Promoting student collaboration in the classroom can increase student engagement and the use of higher-level thinking skills. It is important, however, for teachers to help students develop the tools they need to collaborate effectively, and this includes learning how to collaborate using digital tools.
However, many teachers find it challenging to do so, either because of a lack of experience in using technology for collaborative purposes or because of uncertainty about when to use these practices in the classroom.
One way to address this challenge is to model digital collaboration in professional development (PD) sessions. By showing how teachers can integrate digital collaboration into their learning environments, we can help our colleagues be more prepared.
When I plan PD sessions for teachers, I use the principles of adult learning theory as a guide. These principles help me design learning experiences that work for adult learners, and they also provide me with opportunities to integrate digital collaboration-for example, when teachers share prior knowledge or experiences or new learning, or when they work on scenario-based problem solving.
Sharing Prior Knowledge and Experiences
Teachers bring a wealth of experience and knowledge to PD programs. As facilitators, it is our job to recognize and build on that experience.
I led a teacher training on how to use Google Forms for assessment. At the beginning of the session, I asked teachers to reflect on the practices they currently use to assess student learning. I divided the teachers into groups of four to five, and I gave each group a slide to share on Google Slides.
They discussed their current practices and added them to their assigned slides. After a few minutes, I had each group take a minute to look at each other’s ideas. They were able to look at their work as a whole, and as a facilitator, I was able to connect their current practice to the new learning that followed.
Sharing New Learning
Teachers love having the opportunity to choose how and what they learn. Those of us who design PD should provide opportunities for choice in every meeting. At the same time, we need to work to enable teachers to share their learning with each other.
When I led a PD on blended learning for a group of teachers, I knew they all had different levels of experience. I designed an activity where I gave them three different articles to choose from based on their current knowledge. These articles ranged from a basic introduction to blended learning to more advanced explorations of instructional strategies.
When the participants had finished reading the articles they had chosen, they would share what they had learned on a Google whiteboard or other whiteboard. In this way, each of them is able to choose the best path for their learning needs, and they are still able to share and discuss new learning with the help of technology that builds on each other’s ideas.
Solving Scenario-based Problems
Adult learners are motivated by the opportunity to solve problems. Therefore, counselors can engage teachers by designing activities that challenge them to solve problems related to their professional lives.
For example, I offered teachers a PD on how to increase active learning in their students. after we explored some strategies and ideas together, I asked teachers to apply their new knowledge. I divided them into small groups based on their grade level and content area and gave each group a classroom scenario. They worked together to identify ways the curriculum could incorporate more active learning. Each team was given a Google Docs template where they could organize their ideas, explanations, and reflections. Since each team member had access to the Google Doc, they could all edit and type the document together.
Each team added links to their Google Docs that the entire group could see. Teachers benefited from this, not only because they heard the ideas of their team members, but also because they had access to the work and ideas of all the other teams.
Other Ways to Incorporate Technology into PD
After you’ve completed a collaborative activity, you can also have teachers think about and discuss how they might use a similar activity with their students. It is important to use digital tools that teachers are also allowed to use with their learners to make it as easy as possible for teachers to use these activities in their own classrooms. Be prepared to offer suggestions or ideas for teachers who may have a hard time seeing how to translate the activities to their content or grade level.
You can also provide hands-on resources for the digital tools you use, such as links to videos or step-by-step instructions. Provide follow-up help for individual teachers who may need help learning how to use the tools.
Integrating digital collaboration into the classroom can be challenging. By providing teachers with opportunities for PD digital collaboration, we can help them gain confidence in implementing these strategies in their classrooms, which will lead to more learning opportunities and collaboration for students.