Collaborating

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

A student asked of she could teach her classmates how to make handprint turkeys. Using classroom materials, she supported and supervised her classmates’ work. Throughout the session, she was quick to support others’ ideas and assist them when they had questions.

Illustration

Activity Photo

Activity Video

Profiles
PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

 

PROFILE THREE

I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students worked in groups on a problem-solving challenge called “Save Fred”. Fred’s boat has capsized, and he needs the students’ help to get his life preserver on, which is under the boat. The surface of their desks is the ocean, and the goal is to not let Fred fall into the ocean. The students are given paper clips, but these are the only tools they can use to help Fred. 

Illustration

Activity Photo

Teacher Reflection

This was a great team building and problem-solving activity as the students collaboratively discussed and planned their rescue.

The students tended to discuss ideas first and then come up with a plan. They decided what role each team member plays and communicated a lot during the rescue mission.  At times, some students needed reminders not to “take over” the rescue and that the mission is a team effort. After the mission, the students reviewed their plan to see what ideas worked and what they would change in their plan.

 

Profiles
PROFILE THREE

I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

 

PROFILE THREE

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing.  I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

 

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

In this class, free choice time provides students with opportunities to work on group projects and develop teamwork skills. One day, a group of students decided to collaboratively create a hockey rink by placing small whiteboards together and drawing on them. The students listened carefully and respectfully to each other and required no teacher support to produce their “giant” hockey rink.

Illustration

Activity Photos

 
Profiles
PROFILE TWO

In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

 

PROFILE FOUR

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

 

Illustration Elements

Illustration Éléments

Context

A student reflects on her performance singing a duet. In her reflection, she:

  • Describes her learning
  • Analyzes her own communication
  • Considers a variety of communication aspects (verbal and nonverbal)
  • Talks about her musical style
  • Reflects on her collaboration

Illustration

Student Reflection Video

Profiles
PROFILE FIVE

I can facilitate group processes and encourage collective responsibility for our progress.

I play a role in collectively monitoring the progress of the group and adjust my contributions as needed. I recognize the interdependence of our roles and draw on these to move us forward. I ask thought-provoking questions, integrate new information and various perspectives from others, and think critically about whose voices are missing. I can disagree respectfully, and I anticipate potential conflicts and help manage them when they arise. I give, receive, and act on constructive feedback in support of our goals, and I can evaluate and revise plans with other group members.

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work and goals.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Children at this class enjoy outdoor play time almost every day. They choose their own activities and materials, with some support and modelling from the teacher.

Illustration

Learning Story 

”You mud?”

During outdoor play time, one child (“B”) was watching other children use brushes to spread mud on a table outside. He found a chair at another outdoor table, sat down,  and began to spread mud around with his hands.  A peer joined him at the table and moved her chair closer to him as he worked.  She began to spread the mud as well.

He looked over to what she was doing and said, “You mud?” She nodded her head and then they began to move mud around the table together and although were not joining their mud play, they were observing each other and playing well beside each other.

Activity Photo

Picture of children playing with mud on a table

Profiles
PROFILE ONE

I can be aware of others and my surroundings

I like to be with my family and friends; I can help and be kind.  I can tell when someone is sad or angry and try to make them feel better.   I am aware that other people can be different from me.

PROFILE ONE

In familiar situations, I can participate with others.

Illustration Elements

Illustration Éléments

Context

Students were exploring the effects of pushes and pulls, as well as size, shape, and materials on movement. They were encouraged to work cooperatively in small groups to create a structure with ramps to use in their experiments.

Illustration

Activity Photo

Experimenting with forces using ramps

Teacher Reflection

I heard things like:

  • Should we make it taller?
  • Can you please hold this?
  • Wait, maybe this will work!
  • We have to connect it better
  • Do you think it (the ball) can go up again?
  • What if you put it underneath?
  • That’s awesome!
  • Here!  What if you try it? (gives another student the ball)

I observed:

  • Students making decisions both collaboratively and independently
  • Students sharing their ideas confidently
  • Students taking turns and using positive language to encourage their peers
  • All students making contributions to the creation
  • Students persevering when they encountered challenges and looking to each other for support and encouragement
  • Students showing innovative thinking and taking risks to try new things
  • Students communicating their ideas and needs to one another effectively
  • Students being proud to share their creations with others
Profiles
PROFILE THREE

I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

 

PROFILE THREE

I communicate purposefully using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather and present basic information I need.

PROFILE THREE

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing.  I can establish goals individually and with others. I can connect my learning to my experiences and efforts and goals. I give and receive constructive feedback.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students worked in pairs to brainstorm what they want in a playground. They communicated their preferences as they worked collaboratively to use “loose parts”, materials they had been using since September, to build their ideal playground. When they finished, they shared their builds in a walk around.

Illustration

Activity Photos

Teacher Reflection

There was no arguing. Students demonstrated confidence in resolving any minor conflicts about materials.

Profiles
PROFILE TWO

In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students have frequent opportunities for self-directed play in this class where they can choose from a variety of materials and centres. They have learned strategies for working together and solving problems and practice them frequently. The teacher provides support as needed but encourages them to solve problems independently.

Illustration

Learning Story

 “A” and “B” began playing together at blocks during Centres. They both initially agreed on the purpose/intention of their play – they planned to build a puppy police station. After 5-7 minutes, their play ideas diverged – “A” wanted to build a puppy castle, but the other child wanted to finish the puppy police station.

“B” became frustrated and did not want to move on to building another structure until they felt the puppy police station was finished. So, “B” left the blocks.

“A” immediately asked “B” to return to the blocks and suggested that they could “compromise” in how they were building their blocks:

Maybe, we can make the puppy castle to be beside the police station! Then the puppies can go back and forth, like from home and work!”

“B” returned to the blocks centre and they worked together on their new intention.

 

Profiles
PROFILE TWO

In familiar situations, I cooperate with others for specific purposes.

I contribute during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.

PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group and invite others to join. I can identify when something is unfair to me or others

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

The local First Nation has a vibrant and active volunteer fire department, including a Junior Fire Crew made up of secondary students who are members of the First Nation. Approximately half of the secondary school aged students in this First Nation choose to attend the nation-run school and half choose to attend a nearby public high school.

Students train for up to two years, and complete fire safety, physical endurance, and communication skills evaluations in order to earn their place on active calls. Students on the Junior Fire Crew have responded to house and chimney fires, medical emergencies, and wildland fire calls, some of which threatened over a dozen homes.

Illustration

Teacher Observation

In oral interviews with their Careers and Planning teacher, two students specifically pointed to the collaborative nature of their training and spoke to how members coach each other depending on individual strengths. Further, the students emphasized the importance of knowing who is undertaking which role in each fire and the collaborative nature of the crew’s organization. They displayed a clear understanding of their specific roles on the team, as well as the roles of more senior and junior members. There is also collaboration with other local fire crews, both locally-based wildfire crews and fire crews from neighbouring communities.

The Career and Planning teacher observed that participation in the Junior Fire Crew had a positive impact on the confidence and self-esteem of students. Further, some students went on to pursue firefighting careers after their involvement.

 

Profiles
PROFILE SIX

I can connect my group with other groups and broader networks for various purposes.

I can step outside of my comfort zone to develop working relationships with unfamiliar groups. I develop and coordinate networking partnerships beyond and in service of the group.  I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals to further our impact.

PROFILE FOUR

I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place, and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer.