M5 Activities
M5: Collaborative Problem Solving
- Alignments: 7e, 10q
- Description: Synchronous group activity. Students determine what factors to consider when creating a collaborative goal-setting experience.
- M5 Collaborative Problem Solving
M5: IEP Communication Bingo
- Alignments: 1c, 7e, 7m, 10d
- Description: Synchronous group activity. Students watch a mock IEP video, marking communication and collaboration practices they observe on a bingo card. Once a student calls bingo, the class analyzes the practices observed.
- M5 IEP Communication Bingo
M5: Just One Thing
- Alignments: 1c, 10q
- Description: Asynchronous video discussion. Students explore ways to engage families using culturally responsive practices and identify one thing that will remain with them throughout their program of study.
- M5 Just One Thing
M5: Responding to an Angry Email
- Alignments: 10n
- Description: Asynchronous or synchronous discussion. Students analyze an angry email from a parent to determine possible factors contributing to a collaboration breakdown and craft a response that employs effective communication techniques.
- M5 Responding to an Angry Email
M5: What is Collaboration?
- Alignments: 1c, 7m, 10d
- Description: Synchronous or asynchronous think/pair/share. Students think about what the word collaboration means to them and work as a class to develop an understanding of the term.
- M5 What Is Collaboration
Performance. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Performance. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
