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I got my idea of implementing collaboration fluency from The Graduate School of Education and Human Development (2017). It combines items 6 and 7 to assign roles to the members of each group and use real-world problems, not imaginary ones. According to Crockett & Churches (2011), collaboration fluency is cooperatively solving real and simulated problems with both real and virtual partners in both physical and virtual settings. This concept has been around for a long time. Due to the advancement of technology and society's increasing value of teamwork, collaborative learning has become increasingly popular and essential (The Graduate School of Education and Human Development, 2017).

To implement this strategy in my Chinese language teaching class, I designed an activity. Students need to assume different roles to collaboratively address a real-world problem. Recently teenage student suicide has become a hot topic in China due to a recent incident that happened lately. The society, school, parents have begun to pay serious attention to this alarming issue, as students are facing more and more pressure from school, tests, peers, and family. The scenario of the activity is that in a school, there was one student who just committed suicide, and the school administration, teachers, parents, student union, and local government are jointly holding a campaign to prevent student suicide and offer help to the students. The students in my class can choose to take the role of the school administration, teacher, parent, student union representative, and local government official, and work together to offer help from their own perspective. One student needs to select a role, justify why he/she chooses this role, and then give a solution or suggestion to handle this pressing issue. Jointly, the board of participants will come up with a series of solutions. The solutions need to meet SMART objectives. Students need to use the Chinese language to participate this activity.