# data[].attributes.body
My lesson for module 3 was focused on nonfiction text features for a 3rd-grade class. In the anticipatory set, students would review the definition of nonfiction. Then, they would look through their textbook for non-fiction text features. To introduce the lesson, I would show a Flocabulary video based on text features the lesson would be surrounding. Next, by using guided practice, students would identify and define text features such as photographs, illustrations, and titles throughout their textbook. For independent/ group practice, students would be split into groups and find examples of non-fiction text features from their guided reader. To conclude the lesson, I would summarize the objectives and the definition of non-fiction/ text features. As an extension, I would use flipgrid for students to create a video about a text feature they find on their own and then comment on another classmate's post.

# data[].attributes.body
Some challenges of collaboration can include  ineffective communication, misunderstandings, and handling differences in culture.

As a second grade teacher, the most difficult challenge I find is misunderstandings. If students misunderstand what another peer said, they can get easily upset and find it difficult to work with that other student . However, problem solving strategies can assist in resolving misunderstandings between the group.

Another challenge is ineffective communication which can lead to missing deadlines or failure to complete the project accurately.  This could be resolved by gathering accurate contact informational and setting up a time to clarify any questions surrounding the project.

A third challenge for collaboration is handling differences in cultures. People's work styles and values come together during group work which can lead to conflicts. However, students can learn how to respect and value the strengths and contributions each teammate through SEL lessons.

# data[].attributes.body
Tarasi (2020) emphasizes that "student collaboration is critical". Students need collaboration to build relationships and learn social-emotional skills such as social awareness and responsible decision-making. Collaboration allows students to learn how to take turns, communicate with each other, problem-solve and compromise on issues.

Similarly, Juke's et al. ( 2010) emphasizes that "collaboration has become an indispensable method for applying power of collective thought to create intellectual work of great value  to mankind" ( p. 107). In other words, collaboration produces something of greater worth due multiple contributions from the each individual group member.

Also, it important that we teach students early how to collaborate with each other because it has become a 21st century skill used in the workforce but also across the world. Collaboration is an essential skill for communicating with people in our every day lives who come from various cultures and backgrounds.

Ferdig & Kennedy (2018) research found " the majority of students identified all interactions as motivational" ( p. 532). These interactions included learner-learner, learner-instructor, learner-content. Student satisfaction was higher among learner-instructor and learner-learner interactions This reminds us that students feel motivated to learner through collaborative activities.

# data[].attributes.body
Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/

Ferdig & Kennedy (2018). Handbook of Research on K-12 Online and Blended Learning. Carnegie Mellon University: ETC Press.

Malak, H. ( 2022). 11 Guaranteed Collaboration Challenges with action steps. The EMC consultant. https://theecmconsultant.com/collaboration-challenges/

Tarasia, K. ( 2020) Together Apart: Fostering Collaboration in a Remote Learning Environment. Teaching with Tech. https://www.literacyworldwide.org/blog/literacy-now/2020/08/25/together-apart-fostering-collaboration-in-a-remote-learning-environment

# data[].attributes.body
I would go over the group work expectations before I start an activity to prepare students for collaboration.  In my current classroom, I have an anchor chart that spells out the word "groups" and each letter represents the group expectations.

In my own classroom, I noticed that when I start the center groups and review the expectations for group work they are more likely to follow through it. The class knows that if they are not on task for following the group expectations, they are sent back to their seat and expected to complete the work independently after 2 redirections. Also, they are asked to reflect on what expectations they did not follow and how they can do better next time.   I would maintain the same group expectations in a virtual learning classroom.

The group expectations are:
G- Get along
R- Respect Others
O- On-task behavior
U- Use quiet voices
P- Participate
S-Stay in your group

Tarasia ( 2020) suggests that it is helpful for teachers to "set up routines, and make learning meaningful and authentic" when including collaborative work in the lesson. Routines combined with praise will keep students accountable for their learning and on-task. Next, by making learning meaningful, students are more likely to collaborate and participate in the lessons.

One way I have students work together is by having them  make a Jam board about text features assigned to their group. Students are looking about problem solving and self-awareness as they plan out how each member can contribute towards their slide. As an extension to my lesson, I planned to  have students collaborate by using flipgrid. This allows students to build relationships with one another by seeing their face, hear their voice and presentation style. Also, they would comment and interact with their peers through a video or comment response. Furthermore, these technology tools can make the learning experience more engaging and motivating.

Additionally, Tarasia ( 2020) suggests " making the learning authentic" by connecting to real-world learning experiences and providing fundamental feedback. This will allow students to reflect on their learning process and why the information is important to learn.

# data[].attributes.body
According to Jukes et al. ( 2010), informational anxiety is the gap between what you know and what you think you should know ( p. 114). People feel they need to stay up to date and know the details quickly with all the information in our world that is produced. One way to prevent information anxiety is by visual communication. Juke et al. ( 2010) emphasizes " the old saying, a picture is worth a thousand words" which is why communication has gone viral ( p.116). This is because a picture can simplify information and yet convey the point across. Also, research has shown that the brain can process visual information more efficiently which makes it more appealing.

Another way to prevent information anxiety is by incorporating visuals along with words to support the fast passed work environment. This allows the brain to connect the picture with text and deeper meaning. Teachers can help students understand the meaning of visual communication so they do not misinterpret what is being said.

# data[].attributes.body
For community collaboration, I could have the librarian introduce the lesson. The librarian could show where non-fiction text books are located in the library and give a preview of the text features represented throughout the books.

In another way, I could partner with the school computer teacher and have her show different technology websites that provide non-fiction e-books for students to read. During the independent group practice, students could use one of these e-books to find their text features. Also, the technology teacher can review how text features may be viewed differently in a concrete book vs. an e-book.