ECI 524

Viggiano
PBI Final Project

Preface: For this unit, I will be facilitating the exploration of teachers as they investigate
the compelling question, How do we purposefully infuse collaboration into the
classroom? My motivation for this inquiry is to support the development of deeper
understanding and application of the skills that support the key features from the
Common Core, of speaking and listening: flexible communication and collaboration.
The benefits of collaboration are many, including preparing our learners to be active
global citizens.

As stated on the Common Core website, Students must learn to work together, express
and listen carefully to ideas, integrate information from oral, visual, quantitative, and
media sources, evaluate what they hear, use media and visual displays strategically to
help achieve communicative purposes, and adapt speech to context and task.
Throughout this unit, we will be investigating strategies that support us in incorporating
collaborative practices in our classrooms to promote these skills. We will explore how
these practices look in the classroom, and how we can design instruction to include
additional collaborative opportunities for our learners.

Objectives:

Comprehension and Collaboration Objectives for our Teachers:

1. Teachers will understand the core principles of a collaborative classroom.

2. Teachers will engage in listening and speaking practices that can be used with
their learners.
3. Teachers will identify effective collaborative practices for their classroom.
4. Teachers will develop a lesson plan that incorporates collaborative practices.
5. Teachers will engage in reflective practice to determine how their collaboration
infused lesson either supported or hindered learning.

Comprehension and Collaboration Objectives for our Students:

 1. CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others' ideas and expressing
their own clearly and persuasively.
2. CCSS.ELA-LITERACY.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.
3. CCSS.ELA-LITERACY.CCRA.SL.3

Evaluate a speaker's point of view, reasoning, and use of evidence and

rhetoric.
4. Presentation of Knowledge and Ideas:
5. CCSS.ELA-LITERACY.CCRA.SL.4

Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
6. CCSS.ELA-LITERACY.CCRA.SL.5

Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
7. CCSS.ELA-LITERACY.CCRA.SL.6

Adapt speech to a variety of contexts and communicative tasks,

demonstrating command of formal English when indicated or appropriate.
General Plan:

I will be working with educators, utilizing the PBI process as we explore the compelling
question, How do we purposefully infuse collaboration into the classroom? As we
explore answers to this compelling question, teachers will begin with an inquiry on
collaborative practices in the classroom. They will then explore materials and resources
to deepen their understanding of collaborative practices in the classroom through the
gather and analyze phase of the PBI process. As we move into the creative synthesis
portion of the process, teachers will create a lesson plan with peers in their content area
that includes collaborative practices. Once the lesson plans are developed, teacher will
take their plan back and implement the plan with their students. After implementation,
they will engage in reflective practice to critically evaluate how their plan impacted
student learning. Canvas, the platform that is taking over for BlackBoard will be used to
publish and share their plans, ideas and ongoing discussions on the topic of
collaborative practices in the classroom.
Specific Description of Learning Activities:

Instructional Activity Time

PBI: Compelling Question 20
Phase 1

How do we purposefully infuse collaboration into the classroom? minutes

Introduce Project Based Inquiry:

PBI: Gather/Analyze 10
Begin to gather and analyze: minutes

Watch video: https://www.youtube.com/watch?

v=Po40I4c94R

Engage in Save the Last Word for Me. 45

minutes
After participants view video, ask them to capture three
Phase 2

ideas that stood out for them and write each sentence on
the front of an index card. On the back of the index card
they should write a few sentences explaining why they
chose that idea.
Then, divide participants into groups of three, counting off by
1, 2, 3. Invite 1s to read one of their chosen quotations.
Then participants 2 and 3 discuss the idea that was shared.
After several minutes, student 1 will read the back of their
card and explain why they picked the idea, giving them the
last word. Continue with the 2 and the 3s until finished.

Divide into cross-curricular groups 60

minutes
Read article from Inside the Collaborative Classroom on the
four principles of collaboration.

Engage in jigsaw activity to creatively share each of the four

principles as they also engage in a collaborative activity to
build understanding of the topic.

Check for understanding using Socrative

Article:
https://inside.collaborativeclassroom.org/sites/default/files/media/p
 dfs/icc_core_principles.pdf

Review Sample Collaborative Rubric in large group: 30

Annotate rubric minutes
Link to Collaborative Rubric Sample
http://www.ferris.edu/htmls/administration/academicaffairs/assessm
ent/strategies/teamwork.pdf
PBI: Creative Synthesis 120
Once common understanding is created, divide into content minutes
area groups to develop a lesson that includes collaborative
Phase 3

practices, using your deepened understanding and all tools

at your disposal.

Take the lesson back and implement. Varies by

lesson
PBI: Critical Evaluation 30
Share reflection of lesson implementation on Padlet, minutes
Phase 4

including specifics on how the collaborative pieces

enhanced student learning, as well as any lessons that were
learned through implementing the collaborative lesson.
PBI: Publish and Share Ongoing
Phase 5

Post lesson on Canvas.

Participate in the ongoing discussion thread on Canvas,

Collaborative Practices in the Classroom.

Resources:

Video:
https://www.youtube.com/watch?v=Po40I4c94R

Article:
http://www.edutopia.org/blog/deeper-learning-collaboration-key-rebecca-alber

Article:
https://inside.collaborativeclassroom.org/sites/default/files/media/pdfs/icc_core_principle
s.pdf

Collaborative Rubric Sample:

http://www.ferris.edu/htmls/administration/academicaffairs/assessment/strategies/teamw
ork.pdf
Socrative: www.socrative.com

Padlet: www.padlet.com

Canvas: www.canvaslms.com/
By invitation link through WCPSS

Assessment Plan:

In an effort to assess teacher understanding of the content as well as the process of

PBI, I will be using two online tools, Socrative and Padlet. I will use Socrative to
determine if students understand the content we have covered and have a working
knowledge of the content so that they move forward to the creative synthesis portion to
develop a lesson plan for their learners. Padlet will be used to provide an opportunity
for teacher to reflect on their plan and its impact on student learning. The final piece of
this professional assessment would include posting the actual lesson to Canvas and
participating in ongoing discussion threads on the topic within Canvas.

Teachers are encouraged to use a rubric like the example shared to determine where
their students are performing on this skills.
Collaborative Rubric Sample:
http://www.ferris.edu/htmls/administration/academicaffairs/assessment/strategies/teamw
ork.pdf

Assessment opportunities:

To determine the understanding of the educators who will engage in this unit, I
will utilize Socrative. Teachers will respond to the online questions, and we will
clarify understanding as a group.
A reflective response will be written on a Padlet once the lesson has been
executed.
Lesson plans will be created by teachers and reviewed for meaningful
collaborative practices once posted on Canvas.
Ongoing participation in discussion thread on Canvas, Collaborative Practices in
the Classroom.
Teacher use of a collaborative rubric like the sample used in training to determine
student performance.

Publication: Weebly, http://pbicollaboration.weebly.com/