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In this project a group of two students were asked to create an animation using lego movie maker as their assignment piece to show what they had learnt. This task involved problem solving techniques, computational thinking, creative and critical thinking skills, project management/ IPBL. The two group members had to decide together the topic and purpose of their movie, organise the materials needed to film, have access to an ipad to take the footage/photos and maintain responsibility and contribution to the task. The teacher had organised the basic materials and Ipad's and content knowledge to the students and checked up on them each day documenting their individual and group progress, asked about any issues they may have experienced. These students were expected to communicate cooperatively with one another in order for the desired project result. In the end result the students overcame their issues and displayed the lifecycle of a caterpillar on lego movie maker to the class with much laughter of some of their creations in the photos presented and the audiences amazement showed the two students how great their project was. This shows effective project collaboration management.

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In this project, social organization was student controlled. They organised themselves into small groups (3 or 4 members) which provided positive interdependence and simultaneous face-to-face interaction among students in teams. Their PBL was to work collaboratively around a STEM related activity, facilitated by USQ students who provided lego kits (motor, batteries included). The task was to work collaboratively through designing and creating (problem solving) a machine capable of load bearing. This involved application of multiple level thinking skills, common team goals, engagement for all, contributing, listening, responding, sharing, encouraging, providing feedback before the evaluative process of measurable student products and performance through tug-of-war between paired team machines. This PBL evidenced win-win participation and a positive schooling experience for all with much laughter and celebrating as teams progressed through to a 'Grand Champion'.

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In groups, students had to present a concept of maths ie volume, capacity, length, mass to the rest of the class. Each group decided on roles eg speaker.

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Each week three groups of students took turns to plan a menu and allocate tasks to each group.  Tasks include shopping for ingredients, preparing food, washing and drying dishes, cleaning up and serving morning tea.

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Students created and designed a product/service in teams to be sold in the school community and to invited guests.  students were expected to communicate and collaborate on tasks and their role within the team.  Part of the process was delegating responsibilities among the group members.

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Students used Virtual Classrooms to collaborate on their assessment for this term using blogs and wikis

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Although doing individual projects, a Learning Place discussion forum allowed students to collaboratively problem solve on their game design problems. Students posted issues (often with screen shots or attachments) and other students with more or different strengths in that area gave suggestions for troubleshooting.

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Although doing individual projects, a Learning Place discussion forum allowed students to collaboratively problem solve on their game design problems. Students posted issues (often with screen shots or attachments) and other students with more or different strengths in that area gave suggestions for troubleshooting.

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The children were looking at giving and following directions in geography and maths. In groups the children had to decide what a town needed so their group could draw pictures to be placed under the clear grid marked plastic. Then they had to work out directions to get to various places in their town.

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Students have roles which allow them to support a particular aspect of their investigation e.g. designing and conducting and surveys, gathering materials, recording and representing data. Roles are self-determined but externaly monitored by teacher. Importantly, group members develop these team work skills by participating in a camp beforehand.

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Students had to design make and appraise a balloon car. They were required to research different types of cars, come up with several different designs, choose the best design, build it, video each others' designs being tested for speed and distance travelled. They then needed to appraise their design and work towards changing the it to include the use of a sphero and their car becoming a 'driverless vehicle of the future'. Students had designated roles within a team put together by
myself.

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Year 5/6 students had a range of ingredients and the school garden.  In 2 groups they had to decide what they were going to cook, the process and who had what role.

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After skills development individually, teams were formed dynamically around ideas for the Unit project (something to be made using Processing). Minimum of 3 and maximum of 5 persons to a team. Roles within the team, and related tasks, were generated by the team. Projects had to be significant enough for all team members to be able to contribute meaningfully. Bigger the team, the more substantial the project needed to be.

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Students worked in pairs to create a retell using Scratch Jr. They had a single iPad to use and both children required a sprite on each page. They sprites needed to interact throughout each of the 4 pages.

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Students work together to solve issues within gaming code.  Students are provided in groups, games that cannot function.  Students work together to add / correct code.  Once the game is functioning students work together to create extensions of the game.

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Year 3 students work in a group to plan a reflective video. Each team member has a set role. 

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Year 3 students work in a group to plan a reflective video. Each team member has a set role. 

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Year 2/3Students collaboratively created an ebook demonstrating their learning about a significant local landmark. Each student researched and planned their own section of the ebook. They then worked together to combine text, images and sound  to create their ebook. Student roles included technology manager, time keeper, task master and problem solver.

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Year 2/3Students collaboratively created an ebook demonstrating their learning about a significant local landmark. Each student researched and planned their own section of the ebook. They then worked together to combine text, images and sound  to create their ebook. Student roles included technology manager, time keeper, task master and problem solver.

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Students work collaboratively using the roles (speaker, manager, director) to complete investigations.
Students work collaboratively to design a model which must contain a working electrical circuit.

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Year 2- 6 Technology

Students worked collaboratively (in small groups) through a range of activities to investigate which materials would be suitable to protect and egg from a drop of 2m. Once students had selected their materials students designed and constructed an 'Egg Protection System'. Each group put their final product to the test and it was an excellent opportunity for students to  identify the strengths and weaknesses of each design.

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As part of our design and technology unit recently, I encouraged my students to work collaboratively on a project for what they decided to call "An All-Purpose All-terrain Survival Vehicle" or AAASV. It was an excellent opportunity for students to work together to identify key problems (in a set scenario of 'world disaster'); solutions to the identified problems and then working in self-assigned teams to address each area of design and construction (for example: whole class contributed to overall design and parameters of the vehicle; then broke into smaller task-teams such as flotation, colour, water supply etc.). It was an amazingly engaged and successful unit and the students still talk about it and their 'accidental learning' even now.

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Students in groups of 4 will make a story map for lego characters based on a fairytale  or a dramatic scene from favourite movie. They may add script/comic speech bubbles. Students will decide on the roles and responsibilities by selecting from the role cards. Students will  use Lego Movie Maker to make their video. They will share with the class for external  review of final production.

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Students work together in small groups to design the shortest path around the world moving across each continent starting at Australia.

Students share and compare their paths with each other to ascertain which path was the shortest and how they came about the shortest path.

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In small groups of 2-4 students in grade 2 worked on programming 2-4 Bee-bots to "dance in sync".  In the trial process, while deciding on the moves they wanted their Bee-bots to make, students came back together and shared their experiences and problem solved how they would ensure that they bees wouldn't crash into one another and how they would ensure that everyone would be involved in the programming process.

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For the BookCreator app story writing task, students were grouped based on finishing times for the written drafts, and then allocated peer tutors to help one another learn the app. They worked as partners, sharing the same IPad, and took turns entering text while the other drew illustrations for their own books. They had to negotiate every day for use of the IPads and also rely on each other to assist with editing and app tutoring. On the final 'sharing' day, these students sat together to read their stories in turn while the preps rotated around them.

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In groups students had to design, produce and market something for other students. Eventually they produced bags with several pockets for an upcoming camp, but the really difficult part for most of them was to be part of a group not the centre of attention that they all wished to be.

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In groups students had to design, produce and market something for other students. Eventually they produced bags with several pockets for an upcoming camp, but the really difficult part for most of them was to be part of a group not the centre of attention that they all wished to be.

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In Geography students were given information about a locality, and set a task. They had to weigh up pros and cons of two possible remedies to the problems of the locality, and did this in teams, where some presented different research to the group to allow for a group vote on the way to go. Students used digital maps and  accessed council planning documents to inform their learning.

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In Geography students were given information about a locality, and set a task. They had to weigh up pros and cons of two possible remedies to the problems of the locality, and did this in teams, where some presented different research to the group to allow for a group vote on the way to go. Students used digital maps and  accessed council planning documents to inform their learning.

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Students work in collaborative groups to be able to produce social skill movies that help students learn how to behave within the school.  Students have to determine in their group what movie they want to make, the roles they wish to take on and the editing process of finishing the movie

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Students collaborated together in groups, then came together as a class with the research and design of a creek studies investigation.

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Students were given the opportunity to apply for teams to collaborate on designing and building a Rube Goldberg machine. They shared the skills they believed they had that would make them a strong team member.

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Students were put into groups, and needed to design shelter that the group was actually going to sleep under (we were on Year 4 camp). Students needed to work together to decide on the design based on the available resources (tarps, ropes, tent pegs) , and taking into account the purpose of the shelter and the impending weather conditions. Students slept under the shelters and reviewed their design the next day, making notes on what they would change next time based on their camp-out experience.

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Year 3 students chose their group members and then worked together to design and create a multiplication game to help students with their times tables.

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Students worked collaboratively (in pairs) through a range of coding activities. Each activity they chose to work with a different partner. Activity 1 - Groups decipher binary code and create a message for other groups to solve. Activity 2 - Groups create their own algorithms for a simple maze they designed on the iPad, another group had to try to follow the maze using the written algorithm. Activity 3 -  Students used a set of simple algorithms to describe images. Each pair had to draw the other pairs design following the written algorithm. Project - Students are now working in pairs to create a simple game using ScratchJr for a younger year level.

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Year 10 Students chose own groups to develop a clay animation that developed a articular mood through set design, music and plot.

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Students from grade 2-6 work on various robotics challenges in groups within their classes. They use the app SEESAW or edmodo (for our older students) to help communicate with each other outside of class, and have designated team roles which are changed fortnightly. We use two stars and a wish template to record what worked well each week and what the groups need to work on.

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Y5/6 Students in Y6 maths recently collaborated in groups to design-build-criteria test a 6 foot robot to be assembled - applying their knowledge of nets / 3D objects, symmetry and spatial concepts.

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Y5/6 Students in Y6 maths recently collaborated in groups to design-build-criteria test a 6 foot robot to be assembled - applying their knowledge of nets / 3D objects, symmetry and spatial concepts.

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Students worked in multi aged groups to design, build and program a robot to compete in a series of challenges.

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Integrated science/humanities unit called "What is in our water?" Scaffolded initially due to this being the first authentic PBL for students, so teams were slightly manipulated. Collaboration skills explicitly taught using the New Pedagogies for Deep Learning matrix. Collaboration not only at student level, but teacher level, with different areas of expertise targeted - eg science teachers focusing on data collection and analysis; humanities teachers focusing on communication to specific audience skills.

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Within the classroom Year 5/6 students chose groups based on topic understanding, presentation skills etc.  Both teams conducted experiments to justify the best characteristics of a seed for distribution.  Both teams presented so to identify which team would present at a conference.  As only one team could present the two teams collaborated to support the winning teams presentation by identifying the strengths and weaknesses of each presentation to develop a winning presentation.

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Year 9 - The first task we do is a team map - a visual map of each student, their interests and strengths. This is used to assign tasks and seek advice. Using shared whiteboards to diagram and discuss ideas through all stages of a project during classes (project meetings)aids in group process. Removing pressure to 'figure out' relationships and differences is essential to establishing good team spirit and increasing group productivity in the long run.

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In small groups students have to alter the design of their balloon car to create a driverless car of the future and incorporate spheros or some type of coding.

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In groups of 4-5, students had to individually create instruments then use these instruments to write their own score of music to perform for their peers.

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Students researched, designed and built a bridge out of paddle pop sticks.

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Yr 8-Students designed and conducted an experiment to test the claim made by a product- such as "does Sprite Zero really contain no sugar?'

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Yr 8-Students designed and conducted an experiment to test the claim made by a product- such as "does Sprite Zero really contain no sugar?'

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Students had to design, assess, design, create a board game involving addition. Groups were determined by students; number in the group, roles within the group and ability of group.

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In small teams, students had to write a code for an Ozobot. The goal was to find the quickest path from Start to Finish, avoiding obstacles.

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Students worked in teams of 4 to design and write their own 4-line rhyming verse. Students were each given a role to be in charge of (identifying rhyming words, checking spelling etc.) when writing. Students then worked together to think of actions to do with the rhyme, rehearse and perform to the class.

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Students chose which plays they would like to be in then they decided in their groups which roles they would play.  They organised their costumes and sets.

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In groups, students had to design, create , test and evaluate a series of interconnected simple machines.

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In groups, students had to design, create , and evaluate a series of interconnected simple machines.

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In groups, students had to design, create and evaluate a series of interconnected simple machines.

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In groups, students had to design, create and evaluate a series of interconnected simple machines

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In groups, students had to design, create and evaluate

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In groups, students had to design, create and eval

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In groups, students had to design

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In groups, students had to

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My year 5 class had to provide a report on planets. Instead of doing it the normal way students had to get in groups of 2-3 and do a news bulletin based on their planet of their choice using the green screen. They then used iMacs to edit their background and bring life to their news report. by doing it this way we were able to combine science with technology and art.

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Year 3-6 have formed teams of 3 or 4 students to manage their own vegetables gardens.  This is a multi-term project and has involved them working as a team to plan, implement, evaluate their own initiatives. 

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Year 3-6 have formed teams of 3 or 4 students to manage their own vegetables gardens.  This is a multi-term project and has involved them working as a team to plan, implement, evaluate their own initiatives. 

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Over a term, students have worked in teams to create a business based on  a product or service they have created.  They managed the project themselves from research, ....., production,.... to record-keeping & evaluation.  However, they met with their business advisor on a regular basis.

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Over a term, students have worked in teams to create a business based on  a product or service they have created.  They managed the project themselves from research, ....., production,.... to record-keeping & evaluation.  However, they met with their business advisor on a regular basis.

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Year 10's working in groups of 4 exploring the purchasing of camera's vs phones for photography uses.  The group then takes a series of videos or photo on the chosen device.  They then need to choose a software package to turn their photos/videos into a 10 minute presentation.

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My year 3 students had to work collaboratively to design a digital investigation tool (such as a survey) that could ascertain the playground needs and wants of a particular age group within the school. They had to consider how each year group could interact with the tool (e.g. lower primary would need significant visual support) and make the appropriate design adjustments.

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Year 2 and 3 students needed to program Beebots

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Year 2 and 3 students needed to program Beebots

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to cover a particular predetermined path.

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Each week children working with a partner have a maths problem to solve. Friday of each week the pair present their solution. They must be able to justify their conclusion to the rest of the class.

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Each week in science, students are assigned a role within a group to investigate a particular question/topic/idea.

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Year 3

Students had to work together in groups of 2 or 3 to create and
present a written dialogue, using correct punctuation and grammar, to explain
the importance of using correct and sequential processes to complete a task successfully.

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Year 3

Students had to work together in groups of 2 or 3 to create and
present a written dialogue, using correct punctuation and grammar, to explain
the importance of using correct and sequential processes to complete a task successfully.

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Initially we worked together to build a bank of ideas for the narrative using a graphic organiser. Students were broken into smaller groups and had a particular section they had to collaboratively write. I compiled student ideas and it was returned to them in print version. We reread our draft and reflected on how it could be improved- adding more descriptive works (noun groups) and showing the audience how our characters felt instead of telling them. The groups then editing their work and made changes by building noun groups and showing not telling. We shared the edited version with the class and students were able to see the clear progression from these reflections.

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Students had the option to work collaboratively.  All chose to work in pairs or triads.  We reflected on what worked and if their choice of partner influenced the outcome of their project.

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Year 12 Chemistry Prac.
In an extended experiment, students decide who is responsible for which part of the expt ie collecting materials, who collects which data set, who does a repeat data set, etc

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students worked together to make a vegetable stew, deciding what to put in it, how big or small an item needed to be in order to go in...

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Students worked together with older students to work out how to educate other students about recycling and composting around the school. They have organized a presentation and information posters.

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Students were asked to investigate a physics concept they had learnt in class. as a group they had to design the experiment, complete the risk assessment and perform the experiment.

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Children worked in teams of 3 and 4
to design a 3 story building that would withstand an earthquake-(jelly).  they had to use mini marshmallows and toothpicks

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Students work in teams of 4 and 5 to write a paragraph each to make a persuasive text.  Students decide on ideas together, write own paragraph and "knit" writing together to perform to class.

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Year 5
Students were given the opportunity to select a team to work with to construct and analyse a tower. They were put outside their comfort zone when having to choose a team as they were not able to work within their social group, however they all commented on how well they could work with their group without the social distractions. They were able to build on each others areas of strength after being taught how to listen to one another and build on someone else's idea.

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Students were given a range of materials (toothpicks, marshmallows, straws, sticky tape, blu-tac, etc.) to design and create the tallest towers. Students worked together to build their towers and evaluated their success after their towers were completed.

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Students work together to get Dash robots to perform different actions.

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Eric

Students with Disabilities from multiple year levels were placed into teams to design a bridge using matchsticks that would support the highest number of reading books.

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Students had to practically demonstrate perseverance in groups of 3-4 and construct a tower with Jenga blocks that could hold up an apple and be the tallest. They had to design and plan and then implement and evaluate and adjust design when necessary. Shared and reported and voted on which tower worked best and why.

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Last year we collaboratively as a year level orchestrated a play based on the story Wombat Stew. The students had to work in groups, problem solve and resolve collaboration. It was a great success.

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Last year we collaboratively as a year level orchestrated a play based on the story Wombat Stew. The students had to work in groups, problem solve and resolve collaboration. It was a great success.

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In my current grade 1 class we find collaborative learning quite difficult. I have a class that experiences difficultly with  conflict resolution however it is something we are working on. We have mixed ability groups for most math lessons to encourage development of these skills and do a lot of role modelling. We also conduct science experiments in strategically chosen groups. The difficulty I find is creating independent learners that are motivated to complete the task with minimal input from teachers and maximising conflict resolution skills within these groups.

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In my current grade 1 class we find collaborative learning quite difficult. I have a class that experiences difficultly with  conflict resolution however it is something we are working on. We have mixed ability groups for most math lessons to encourage development of these skills and do a lot of role modelling. We also conduct science experiments in strategically chosen groups. The difficulty I find is creating independent learners that are motivated to complete the task with minimal input from teachers and maximising conflict resolution skills within these groups.

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Students work in mixed ability groups to design and construct a bug catcher to keep and observe a small mini beast. The design criteria requires capability for an observation chamber, waterproof materials and access to food, air and water in bug observation chamber. they need to test their bug catcher reflect on design choices.

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Students were challenged to work in groups to use Pythagoras and Trig' to program an EV3 robot to negotiate around an object using the ultrasonic sensor and the diameter of the wheels.

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Students are put into small groups with varying abilities. Students are given a design challenge to construct a 1m tower that will hold a dictionary for 1 minute. They are only allowed to use paddle pop sticks, newspaper, cardboard and 1m of sticky tape that is provided to them. Students work collaboratively to construct their tower whilst reflecting and adapting their design as they go.

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Students work together to design a new seating arrangement that is going to be more efficient than the current one using length, perimeter and area

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Students worked in small groups to design a shelter to house 4 students using only newspapers, masking tape, straws and rocks. The shelter needed to withstand wind and rain and remain upright without human supports.

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Nickie G          Students work together to select a simple problem, design a Rube Goldberg machine to solve this problem and collaboratively build, test, evaluate and reflect on the process.

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Nickie G          Students work together to select a simple problem, design a Rube Goldberg machine to solve this problem and collaboratively build, test, evaluate and reflect on the process.

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Students worked in small groups to come up with a design a for a concert hall, and determine how many chairs (people) it could hold. They were given a hall dimension, and needed to work together to come up with a design, taking into account usable space and unusable space, and then decide how much room each chair would need, and therefore how many chairs would fit into the space.

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worked in pairs to design a town, that they could program a bee bot to visit certain areas. They then developed the code and another group programed the bee bot to trial the code.  around .

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worked in pairs to design a town

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Students worked collaboratively in groups to design a floating object that could support a marble.  Various materials were used.

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Students worked collaboratively in groups to design a floating object that could support a marble.  Various materials were used.

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The students have been grouped together in production teams to design and make a television advertisement to persuade viewers to care for an imaginary place.  The students were able to work in collaboration using individual's strengths to make decisions and assign tasks.

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Siobhan and myself have been completing stem challenges between our partner classes (SEP attachment class). We have found it a beneficial experience for all students involved as it promoted social skills and problem solving. We were able to create groups with students who were able to foster collaboration by an understanding of individual needs.

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Siobhan and myself have been completing stem challenges between our partner classes (SEP attachment class). We have found it a beneficial experience for all students involved as it promoted social skills and problem solving. We were able to create groups with students who were able to foster collaboration by an understanding of individual needs.

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Students work together to preform a play they have taken from their class learning about Fairy  Tales.
Working together they choose the fairy tale they wanted to perform, what parts each person were to perform for their group play. They collaborated to decide on basic costumes and any props required.

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Students work together to preform a play they have taken from their class learning about Fairy  Tales.
Working together they choose the fairy tale they wanted to perform, what parts each person were their group have.