-Could have used more direction. Rather than just “create something together,” give them a concrete goal.
-Saw students working separately (associative) then putting pieces together. Wanted to see more conversation.
-Set up a competition and experimented with different sizes of groups. The groups that had 2 or 3 kids finished, larger groups didn’t finish.
-Concentrated on group decision making: Who was going to be the photographer? Decide who’s going first. Came up with their own criteria. “Who doesn’t talk as much?”
-For roles and for who goes first
-All the jobs were cool and essential, no obvious leader role
-Fishbowl to teach different specific roles of a photo shoot. Choosing the right kids to model.
-Worked better when the audience members pay attention to how specific person is doing the role.
We’re working towards a rubric for collaboration, where by the 4th quarter, students will be able to work autonomously. Until then, we’ll scaffold. Here’s our current version:
Professional Reading: How do we help our students move towards collaborative (from parallel play, associative)? What’s developmentally appropriate? Which situations are appropriate for parallel/ associative/ collaborative?