Media & Collaboration Fluency

Updated: 2/9/2021
Media & Collaboration Fluency

Storyboard Text

  • Starting the Online Class
  • (Teacher B) Good morning, Miss A. Can you tell our students what is their task for today?
  • (Teacher A)Good morning. Today you will perform an online experiment on Gas Laws.
  • Assigning Groups
  • Teacher, is it possible for us to work with our friends?
  • Establishing Roles
  • No problem.
  • Ainur, can you work on our online presentation? Aidyn, can you take notes of our experimental data?
  • Collaboration fluency starts with several key components (Crockett et al., 2011). Teacher tells the class that they will be working in groups using a virtual simulation app. She explains that instructions are uploaded in Teams and that they have to create an online presentation after their experiment which they will share to the class for peer assessment.
  • Group Discussion
  • It's a good idea to take screenshots when we change variables in the virtual simulation to show our classmates.
  • Nice idea. So who will be in charge of the virtual simulation?
  • Can I be the one to present our work?
  • Small groups provide the opportunity for more tailored, individualized instruction, which may help to motivate as well as instruct students (Jacob, 2018).
  • Group Output
  • Sure. The data is in one of the slides. It is presented as a table.
  • As part of making students responsible for their own learning, it is important that they identify their roles to complete assigned tasks. This includes describing specific responsibilities for each member of the group (Crockett et al., 2011).
  • Team Teaching
  • Although it takes time to build rapport with team-mates, patience, flexibility, and hard work will ultimately pay off.
  • Giving students ownership is a good way to engage them during the learning process. Students use collaborative technologies to work with others (ISTE, 2016).
  • Students work together to come up with an output of the virtual experiment. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions (ISTE, 2016).
  • Numerous forms of cooperation between teachers are implemented in daily school work (Krammer et al., 2018). When we model collaboration in classrooms, students see first hand how working in a team works.