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Tasks to introduce collaborative learning

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Tasks to introduce collaborative learning

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I think this is a nice task to introduce very early on in the course. It will give the students an opportunity to work collaboratively at an early stage, and is scaffolded to an extent that will require them to really discuss and think about it together.

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Here are some graphs of physical processes.

Can you suggest plausible processes that could have given rise to each graph?

Now click on the link below to see eight processes that give rise to the graphs.
Can you match each process to a graph?

PROCESSES

Can you suggest equations that could model each of these processes?

Now click on the link below to see eight equations.
Can you match each equation to the graphs and related processes?

EQUATIONS

Extension
Can you determine values for the constants A, B and C for each equation? For some, you will need to make some assumptions.

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Here are some graphs of physical processes. Can you suggest plausible processes that could have given rise to each graph? Now click on the link below to see eight processes that give rise to the graphs. Can you match each process to a graph? PROCESSES Can you suggest equations that could model each of these processes?

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I think this post, from a Singapore-based professor, is very interesting. One thing in particular stuck out, which is the three weeks built into the school calendar devoted entirely to planning and collaboration. Trying to squeeze some directed time to be allocated to collaborative planning seems to be a very good idea.

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In November I was in the UK delivering talks on the Singapore approach to teaching secondary mathematics. While I've been delighted to share some of the details of our system during these talks, the real pleasure for me has been to interact with UK teachers and to learn how things are done over here.

From the many questions I was asked at these talks, one theme came over particularly clearly: teachers in the UK don't feel they have enough time to plan and to collaborate, and they imagined that in Singapore teachers have many less contact hours and much more planning time?

The answer to that is: not really! The Singapore school timetable is divided into 40 periods per week, and our teachers will typically be in the classroom for 30-35 of them. I understand this is a similar amount of contact time to a UK teacher.

To make up for a tight timetable, Singapore teachers have learnt to use their planning time efficiently and, above all, to collaborate. I thought I'd use this blog post to describe what form that collaboration takes. Things that work in one country don't always work in another, so if you find anything useful here, great. But if you find things here that seem unsuited to your school, that's ok too!
Professional Learning Communities (PLCs)
To provide structure for teachers' collaborative work at the school level, in 2010 the Ministry of Education unveiled the Professional Learning Communities (PLCs) framework (TDD, 2010). This framework encourages the formation of Learning Teams in schools. These teams have the choice of adopting a range of collaborative methods/tools, such as Learning circles, Action research and Lesson study. The aim is to improve instructional practice through the development of subject content knowledge and pedagogy.

The Maths PLC in any given school runs throughout the year and provides the overarching framework for how the department collaborates and shares best practice. They provide the umbrella for all the activities I describe below.
"White space" time
This was introduced in 2005 and is a requirement for every subject department to timetable a regular slot during teaching hours, once a week or once a fortnight, when all members of the department are free. Our teachers use this time to look into issues that are surfacing in their lessons. For example: maybe teaching a certain algebra topic in a certain way is not proving productive, so the maths department can use the white space time to delve into research papers, or to invite an academic from NIE (that's the National Institute of Education, where I work) to come in and advise. We're always happy to help. Alternatively, they might call on advice from a "master teacher" or "principal master teacher" from outside their department. These are advanced skills teachers who have focussed their career on teaching excellence, and who form a very powerful resource within the Singaporean system. The main point is: our maths teachers are not proud. If they feel they've encountered a problem, they turn for help and know that they won't be judged.
Lesson observation
Continuing that point about our maths teachers' readiness to seek help, it is worth mentioning lesson observation. Teachers will often invite their peers in to observe them. This might be because they're trying out an innovation and want their peers to critique them; or it's because they've encountered a difficulty and want their colleagues' assistance in unblocking it.

In addition, the Head of Department will periodically observe his teachers' lessons, which is part-and-parcel of his job as the HoD.
Repository for resources
This is a simple but surprisingly effective device. Maths teachers in most Singaporean schools have a shared digital repository, where they can freely access each other's plans and resources. The repository is unique to each school. There are numerous advantages from this kind of sharing: best practice within the school is easily spread across the whole school; 'relief teachers' ('supply teachers' in UK terminology) can use it to help provide a consistent approach; and it helps to support newly qualified teachers.

From a resource point of view, the chosen textbook series (chosen from a list of Ministry-approved textbooks) is central to any school's teaching and to its scheme of work. By using the same textbooks within a school, this helps maintain consistency in the students' learning experiences.

Above all, the attitude of Singapore teachers is to make the best possible use of the best possible resources. Teaching is the real challenge, and that's where we want to spend our time and energy - and not on making resources. So if great resources are already available from colleagues or from publishers, we use them.
Semestral planning time
Every year three weeks are devoted to planning: two weeks during the school holidays in December and one week during the holidays in June. This, I suspect, is the biggest difference to the UK. Singaporean teachers come into school during these planning weeks to work and plan collaboratively with their colleagues to prepare for the semester ahead. They will work on their lessons, their resources and their schemes of work. For example, Year 7 teachers will sit round a table and work together to examine the topics they're teaching, and to sequence the development of the topics. This helps ensure best practice is being shared and that students are getting a consistent, even quality to their instruction. All students within a school will sit the same 'semestral test' at the end of term, so we strive to ensure a level playing field for them.

One thing I've learnt during my visit to the UK is the incredible dedication of teachers to their craft. There seems to be a 100% commitment to doing whatever needs to be done to support their students. I'm confident UK teachers spend just as much time as Singaporean ones planning, probably even more - but I would guess a proportion of that time is spent during evenings and weekends when teachers are working alone.

What we try to achieve in the Singapore system is to channel our time and energy through collaboration. So far this has been working out well. To repeat what I wrote at the start of this post, I wouldn't want the specifics of our system to be dropped onto any other country. But I do hope the general principles around collaboration and sharing strike a chord with you.

Berinderjeet Kaur is Professor of Mathematics Education at the National Institute of Education in Singapore. She is the founding chairperson of the Singaporean Mathematics Teachers' Conference series and a member of the Mathematics Expert Group to PISA 2015. She is passionate about the development of mathematics teachers. Professor Kaur has been a key consultant and reviewer for the UK adaptation of Discovering Mathematics and its Professional Development programme.

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Collaborative Working - the Singapore Approach to Teaching Maths - Oxford Education Blog

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In November I was in the UK delivering talks on the Singapore approach to teaching secondary mathematics. While I've been delighted to share some of the details of our system during these talks, the real pleasure for me has been to interact with UK teachers and to learn how things are done over here.

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How to facilitate effective group learning

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How to facilitate effective group learning

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I really like this blog as, despite it being focused on much lower age groups, there are things that are still very relevant to our IB students - in particular, I like the emphasis on finding the optimal group size, and structuring the classroom in such a way to help facilitate group work. The latter point has obviously been a bit more difficult in a time of online learning and socially distanced classrooms, but it's still something to bear in mind.
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Making a success of group work

In an ideal world we would always see children working together to find a solution but, in reality, we see mixed results in the effectiveness of classroom collaboration. All teachers experience moments when group dynamics mean that any kind of constructive work on a task breaks down. This can happen for a number of reasons: one student is too dominant, another can't listen to others' ideas or a pupil sulks because the group isn't doing what they wanted to do. Effective group work doesn't just happen, so as teachers, we need to actively work on creating environments where it does.

There's plenty of research that suggests ways to support and foster effective group work. Here are some strategies to implement in your classroom:

1. Have an ongoing conversation with your class about what's required for groups to work well. Listen to their ideas and create some 'guidelines for talk' for your whole class to follow and develop over the year. Make and put up posters so these guidelines are visible throughout the year.

2. Children work more effectively in smaller than larger groups. Experiment and work out what is the optimum group size for your current class.

3. Take care in structuring the classroom for collaborative work, even working on a table that's too large will inhibit conversation and students will end up splintered, not working as one group, but several.

Developing skills for effective dialogue is an important life skill for all learners. Not only will pupils learn mutual understanding and respect for an increasingly globalised world, it also celebrates diversity of thought and experience. Collaborative, heterogeneous, mixed-ability contexts provide an opportunity for a richer learning environment, moving us away from transmission of information from the teacher and into learning experiences which provide greater autonomy for the learner.

Aki Murata, Associate Professor of Mathematics Education at the University of Florida, writes that in a classroom "with students with different levels of mathematics understanding, while it is not necessarily true that all individuals in the classroom reach the same learning destination...at the end of the instructional period, they will be stimulated to learn more than they can individually with a teacher." Providing a social context for learning means that, to some extent, pupils teach each other. Providing these opportunities for collaboration lets them to grow in understanding and appreciation of each other as people, regardless of their differences. They will grow therefore as learners and as people.

Recently, I overheard one 7 year old student say to another: "I loved the way you explained that to me". How happy that made me feel!

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How Collaboration Creates Meaningful Learning | Maths - No Problem!

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Collaborative tasks are fantastic for learning and are based on the constructionist and co-constructionist approaches to teaching developed from the research of Jean Piaget and Lev Vygotsky. Learn how group work in the classroom can lead to more effective learning.

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Teaching Focused on Collaborative Learning and team work

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Teaching Focused on Collaborative Learning and team work

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Collaborating learning makes the agenda easy to understand as it gives students a frame to use their simple language to express their views and help them to understand the instructions easily.
It develop a sense of accountability as they have to meet their deadlines.

Thank you.

Dhiraj Sinha

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Teaching focused on Collaborative learning and team work

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Teaching focused on Collaborative learning and team work

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I personally feel that in-depth understanding of concepts happens very well through collaborative learning and team work. In this method of teaching, students tend to involve and contribute more in the learning process. Also this method helps to develop thinking skills, communication skills and social skills. I would like to conduct the following activities in my class:
1. Quizzes
2. Poster making or collage on real life application of one of the topics discussed in the class.
3. Team - Teaching on assigned topics.
4. Reflection (in a group) on a topic discussed in the class.
Thanks
Ganesh N

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This was very interesting and makes me think of how we may use collaboration in a virtual setting.
Check out this video!
Try it...
Talk it...
Color it...
Check it...

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Bringing a Collaborative Math Strategy Online

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In a four-step activity called "Try It, Talk It, Color It, Check It," students work through problems together and explain their mathematical thinking-all on Zoom.

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Collaborative learning helps to attain higher level thinking and also helps in preserving information for longer period of time
Collaborative learning tips
1. Build trust and promote open communications
2.use scaffolding
3.Consider diversity-like mixed group that includes range of talents and background

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BC students teach AB students Implicit Differentiation.
This also meets the differentiation approach to teaching.

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Found this on the AMS blog and this outlines some specific strategies that can be used in the mathematics classroom.

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For several years I've been incorporating active-learning and inquiry-based learning activities in my teaching. There is ample documented evidence of the benefits of these approaches for students, but equally as important, they make teaching and learning more fun! Shifting class time from lecturing to having students work on problems, present their solutions to the class, and explain answers to each other has a dramatic effect: students become more engaged, learn communication skills, and gain confidence. These soft skills are in high demand in the job market. In this article, I will describe my use of these approaches and my experience teaching in a classroom designed for collaborative learning.

So far I've mostly been doing these active learning activities in traditional classrooms, but for smaller classes of about 25 students I've used collaborative classrooms with great success. The main difference between a "traditional classroom" and a "collaborative classroom" are (A) the seating arrangement; and (B) the presence of integrated technology. In a collaborative classroom, students usually sit around tables, often facing each other, which facilitates working in small groups. Many collaborative classrooms do not have an obvious "central location" where the instructor can stand, so teaching in such as classroom requires getting used to (see picture below). The main hesitation I had with using a collaborative classroom is this lack of a central location from which to lecture. I normally don't use slides when lecturing so I wanted a way of emulating writing on a blackboard. I used a tablet computer with writing software to project what I would write on overhead screens. It ended up working very well. Students took notes as I wrote them, and I made the notes available to them after class. As can be seen from the pictures, collaborative classrooms tend to have many screens so students can see at least one of them easily.

As instructors, we are aware that "traditional classrooms" can come with different seating arrangements. Some have individual desks that one can move around, some have tables that are fixed and chairs that can be moved, some have multiple tables and chairs that cannot be moved, and some have a typical auditorium setting. I have taught in all of these types of classrooms and I have tried to incorporate active learning techniques with different degrees of success. It is significantly harder to have students work on a problem collaboratively if they can't really face each other in a natural way. Collaborative classrooms, on the other hand, are designed to foster discussion by having multiple tables where one can move chairs as needed. For the particular classroom I was using, the tables were distributed in such a way that it made it easy for the instructor and the teaching staff (composed mostly of undergraduate students who had done well in the class in prior semesters) to circulate in the room to answer questions and address students.

Many of these collaborative classrooms also have multiple screens where the instructor can project information in a way that all students can see easily, without rearranging the way they are seated. So, a collaborative classroom accomplishes two goals: it allows students to work in groups, thus allowing the teaching staff easy access to every student, and allows for multiple displays so that the entire class has an easy view of what the instructor is projecting. There is no need to rearrange the seating every time one transitions from group-work time to "instruction" time and back.

This past summer I had the opportunity to teach in a collaborative classroom for a larger class of 59 students. This class was a proof-based introductory discrete mathematics course that emphasized logic, proof techniques, and both oral and written communication of mathematical ideas. The class did better overall than the same class in the regular semester. I was happy about how things went, and I decided to share my experience in case other instructors are considering utilizing more collaborative approaches to teaching. To take advantage of the collaborative space, I incorporated the following components.

Course staff helped me answer questions while students worked during class. To make this process work, it was important to have more than one teaching staff member in the classroom. To accomplish this, I recruited a few undergraduate students who had taken the class previously and had done exceptionally well. When it was time to work on the worksheet problems, we had about five people walking around (one instructor and four undergraduate instructors), answering questions, and talking to the students about the class material. These undergraduate instructors also held office hours, so we ended up having about 13 office hours every week.

Choosing the right undergraduate instructors is extremely important. I selected students who I knew could do the job, understood the material reasonably well, and were able to express mathematical ideas. Seeing them work with students was also a rewarding experience, as I was able to notice a significant improvement in their mathematical ability since they had taken the class. There is no better way to learn a topic than to teach it! We also had graduate assistants, who were in charge of grading homework, but in my experience undergraduate instructors do an excellent job understanding student questions, even if they are not perfectly formulated. There is something about talking to a peer that makes everyone, student and teaching assistant, more comfortable.

Reading quizzes, both individual and team-based. The idea of these reading quizzes comes from team-based learning (TBL), where instructors assign a reading before class, and at the beginning of the class they give an individual quiz (referred to as an individual readiness assessment test, or iRAT) and a team-based quiz (referred to as team readiness assessment test, or tRAT). Both the iRAT and tRAT for a given day have the same questions. At the beginning of the term, students were placed in teams according to a brief survey asking them about their level of comfort with teamwork as well as with logical and mathematical thinking. Then groups of four were formed according to their answers in such a way as to have "balanced teams." These teams were used for the team quizzes and in-class work. For the reading quizzes, I assigned a specific section from the textbook for each class, and then gave a quiz on that section before it was officially covered in class. For many students, the idea of being asked questions before seeing a topic in class is preposterous. Nonetheless, reading comprehension is an important skill to develop. So that it wouldn't greatly affect the students' grades, the topics were carefully chosen and these quizzes didn't count for a large portion of the final grade (but did count for something, as otherwise students might not be motivated enough to do the reading). The students would first do the quiz individually, and then would get together in their teams and work on the team quiz. Not surprisingly, students did better in the team version of the quiz than in the individual version. I witnessed many spirited discussions as members of the same team were choosing their answers: students were indeed teaching each other!

Worksheets containing a summary of the major concepts for a given class, along with problems to test student knowledge. I prepared a worksheet for every class that included the basic definitions, and then several problems for students to work on. Students were given time to work on the problems while the teaching staff walked around, answered questions, and discussed the problems with students (without giving them the answers) . Most of lecture time was spent clarifying concepts from the reading, and providing examples that would inevitably bring more questions. But I tried to avoid talking continuously for more than 10 minutes and would provide several "breaks" where students would work on the problems provided in the worksheets.

Opportunities for students to explain their work to others. After several students had worked on a problem, we selected someone to present the solution to the rest of the class. We utilized a document camera to project students' work on an overhead screen, and had the student walk us through their solutions. Sometimes the instructor or other students would ask questions. I would often compare the work of multiple students, which was a great way to highlight the fact that there are multiple correct ways of solving a problem or proving a proposition. I would also show work that wasn't quite complete and correct, but without revealing the student who had made the work, and I would ask the class how to fix the mistake or how to complete the problem.

Overall, teaching in a collaborative classroom was a great experience. I will be politely requesting these kinds of rooms to the powers-that-be for all my future classes!

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For several years I've been incorporating active-learning and inquiry-based learning activities in my teaching. There is ample documented evidence of the benefits of these approaches for students, but equally as important, they make teaching and learning more fun!

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How teaching focused on Teamwork empowers student Social Skills

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How teaching focused on Teamwork empowers student Social Skills

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Interesting research-based article on teaching focused on teamwork & collaboration.

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This post is part of a 6-part series highlighting how we, as IB teachers, can bring Approaches to Teaching to our classroom and challenge students to engage in Approaches to Learning.

In the first three parts of the series, we discussed several issues related to inquiry-based teaching, teaching focused on conceptual understanding, and teaching developed on local and global contexts as different, yet interwoven, Approaches to Teaching. Within these instructional strategies, we have integrated tools for the advancement of students' research, thinking and communication skills respectively, as suitable Approaches to Learning.

The fourth part of our series covers how to empower students' social skills through teaching focused on teamwork and collaboration. Instruction based on teamwork and collaboration is a strongly recommended strategy for a variety of educational settings and it actively employs students' social skills. How can we maximize the efficiency of these Approaches? Here there are 3 tips for making teamwork compelling for all:

Provide opportunities for students to assume shared responsibility for collaborative work

Including group activities in your classroom or in homework assignments to students is part of most educators' lesson plans. Students get their space to socialize while they learn, we teach while coaching the teams, and everybody has a pleasant time in comparison to the usual teacher-centered or individual-based approaches. But you can definitely obtain much more from collaborative work.

No matter what student skill we try to advance, they all lead to the basic goal of learning. And in the case of teamwork, we try to use cooperative learning as an opportunity to challenge students' social skills. "Cooperative learning represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes" (Buchs & Butera, 2015). And as lovely as that sounds, it is not so easy to actually accomplish it.

The problem is that not all groups and, by extension, not all group activities, are truly cooperative, just because they are social. There is a useful classification for the groups' (more or less) effective learning (Johnson & Johnson, 1999):

Pseudo learning group: students have no interest in working together; they hide information or mislead their teammates; they would achieve more working individually

Traditional classroom learning group: students accept working together; they will be evaluated individually; they seek each other's information, but they have no motivation to teach each other; some may want a free ride; the more hard-working students would perform better working alone

Cooperative learning group: students work together to accomplish common goals; they will be evaluated as a team; they exchange information and explain the material to each other; they encourage their teammates and regulate the team's performance; all students perform higher

High-performance cooperative learning group: students meet all of the criteria mentioned above for the cooperative learning group; they outperform all reasonable expectations given the group's membership

I hate to admit that I usually fall into the second category. I plan a variety of group activities and yet I don't promote cooperative learning, because when the time for grading comes, I fear that I will be unjust in individual assessment. I have trouble facing the teams as groups of students that will share the responsibility for the outcome, aka... "The Grade". So this is the "encrypted" message that I convey to my students: no matter if you are working within a team; in the end, you earn your own grade.

One may wonder: is this so bad? After all, it is "every student for themselves" during the final examination. Consider this: is it possible that cooperative learning would have helped them perform better in their exams (and personal projects)? And, in a more broad context, is it possible that working effectively in a team will prove extremely beneficial in their future educational and working environment?

Plan group activities such as debates, role-plays or group projects

At this point, a rhetorical question arises. What comes first: the teamwork or the social skills? Like the chicken and the egg, there is no right answer to this. Social skills are a prerequisite for collaboration and collaboration nurtures social skills.

An all-encompassing definition of social skills describes them as a reflection of "the interpersonal perceptiveness and the capacity to adjust one's behavior to different situational demands and to effectively influence and control the responses of others" (Ferris, Witt, & Hochwarter, 2001). There is no general consensus on a list of social skills, but we may agree on leadership, decision-making, trust-building, communication and conflict-management (Johnson & Johnson, 1999) as desired skills for our educational purposes and beyond.

Many of our students have already mastered some or all of the above skills and some may never get a grasp on them. Our goal is to cultivate them and empower them, so the main focus is on teamwork instruction. How do we handle it?

💡 Before announcing a collaborative activity to students, we should work in advance on a strategy that will ensure meaningful teamwork at all levels, including assessment.

Planning ahead your students' collaborative tasks is a good start towards quality teamwork instruction. Regardless of the form of these tasks (projects, debates, performances, etc), here are some steps we can take (Johnson & Johnson, 1999), with the proper adjustments according to the type of the task:

Each step includes elements that are more or less familiar to you, and you probably have many ideas for putting them into practice. However, maybe there are some aspects that you haven't yet considered in detail. For example, how do you make decisions on the members of each group and role assignments? What can you do to upgrade positive interdependence and individual accountability within the group? What are the guidelines you provide on peer-assessment and reflection?

💡 When deciding on the composition of each team, begin with the intention to provide all students equal opportunities for cooperative learning.

You need to consider two things: students' abilities and personality traits (Rhee, Parent, & Basu, 2013). Regarding ability: keep in mind that team performance is the sum of individual performance and proportional to the average of individual contribution (additive and compensatory tasks). Also, successful team performance can be achieved if all members contribute, even if at some minimal level (conjunctive tasks). The final outcome is affected by the best achievements of any of the team members (disjunctive tasks).

In social sciences, the Five-Factor-Model (FFM or "Big Five") is commonly used as a taxonomy of personality traits and aligns with the research on collaborative work. The proposed traits are extraversion, agreeableness, conscientiousness, emotional stability and openness (Srivastava, 2019). Each of these traits is correlated with students' performance within a group, as individuals and as teammates.

💡 A promising team requires the synthesis of students' abilities and personality traits. Letting the students choose their teammates reduces diversity, and we sometimes overdo it with it. The keyword for effective team formation? Balance.

Try to be more of a "meddler in the middle" than a "sage on the stage"

Once you have the groups set up, one crucial step is for all members to pursue both positive interdependence and individual accountability; you can't have one without the other anyway. "Positive interdependence" refers to the perception that a student's success is directly linked to each teammate's success and the group's success. "Individual accountability" is each student's responsibility towards their personal goals and the team's goals (Johnson & Johnson, 1999).

Having these two concepts in mind, we not only teach our students how to collaborate effectively but also pave the road for a guilt-free individual and group assessment.

💡 A straightforward way to achieve this is to give each student an individual test or task and then award (or not) bonus marks according to their team's overall performance.

You can use this individual-group assessment pattern in different ways: assign complementary roles to all members for the execution of a task, or have each student present their own work in the context of the team's work.

One further step you can take to upgrade students' collaboration is the introduction of peer-assessment and teamwork reflection. Both individual accountability and positive interdependence are in line with these activities. Each student should get feedback on their performance as a team player, and the team should openly discuss their high points and low points.

There is strong evidence that "the application of peer feedback may be one useful tool to support the development of student teamwork skills" (Donia, O'Neill, & Brutus, 2018), especially if students are repeatedly exposed to this practice. In addition to this, reflection as teamwork standard procedure "serves as a starting point for teams to engage in discussions about best practices and alert faculty to potential problems" (Mckenna & Hirsch, 2008). How can you coach related activities on a practical basis?

💡 Prepare a closed-type questionnaire on cooperation, conceptual contribution, practical contribution, and work ethic that all students can fill for their teammates. Then provoke an open discussion between the members of each group for their team's overall performance.

This is a full teamwork instruction, beginning with the planning of group activities and ending with the assessment of students' collaborative efforts. How can you utilize educational technology (edtech) throughout this process for the maximum empowering of your students' social skills? You can give all teams a head start by setting the topic they work within, suggesting valid sources to explore, and leaving plenty of room for their questions. Here's how to organize your teamwork instruction with 100mentors:

Teamwork instruction and cooperative learning is an excellent implementation of Approaches to Teaching and Learning in your classroom. An educational environment that nurtures collaboration is, without a doubt, more appealing for students and particularly valuable for teachers.

Sources

Buchs, C., & Butera, F. (2015). COOPERATIVE LEARNING AND SOCIAL SKILLS DEVELOPMENT. In R. Gillies (Ed.), Collaborative learning: Developments in research and practice (pp. 201-217). New York: Nova Science.

Donia, M. B. L., O'Neill, T. A., & Brutus, S. (2018). The longitudinal effects of peer feedback in the development and transfer of student teamwork skills. Learning and Individual Differences, 61, 87-98.

Ferris, G. R., Witt, L. A., & Hochwarter, W. A. (2001). Interaction of social skill and general mental ability on job performance and salary. The Journal of Applied Psychology, 86(6), 1075-1082.

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67-73.

Mckenna, A. F., & Hirsch, P. L. (2008). Using Reflection to Promote Teamwork Understanding in Engineering Design Education*. Retrieved from https://www.researchgate.net/publication/233688068

Rhee, J., Parent, D., & Basu, A. (2013). The influence of personality and ability on undergraduate teamwork and team performance. SpringerPlus, 2(1), 1-14.

Srivastava, S. (2019). Measuring the Big Five Personality Factors. Retrieved October 7, 2019, from https://psdlab.uoregon.edu/measuring-the-big-five-personality-domains/

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How teaching focused on Teamwork empowers student Social Skills: Simplifying Approaches to Teaching & Learning Series (Part 4)

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This post is part of a 6-part series highlighting how we, as IB teachers, can bring Approaches to Teaching to our classroom and challenge students to engage in Approaches to Learning. In the first three parts of the series, we discussed several issues related to inquiry-based teaching, teaching focused on conceptual understanding, and teaching developed on local and global contexts as different, yet interwoven, Approaches to Teaching.

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Welcome to the Teamwork & Collaboration Padlet!

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Welcome to the Teamwork & Collaboration Padlet!