The focus of the collaborative
learning community is learning - learning where students are
actively demonstrating their understanding, rather than students passing written
tests as the sole sign of knowing. Learning, that is based on conceptual
understanding and the ability to apply this knowledge in a variety of contexts,
is a primary goal within a collaborative learning community. It is a new way of
thinking for most educators (and the public) to know that all students can and
will learn, that learning needs to be demonstrated, that it is important to
learn not only facts, but also conceptual relationships of ideas and the
processes and positive attitudes of learning. There is much talk about thinking
and problem-solving skills, multiple intelligences, learning styles and
fostering creativity; yet, implementation of these ideas are often relegated to
separate programs. They have not yet been embedded in each and everything that
is taught. Putting the focus on student learning, rather than teacher telling or
"covering the content", means (1) students take responsibility for their own
learning, (2) learning experiences are geared to students' interests and needs,
(3) students are actively engaged in learning in a variety of groups and
contexts, and (4) learning is understood, applied and internalized.
Looking for a different tool look at this map. I like the tool to show students cycles of things. The one that is linked in of web 2.0 apps setup by types. This link is one that I created using the program, http://www.mindmeister.com/18887812. You also can share it, export as PDF, and Embed in to your site.
Screen capturing tool that allows you to add questions to comments and then share information. Great way to use for reading. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.