# data[].attributes.body
- Nature of task

- Grouping

- Time

- Scaffolding required e.g. success criteria

- Monitoring (assessment and feedback)

- Student profile and differentiation

# data[].attributes.body
1. Consider the student profiles and readiness for small group discussion to co-construct answers.
2. Level of difficulty of task. Differentiation of tasks.
3. Grouping of students based on academic ability (differentiated tasks) or mixed grouping (depending on task)
4. Clear success criteria for each task
5. Ongoing monitoring and feedback to be provided

# data[].attributes.body
1. Physical Health and Fitness
2. Gymnastics
3. OE
4. Student invovlement in the planning of sports activities

# data[].attributes.body
5. Reflections
6. Creating their own game

# data[].attributes.body
6. Learning environment (space constraints, Covid measures, safety, weather etc)

7. Teacher's efficacy especially in facilitating collaborative learning

8. Resources (tools/equipment for CoL)

# data[].attributes.body
7. Articulation of teaching cues and movements

# data[].attributes.body
- Artwork discussion about artworks
- Learning about new artists
- Using Art Vocabulary
- Co-constructing knowledge when learning about a new topic
- Process-oriented learning when students reflect on their artwork while WIP
Art Journal writing

# data[].attributes.body
- Group roles for each student
- Recognising each students' strengths
- Opportunity for each student to share constructively
- Use of appropriate language when conversing with others
- Collaborative learning etiquette

# data[].attributes.body
1. Mixed Group ability (HP,
MP, LP)
2. Ample time for discussion
3. Set group ground rules - respect everyone's views
4. Clear success criteria
5. Monitoring and feedback (walk around to check on group discussion)

# data[].attributes.body
1. Art talk (speak more confidently about art)

2. Art discussions (discussing about artworks)

3. Museum-based learning activities (discuss about artist and artworks)  Eg: Group work or Teacher-led or student-led group discussion

# data[].attributes.body
1. Using music content vocabulary in peer conference to substantiate their responses
2. Performance critique
3. Handouts/ SLS for them to jot down their reflections to document their learning process after each unit/ topic

# data[].attributes.body
1. Profile of students i.e., progress level
2. Complexity of tasks i.e., complex enough to warrant a collaboration
3. Group size i.e., not too big or small, just nice to ensure that everybody is able to participate meaningfully
4. Roles of members i.e., to help students focus and be engage, there must be meaningful roles for them to carry out as part of the collaboration

# data[].attributes.body
It can be used in any situation/ task that requires a higher order of thinking (application of knowledge, synthesizing of different sets of knowledge bases) in which getting ideas from others may help in the completion of the task.

E.g., Dance modification or gym sequence:
- Students can write down their ideas on what modification or sequences that they would like to do and get others to give feedback as to how they can improve.

# data[].attributes.body
Students
- profile and learning ability
- Dynamism of group (size, social etc)

Teacher
- Facilitation skills (SC, AfL etc)

# data[].attributes.body
In PE: Teaching cues, rules/games/movements modification, HE topics, OE (charting)

# data[].attributes.body
1. Teacher sets the task to critique 2 artworks.
2. Teacher lays out ground rules for discussions - turn taking, respecting each other, active listening, use of art vocabulary and knowledge to comment, make sure every student has a chance to talk.
3. Teacher write some art vocabulary and ground rules on the whiteboard.
4. Teacher provides use of sentence starters and words to use for agree and disagree. Sentence starters can prompt weaker students in open-ended questioning so they can discuss/ share views.
5. Teacher sets expectations - align to success criteria, SEL competencies to be observed in group work.

# data[].attributes.body
Positive collaboration took place in giving comments on the artworks among 'students'.

Teacher started the ball rolling by giving prompts on what they were to look out for in the artwork in order to give their personal feedback.

Students respecting each other by taking turn to speak.

Students critique artwork constructively without offending each other.

Students willing to help a weaker student by giving prompts and some personal comments about the artwork.This helped to encourage the weaker student to speak up more and asking questions to clarify what she did not understand.

All students had a chance to contribute.