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Collaborative learning by vygotsky
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Collaboration reflections (Fall). The collaboration evaluations from the Fall semester were looked at in relation to the teacher notes from each day in a chart. On this chart, it is visible which days the students and I agreed on the teamwork behavior that was their goal that day, and what I saw them struggling with Students’ collaboration reflections were compiled for each child over the course of the semester, recording both what skill they chose as a focus and how they self-assessed progress. I compared these self-assessments to my own assessments of their needed goals and progress in order to identify growth or lack thereof over the course of the semester.
Collaboration rubrics (spring). The weekly collaboration evaluations from the Spring
My team consists of four other people besides myself, Lauren Chojnaki, Alexa-Louise Patnode, and Jacobe Loewen, and Ryan Tyriver. Together, we are tasked with the mission to complete a stakeholder analysis regarding a specific organization and their structure. For this project to be completed successfully, it is important that all team members are able to cooperate with one another and are able to use their different strengths to create the best end product.
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
Interprofessional collaboration, interprofessional education, and integrated service delivery models are becoming more frequently utilized by social systems. Collaboration amongst professionals is touted as a vital method for cultivating positive outcomes, client safety, and service delivery cohesion while addressing human and economic resource deficits (Baldwin, 1996; Reeves & Freeth, 2002; Wee, Hillier, Coles, Mountford, Sheldon, & Turner, 2001). While not explicitly recognized, group work and group processes are the underpinning of interprofessional collaboration. Interprofessional collaboration can be structured as an educational, therapy, psychoeducational, task, support, self-help, community organizing, or empowerment/liberation group (Furman, Bender, & Rowan, 2014) depending on its purpose.
Stacey, M. (2009). Teamwork and collaboration in early years settings. 1st ed. Exeter: Learning Matters.
The World Health Organization (2010) defines interprofessional collaboration in health care as occurring “when multiple health workers from different professional backgrounds provide comprehensive services by working with patients, their families, carers and communities to deliver the highest quality of care across settings” (p. 7) and IPE as occurring “when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (p. 7). Interprofessional collaboration is contingent on IPE; education promotes collaborative patient-centered care by strengthening communication skills and teamwork. This paper discusses the importance of interprofessional collaboration in healthcare by examining
But collaboration does benefit students. Summary The journal
...aborative teams with great thought for compatibility and work styles. The supervisors are expected to complete this at the end of the year so the teachers know what their assignments are for the upcoming year. In return the teachers are expected to prepare collaboratively before the start of the school year. The collaborative teams are expected to attend collaborative trainings together as a team during the school year and hopefully will choose to seek some training during the summer time as well. If there are multiple collaborative teams within a particular grade level core academic subject, that entire group is expected to attend the collaborative training together. We decided to make the entire process collaborative to produce the best collaborative processes. I am very pleased with the tool we created. I look forward to what we will be exploring next.
It can help develop complex concepts and transfer knowledge and skills(Woolfolk & Margetts, 2013). This scaffold includes collaboration which is suitable for the disequilibrium of Piaget’s theory and the social-constructionism of Vygotsky’s (McDevitt). This aligns with the author’s philosophy of learning (Hamilton, 2016), which supports a balance between constructionist and social-constructionist theory. In addition, it meets curriculum and policy documents expectation for team-work and collaboration skills (ACARA, n.d.; Australian Government Department of Education, Employment and Workplace Relations, 2011). It is interesting that even when a problem is inauthentic, this model has shown positive results (Woolfolk & Margetts, 2013).
After a review of my performance in the assigned group, I have learned a great deal about myself and behavior in the team-setting situation. This is not the first experience in a team setting. Previous team setting experiences were conducted in sporting and recreational environments rather than academics. While the setting and the environments were indeed different, there were many commonalities and correlations between the team settings I previously experienced and the current academic team-setting experience for this academic course project. One of the traits that I had exhibited pertained to being co-operative.
Collaboration is the action of working with someone to produce or create something. A collaboration requires teamwork and creativity. A great collaboration needs the full potential of working together and creating a creative and unique project. Rather then you working on your own, you will have much more access to more ideas from your collaborators. Nevertheless, there could also be a downfall on how collaboration may or may not be good for creative work.
Collaboration is an important aspect of teaching, as a teacher, you will be collaborating with others. When it comes to collaboration the goal is for students succeed. In the textbook, it states that teachers must voluntarily want to collaborate with others. If someone was assigned to work with me because I was the “expert” I would treat them as an equal, you could also learn something from the teacher you are working with. If both teachers are not treated as equals the collaboration will not be as successful.
From the teamwork discussion with my classmates both inside the classroom and outside I gained a new viewpoint on asking for others to critique
Proponents claim that learners’ academic achievement can be significantly improved with the effectiveness of use of collaborative learning. The active exchange of ideas within small groups increases interest among learners and also promotes critical thinking and deeper levels of understanding of concepts (Benware & Deci, 1984). According to Johnson & Johnson (1986), there is convincing evidence that collaborative teams achieve high level of thoughts and retain information longer than learners who work as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, & Russ, 1991).
The collaboration process between teachers is starting to come together at this
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.