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Essential Questions

Do students see
knowledge
construction as a
collaborative
activity?
Do students take
responsibility not
only for their
learning, but the
learning of others as
well?
Do students
consider the needs
of others in their
collaborative
group?
Are students able to
work together to
reach a goal,
drawing from the
talents and
expertise within the
group?
Do students
understand roles
and responsibilities
within a
collaborative
context?
Do students
demonstrate
proficiency in
working
collaboratively both
offline & online?
Do students
demonstrate that
the collaborative
community, not the
individual, sets the
learning agenda?
Can students work
collaboratively to
share their ideas in a
variety of multimedia formats?

Student
Knowledge
Students understand
how to collaborate
and work in multiple
ways in both digital
and non-digital
spaces.
Students understand
the creative process
through
collaboration, and
how this can be
extended and
enhanced in digital
spaces.
Students ought to
reflect on their own
strengths and what
they have to offer in
a collaborative
environment.
Students know how
to draw upon the
strengths of each
member of the
group to maximize
the collaborative
opportunity.
Students understand
that there are roles
and responsibilities
within a
collaborative
context.
Students know that
the group, not an
individual, drives the
learning within a
collaborative
context.
Students have a
responsibility to
support each other
in a collaborative
setting.
Students understand
that working
together can often
generate something

K-3
Elementary
Knowledge & Skills

4-8
Middle Years
Knowledge & Skills

9-12
High School
Knowledge & Skills

Students are able to
work together and
generate ideas in a
face-to-face
environment and
explore how this
could be transferred
to a secure online
environment.
Students understand
the importance and
difference of roles
and responsibilities
within a team.
Students may be
assigned different
roles and
responsibilities within
a teacher created
online platform ie:
blog.

Students are able to
generate ideas
while working
together face to
face and transfer to
a teacher defined
on-line space with
ease.

Students are able to
generate ideas
while working
together face to
face and on a
student defined online platform that
best suits the needs
of the project.
Students
demonstrate and
understand different
roles and
responsibilities within
a team. Students
understand their
capacity to fulfill the
roles and
responsibilities in a
student created
collaborative space.
ie: blog or O365
Group.

Students
demonstrate
respect for one
another and the
fact that people
can contribute in
different ways
towards a goal.

With teacher
prompting and
guidance, students
reflect on their
individual
contributions
towards the group's
goal.

Students understand
the importance and
difference of roles
and responsibilities
within a team.
Students need to
demonstrate
different roles and
responsibilities and
effectively
participate in an
online teacher
created
collaborative space
ie: blog or O365
Group.
Students are mindful
of the needs of
others in their
collaborative group.
Students
demonstrate ethical
behaviour and
digital etiquette
when engaging in
the online space
with guidance from
their teacher.

Students engage in
a teacher guided
self-reflection on
individual
contributions
towards the group's
goal and the
differences
between face to
face and online.
Students start
examining ways to
improve
collaboration in a
variety of spaces.

Students are mindful
of and take
responsibility for
accommodating
the needs of others
in their collaborative
group. Students
demonstrate ethical
behaviour and
digital etiquette
when engaging in
the online space as
well as manage
conflict
independently.
Students reflect on
their individual and
collective
contributions
towards the group's
goal and
differences
between face to
face and online.
Basically how well
they work together
as a team. Identify
areas for
improvement in

Can students
transfer their
interpersonal skills
from face-to-face to
virtual
environments?
Do students work
together to
construct
knowledge or solve
problems better
than what could be
accomplished
individually?
Do students
collaborate with
others to deepen
their understanding?
Are students able to
reflect on and
critically assess their
individual
contributions to the
collaborative
process?

much richer than
can be generated
individually.

moving forward in
future projects.

Students understand
that collaborating
with others can
deepen their
understanding.
Students understand
that collaboration
takes place both
synchronously and
asynchronously.

Students brainstorm
and generate ideas,
encouraging all
group members to
have input. Ideas
can be captured
digitally or in
traditional forms. (ie:
Padlet, O365, Pixie
app). Set up a plan
for action in
reaching goal
guided by teacher.

Students will explore
how to generate
ideas
collaboratively,
ensuring all group
members have input
in a digital platform
to exchange and
build upon ideas.
Students will create
a plan for action in
sequential steps.

Students understand
different ways that
groups may work
together in both
digital and nondigital spaces.

Students understand
different ways that
groups may work
together and how
digital inequity may
play a role in how
different groups
work together.

Students explore
how all people are
different, yet they
can all contribute in
a meaningful ways
to the group
project.
Students
collaborate
synchronously in
digital and nondigital spaces.

Students
demonstrate
sensitivity and
understanding of
the viewpoints of
each member of
the group.
Students can
collaborate
synchronously online
and are beginning
to collaborate
asynchronously
online as well.

Can students
collaborate both
synchronously and
asynchronously?

Students will explore
how to generate
ideas
collaboratively,
ensuring all group
members have input
in a digital platform
to exchange and
build upon ideas. As
a group, students
will independently
create a detailed
plan for action in
sequential steps and
report individual
progress towards the
collaborative goal in
a digital platform.
(ie: O365 Groups,
OneNote Notebook,
Blog,
microblogging/soci
al media, texting
group).
Students understand
different ways that
groups may work
together and how
digital inequity may
play a role in ease
of digital access
and how to
accommodate and
support those who
encounter barriers
to access.
Students actively
ensure that all
diverse perspectives
within the group are
heard and
respected.
Students can
collaborate online
synchronously and
asynchronously with
relative ease.