Collaboration
Learners need to apply an ever-increasing versatility and depth of skill in order to co-construct knowledge, meaning and content, as they learn with others across diverse situations and those with a variety of perspectives and lived experiences.
Learners will:
- Participate in teams by establishing positive and respectful relationships, developing trust and acting co-operatively and with integrity.
- Learn from and contribute to the learning of others by co-constructing knowledge, meaning and content.
- Assume various roles on the team, respect a diversity of perspectives, and address disagreements and manage
conflict in a sensitive and constructive manner. - Network with a variety of communities/groups and use an array of technology appropriately to work with others.
- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
- Use collaborative technologies to work and connect with others, including peers, experts or community members from diverse backgrounds and cultures
DEFINITION
Collaboration involves the interplay of the cognitive (including thinking and reasoning), Interpersonal and intrapersonal competencies necessary to participate effectively and ethically in a wide variety of terms.
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Examples of Collaboration in the UGDSB
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- Use of collaborative tools like Google Apps
- Authentic audiences—Either through digital platforms and the local community or more global projects like Skype in the Classroom and Global Read Aloud
- Projects from iEARN.org (e.g. Teddy Bear Project, Art Miles, Machinto, My Hero)
- Sharing learning using Twitter, Taking IT Global, Water Walkers Project, Quad Blogging etc.
- Bringing in expertise via digital (e.g. Digital Human Library, Partners in Research—VROC, Exploring by the Seat of Your Pants)
- BreakOut boxes in Grade 7 and 8 guidance programming
- School Eco Teams collaboratively implement school-wide environmental initiatives
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