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Three “stretch” strategies can help teams move forward when members can’t agree and don’t like or trust one another. 
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These stages are commonly known as: Forming, Storming, Norming, Performing, and Adjourning. Tuckman's model explains that as the team develops maturity and ability, relationships establish, and leadership style changes to more collaborative or shared leadership. Tuckman's original work simply described the way he had observed groups evolve, whether they were conscious of it or not. In CORAL, the real value is in recognizing where a team is in the developmental stage process, and assisting the team to enter a stage consistent with the collaborative work put forth. In the real world, teams are often forming and changing, and each time that happens, they can move to a different Tuckman Stage.
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We've selected a list of 8 apps that actually make your workday easier, and team collaboration more enjoyable in the process.
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Darling-Hammond: The reform impulse that gave rise to construction of new learning standards and assessments will only work if we invest in the capacity of educators to work together effectively.
The reform impulse that gave rise to construction of new learning standards and assessments will only work if we invest in the capacity of educators to work together effectively. Where educators are challenged and supported to get off the hamster wheel of “covering” ever more material and work together on important questions driven by what they actually observe, student learning thrives.
It’s time to clear away non-essential demands and build capacity in our schools for smarter teaching and learning—educators are ready for it, students deserve it, and our future prosperity and security require it.
Via Gust MEES
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The world is awash with people and groups wishing to reform education. Some want to go “back to basics” while others want to go “forward to the future”.
Amongst the more progressive groups there is a surprising degree of similarity in what they propose. Thus, the RSA “Opening Minds” project in the UK or the US based P21 or the Apple Classroom of Tomorrow Today all have a high degree of overlap - indeed a Venn diagram of their views would be almost a single circle. Via Gust MEES, Elizabeth E Charles
Gust MEES's curator insight,
March 20, 2013 5:11 PM
A MUST read!!!
Check also:
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Creativity
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Collaboration
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Adaptability+to+Online+Learning
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Problem+Based+Learning
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When you are in a conversation, do you listen with your own autobiographical filter? Or do you listen to actually understand the speaker? We continue...
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“How are you going to seat them?” asked Nancy Badore. She had created a novel program for Ford executives and was helping us think through ours. “I suppose in one of those U-shaped classrooms?” one of us answered. “Not those obstetrics stirrups!” Nancy shot back. We got the point! With that, we were off—never looking back (except when the class asked us to turn around, to receive some honest feedback).
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This is an excerpt from Jennifer Bertram’s new white paper, Agile Learning Design for Beginners: Designing Learning at the Speed of Change. Here is a section on collaboration:
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Beth Dichter's curator insight,
April 1, 2013 6:39 PM
Ross Parker has posted another infographic that ties into an earlier one (that looked at Style Comparison and was posted in this Scoop.it). This one looks at mindsets and how there are similarities today in the mindsets of teachers and students. He states "The two visualisations below are part of an ongoing attempt to define my views on education, and make these accessible to my students, fellow teachers, parents and leaders." If you click through to the post you will also see the first infographic and you may download them in a variety of formats. |
