborative settings required that they find ways to get along with each other.