West Virginia Department of Education
Working Well With Others
Project Title: Working Well With Others
Project Idea:
Students will investigate the personal and workplace readiness skills that are necessary to complete a collaborative project.
Entry Event:
Hook students by presenting the following task: In groups of four, students are presented a jigsaw puzzle to complete without talking and without the picture. Discuss the skills used to successfully complete this collaborative task. A consideration would be to do this activity again with after the project and have students discuss the skills they used to see if they incorporated some of the skills they learned during this project.
Optional Hook: Search for other collaboration activities to launch this project-based learning experience.
Present the task: As a member of a collaborative team in the human resource department in your organization, your goal is to develop a multi-media presentation for members of the organization that shares how one can develop the skills that are necessary to complete a collaborative project. Your work on this project will be evaluated by you using the Project Self-assessment handout, your peers using the Collaboration Rubric, your teacher, your parents, and a panel composed of human resource officers using the Presentation Rubric.
Content Standards:
|Standards Directly Taught or Learned |Identified Learning Targets |Evidence of Success in Achieving Identified Learning Target |
|Through Discovery | | |
|ELA 5.24 With guidance and support |Students will use pre-reading strategies to |Student-created Need to Know list |
|from peers and adults, develop and |preview, question, skim, and scan text. | |
|strengthen writing as needed by | |Notes |
|planning, revising, editing, | | |
|rewriting, or trying a new approach | |Bibliography |
| | | |
|ELA 5.25 With some guidance and | | |
|support from adults, use technology, | | |
|including the Internet, to produce | | |
|and publish writing as well as to |Students will plan, develop, and deliver a research| |
|interact and collaborate with others;|project with a bibliography. |Bibliography |
|demonstrate sufficient command of | | |
|keyboarding skills to type | |Individual Research Project assessed using West Virginia Writing |
|accurately. | |Assessment Rubric |
| | | |
|DSS.3-5.10 Plan to achieve goals | | |
|Demonstrate an understanding of the | | |
|steps used in developing a plan. Make| | |
|short-term and long-term plans, as | | |
|appropriate. Persist in activities | | |
|to achieve goals. Investigate the | | |
|importance of early academic planning| | |
|to prepare for post-secondary success| | |
|and reaching career goals. | | |
| |Students set goals, plan to achieve them, and | |
| |monitor and adjust performance seeking assistance | |
| |as needed. | |
| | |Student-created Task Management Chart |
Performance Objectives:
Know How to generate the questions that will lead to getting the information they need
How to use pre-reading strategies to identify reliable resources
How to take notes of relevant information
How to use comprehension strategies to synthesize information
How to cite sources of information
How to plan, develop, and deliver an individual research project
How to plan, create, and present a multi-media project
Do
| Generate questions that they need to answer. |
| Complete a daily individual Learning Log/Vocabulary sheet. |
| Identify sources to answer the questions on the need to know list. |
| Take notes of relevant information. |
| Read and synthesize information. |
| Cite sources of information. |
| Plan, develop, and deliver an individual research project. |
| Create a task list. |
| Outline multi-media presentation. |
| Rehearse multi-media presentation. |
| Plan, create, and present an age-appropriate media project with your group. |
| Evaluate presentations of peers. |
| Self-assess your work on the project. |
Driving Question: How can one develop skills necessary to complete a collaborative project?
Assessment Plan:
| | |
|Major Group Products |Group Multi-media Presentation |
| | |
|Major Individual Products |Individual Research Project |
Assessment and Reflection:
|Rubric(s) I will use: (Check all that apply.) |Collaboration |X |Written Communication |X |
| |Critical Thinking & Problem Solving | |Content Knowledge | |
| |Oral Communication | |Other |X |
|Other classroom assessments for learning: (Check all |Quizzes/ tests | |Practice presentations |X |
|that apply) | | | | |
| |Self-evaluation |X |Notes |X |
| |Peer evaluation |X |Checklists/observations |X |
| |Online tests and exams | |Concept maps | |
|Reflections: |Survey | |Focus Group | |
| |Discussion |X |Task Management Chart |X |
| |Journal Writing/ Learning Log |X |Other | |
Map the Product: Step One
Launch the project with assistance from a human resource officer or someone responsible for hiring.
Review the Entry Event.
Create a Need to Know list.
Review Managing the Process Timeline.
Review the West Virginia Writing Rubric.
Create individual learning logs.
Begin reading and research for individual research project.
Teacher monitors individual progress on a daily basis by walking around the room.
Step Two
Keep daily learning log.
Continue working on individual paper.
Step Three
Complete drafts of individual paper.
Step Four
Confer with teacher to monitor progress and form groups of similar or related skills for completion of group project Revise and edit draft of individual paper.
Submit notes and bibliography for individual paper.
Step Five
Submit individual paper.
Review Presentation Rubric as well as Collaboration Rubric.
Hold initial group meetings.
Compose group contracts.
Write preliminary task lists.
Step Six
Complete final Task Management Chart.
Step Seven
Plan outline of multi-media presentation.
Step Eight
Present plan for multi-media presentation.
Confer with teacher about outline for multi-media presentation.
Step Nine
Create multi-media presentation.
Step Ten
Rehearse multi-media presentations by presenting them to reading/English language arts teacher, library/media specialist, and technology integration specialist as available.
Step Eleven
Revise multi-media presentation.
Step Twelve
Present projects for authentic audience composed of human resource officers or people responsible for hiring.
Respond to questions about topic.
Audience (peers, teacher, family, and panel) evaluates projects using the Presentation Rubric.
Step Thirteen
Complete daily learning log.
Self-evaluate using Project Self-Assessment handout.
Peers assess each other using the Collaboration Rubric.
Product:
|Knowledge and Skills Needed |Already Have Learned |Taught Before the Project |Taught During the Project |
|1. Knowledge of various age-appropriate media products. | | X | |
|2. Knowledge of format. | X | | |
|3. Knowledge of purpose. | X | | |
|4. Knowledge of audience. | X | | |
|5. Skills to gather information. | X | | |
|6. Skills to take notes. | | | X |
|7. Skills to synthesize information. | | | X |
|8. Skills to record sources in correct bibliographic format. | | | X |
|9. Skills to plan, develop, and deliver a research project. | | | X |
|10. Skills to collaborate with others. | | | X |
|11. Skills to plan, create, and present a multi-media presentation. | | | X |
| | | | |
Resources: attached
School-based Individuals:
Reading/English Language Arts teacher
Library/Media specialist
Technology Integration Specialist
Principal or designee responsible for hiring
Technology:
Computers with connections to the server
Computers with Internet connections
Computers with word processing software
Computers with presentation software
Some websites students might use as starters include:
- The National Network for Collaboration has links to other websites that might provide useful information.
- This site offers tips on how to develop collaboration skills with a link to how to build leadership capacity through collaboration. – This site provides information on communication and collaboration.
Community: Human Resource Directors to launch project, to serve as interviewees, and to serve as panel members
Materials:
Print and non-print informational resources
Project Checklist handout
Individual Learning Log with Words Important to Understanding the Topic handout
Project Self-Assessment handout
Collaboration Rubric handout
West Virginia Writing Assessment Rubric handout
Presentation Rubric handout
Manage the Process: To ensure that the targeted learning occurs, the teacher is constantly monitoring student progress toward the goals to make sure students are acquiring and applying the intended learning outcomes. The teacher checks with each individual and each group on a regular basis as well as reads each individual’s learning log. Students choose a skill necessary to successfully complete a collaborative project and present a case for investigation as an individual through a research project.
To group students for the group media presentation, the teacher will group students who investigated similar or related skills in the following groups: leadership skills, ethical behavior, respect, responsibility, planning skills, and productive interactions. Each group will gather, analyze, interpret, and synthesize information regarding how their chosen skill contributes to the successful completion of a collaborative project.
. The knowledge and skills students should master before beginning this project are included in West Virginia College & Career Readiness Standards; however, the teacher might find it necessary to reteach some of the objectives in mini-lessons with small groups or the whole class.
To differentiate instruction, the teacher allows students to choose what skill they will investigate, how they will investigate, what resources they will use, and how they will present their findings depending on their personal interest and learning profile. The teacher will scaffold instruction to meet individual student needs through mini-lessons as needed for individuals, small groups, and/or whole group so all students can successfully meet the goals of this project.
School-based and community-based adults will be notified about the project before it is started, so they realize what students are doing when they solicit information from them for their projects. Students will have access to the school-based adults throughout the project. It is hoped that students will be able to have access to community-based resources throughout the project through electronic means. Also, school-based and community-based adults will be invited to be on the panel to which students present their multi-media presentations.
Managing the Process Timeline:
Step One
Launch the project with assistance from a human resource officer or someone responsible for hiring.
Review the Entry Event.
Create a Need to Know list.
Review Managing the Process Timeline.
Review the West Virginia Writing Rubric.
Create individual learning logs.
Begin reading and research for individual research project.
Teacher monitors individual progress on a daily basis by walking around the room.
Step Two
Keep daily learning log.
Continue working on individual paper.
Step Three
Complete drafts of individual paper.
Step Four
Confer with teacher to monitor progress and form groups of similar or related skills for completion of group project Revise and edit draft of individual paper.
Submit notes and bibliography for individual paper.
Step Five
Submit individual paper.
Review Presentation Rubric as well as Collaboration Rubric.
Hold initial group meetings.
Compose group contracts.
Write preliminary task lists.
Step Six
Complete final Task Management Chart.
Step Seven
Plan outline of multi-media presentation.
Step Eight
Present plan for multi-media presentation.
Confer with teacher about outline for multi-media presentation.
Step Nine
Create multi-media presentation.
Step Ten
Rehearse multi-media presentations by presenting them to reading/English language arts teacher, library/media specialist, and technology integration specialist as available
Step Eleven
Revise multi-media presentation.
Step Twelve
Present projects for authentic audience composed of human resource officers or people responsible for hiring.
Respond to questions about topic.
Audience (peers, teacher, family, and panel) evaluates projects using the Presentation Rubric.
Step Thirteen
Complete daily learning log.
Self-evaluate using Project Self-Assessment handout.
Peers assess each other using the Collaboration Rubric.
Project Reflection and Evaluation:
Students will reflect throughout the project in their individual learning logs, which can be accessed in the resources. If you are concerned students might spend too much of their time completing the individual learning logs, you might consider giving students five to ten minutes at the end of each class for this activity. Another option would be to require it less than daily depending on your students’ needs. Teachers will reflect throughout the project as a result of their observations and personal communications with students. Students also assess their own work on the project using the Project Self-Assessment handout. They will assess the work of their peers using the Collaboration Rubric. As a whole group, the class will debrief the project through whole class discussion.
PROJECT SELF-ASSESSMENT
Name ____________________________________
Date _____________________________________
Block ____________________________________
Project ___________________________________
Please respond to each question.
1. During the project, I _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. As a result of working on this project, I learned my strengths include _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. As a result of working on this project, I learned my challenges include _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about the content.
5. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about doing research.
6. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about presenting to an audience.
7. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about working in a group.
8. As a result of working on this project, I would make the following changes the next time I do a project _______________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thank you
|Collaboration | | | |
| |Below Standard |At Standard |Above Standard |
|Leadership |Student plays a passive role, |Student plays an active role in generating new ideas. |In addition to meeting the criteria for At Standard, the: |
| |Student generates few new ideas |Student takes initiative in getting tasks organized. |Student thoughtfully organizes and divides the work between group |
| |Student tends to only do what they are told to do by |Student delegates responsibilities when required. |members. |
| |others. |Student keeps group/class on task and on schedule. |Student monitors progress toward group goal. |
| | |Student understands and articulates goals of class/group. |Student adapts easily to changes in the task or group. |
| | |Student accepts responsibilities for his or her actions and the | |
| | |actions of the group. | |
| |0 |1 |2 |
|Cooperation |Student does not willingly follow directions. |Student follows directions from group leaders, group members and |In addition to meeting the criteria for At Standard, the: |
| |Student vocalizes intense opposition to group or |adults who take the lead or offer assistance. |Student encourages cooperation through words and actions. |
| |classroom goals. |Student expresses the ability in words and deeds to adapt to the |Student creates or initiates procedures (or activities) that encourage |
| |Student does not comply with group, classroom and |goals of the group, even when those goals may be different than their|cooperation. |
| |community rules. |own. |Student willingly switches roles in group or classroom as required by the|
| | |Student complies with group, classroom and community rules. |situation. |
| |0 |1 |2 |
|Attitude & |Student does not display positive attitude in words, |Student displays positive attitude toward individual and group tasks |In addition to meeting the criteria for At Standard, the: |
|Demeanor |expression or body language |in words, expression and body language |Student models appropriate speech, behavior, clothing,, etc. even at the |
| |Student does not provide positive feedback. |Student provides positive feedback to peers and adults |risk of breaking peer norms. |
| |Student does not dress, act or respond appropriately to |Student dresses, acts and responds appropriately to the task at hand.|Student goes out of their way to encourage positive behavior and |
| |the task at hand. | |attitude. |
| |0 |1 |2 |
|Facilitation &|Student is passive in the face of individual or group |Student seeks to resolve conflicts between individuals or groups by |In addition to meeting the criteria for At Standard, the: |
|Mediation |conflict. |listening to both sides. |Student serves as facilitator or mediator between groups or individuals. |
| |Student encourages discord. |Student encourages peers and adults to listen to each other. |Student volunteers to find resources or schedule meetings between |
| |Student does not seek or encourage facilitation or |Student never attempts to cause conflict by false reporting. |individuals or groups in conflict. |
| |mediation of conflict. |Student only engages in private side conversations when attempting to|Student, alone or in concert with other students or adults, initiates |
| | |reduce discord. |activities that further harmony between individuals or groups. |
| | |Student is willing to accept facilitation or mediation in the event | |
| | |they are involved in a conflict. | |
| |0 |1 |2 |
|Empathy |Student does not express empathy for the feelings of |Student expresses empathy for the feelings of others through words, |In addition to meeting the criteria for At Standard, the: |
| |others. |body language or deeds. |Student engages in action that makes the emotional comfort of others a |
| |Student displays a lack of awareness or disregard for |Student displays awareness of diversity and the needs of different |primary concern. |
| |diversity. |ethnic/social/religious groups. |Student attempts to broaden group activities to be more inclusive. |
| |Student is locked into one view of issue(s). |Student demonstrates ability to look at issues from multiple points | |
| | |of view. | |
| |0 |1 |2 |
|Collaboration | | | |
| |Below Standard |At Standard |Above Standard |
|Leadership |Student plays a passive role, |Student plays an active role in generating new ideas. |In addition to meeting the criteria for At Standard, the: |
| |Student generates few new ideas |Student takes initiative in getting tasks organized. |Student thoughtfully organizes and divides the work between group |
| |Student tends to only do what they are told to do by |Student delegates responsibilities when required. |members. |
| |others. |Student keeps group/class on task and on schedule. |Student monitors progress toward group goal. |
| | |Student understands and articulates goals of class/group. |Student adapts easily to changes in the task or group. |
| | |Student accepts responsibilities for his or her actions and the | |
| | |actions of the group. | |
| |0 |1 |2 |
|Cooperation |Student does not willingly follow directions. |Student follows directions from group leaders, group members and |In addition to meeting the criteria for At Standard, the: |
| |Student vocalizes intense opposition to group or |adults who take the lead or offer assistance. |Student encourages cooperation through words and actions. |
| |classroom goals. |Student expresses the ability in words and deeds to adapt to the |Student creates or initiates procedures (or activities) that encourage |
| |Student does not comply with group, classroom and |goals of the group, even when those goals may be different than |cooperation. |
| |community rules. |their own. |Student willingly switches roles in group or classroom as required by |
| | |Student complies with group, classroom and community rules. |the situation. |
| |0 |1 |2 |
|Attitude & Demeanor |Student does not display positive attitude in words, |Student displays positive attitude toward individual and group |In addition to meeting the criteria for At Standard, the: |
| |expression or body language |tasks in words, expression and body language |Student models appropriate speech, behavior, clothing,, etc. even at |
| |Student does not provide positive feedback. |Student provides positive feedback to peers and adults |the risk of breaking peer norms. |
| |Student does not dress, act or respond appropriately to|Student dresses, acts and responds appropriately to the task at |Student goes out of their way to encourage positive behavior and |
| |the task at hand. |hand. |attitude. |
| |0 |1 |2 |
|Facilitation & |Student is passive in the face of individual or group |Student seeks to resolve conflicts between individuals or groups |In addition to meeting the criteria for At Standard, the: |
|Mediation |conflict. |by listening to both sides. |Student serves as facilitator or mediator between groups or |
| |Student encourages discord. |Student encourages peers and adults to listen to each other. |individuals. |
| |Student does not seek or encourage facilitation or |Student never attempts to cause conflict by false reporting. |Student volunteers to find resources or schedule meetings between |
| |mediation of conflict. |Student only engages in private side conversations when |individuals or groups in conflict. |
| | |attempting to reduce discord. |Student, alone or in concert with other students or adults, initiates |
| | |Student is willing to accept facilitation or mediation in the |activities that further harmony between individuals or groups. |
| | |event they are involved in a conflict. | |
| |0 |1 |2 |
|Empathy |Student does not express empathy for the feelings of |Student expresses empathy for the feelings of others through |In addition to meeting the criteria for At Standard, the: |
| |others. |words, body language or deeds. |Student engages in action that makes the emotional comfort of others a |
| |Student displays a lack of awareness or disregard for |Student displays awareness of diversity and the needs of |primary concern. |
| |diversity. |different ethnic/social/religious groups. |Student attempts to broaden group activities to be more inclusive. |
| |Student is locked into one view of issue(s). |Student demonstrates ability to look at issues from multiple | |
| | |points of view. | |
| |0 |1 |2 |
LEARNING LOG
Today, _________________, I, _________________ , learned __________________________ ____________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ , which furthered my understanding of the driving question. This information is important because _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .
I will use this information ______________________________________________________________ ____________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .
To further work on the project, I ________________________________________________________ ____________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .
To be prepared for our next work session, I need to _______________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .
WORDS IMPORTANT TO UNDERSTANDING THE TOPIC
As you conduct your research, please record words that are important to understanding the topic and place the date the word was originally encountered in the correct column. As you gain knowledge of the word and its meaning, record the definition in your own words as well as the date you own the word.
|WORD |I know and use this word. |I have heard this word. |I am unfamiliar with this |This word means… |
| | | |word. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
PROJECT CHECKLIST
Name ____________________________________Date_______________Block____________ Project_________________________________
|CHECK WHEN COMPLETED |DATE DUE |DESCRIPTOR |POINTS |POINTS |
| | | |POSSIBLE |EARNED |
| | |Learning Log/Vocabulary |10 | |
| | |Notes |10 | |
| | |Bibliography |10 | |
| | |Individual Case Project |100 | |
| | |Final Task Management List |10 | |
| | |Outline of Multi-media Presentation |10 | |
| | |Learning Log/Vocabulary |10 | |
| | |Multi-media Presentation Rehearsal |10 | |
| | |Multi-media Presentation |100 | |
| | |Peer Evaluation of Presentation |5 | |
| | |Learning Log/Vocabulary |10 | |
| | |Collaboration Rubric |10 | |
| | |Self-Assessment of Work on Project |5 | |
| | |Total Points |300 | |
Comments
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PROJECT SELF-ASSESSMENT
Name ____________________________________
Date _____________________________________
Block ____________________________________
Project ___________________________________
Please respond to each question.
1. During the project, I _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. As a result of working on this project, I learned my strengths include _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. As a result of working on this project, I learned my challenges include _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about the content.
5. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about doing research.
6. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about presenting to an audience.
7. As a result of working on this project, I learned _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________about working in a group.
8. As a result of working on this project, I would make the following changes the next time I do a project _______________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
-----------------------
To: Human Resource Department
From: Chief Executive Officer of Better Business Bureau of West Virginia
Date: October 24, 2009
Subject: Collaboration
After reviewing the annual performance reviews of your organization, we have identified a need for employees to work collaboratively in order to make your organization more effective and efficient. In order for your organization to accomplish this goal members of the organization must be informed about the skills necessary to complete a collaborative project successfully. We need your assistance in the following project:
As a member of a collaborative team in the human resource department in your organization, your goal is to develop a multi-media presentation for members of the organization that exhibits the skills that are necessary to complete a collaborative project. Your presentation will be evaluated by yourself, your colleagues, and a panel composed of human resource officers using the attached presentation rubric.
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