Collaboration Tool 1: Collaborative Lesson Design Architect

Designing Inclusive, Standardized, & Competency-Aligned Group Learning

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Grade Band

K-2

3-5

6-8

9-12

Collaboration Focus Area

Reflecting on My Role in a Group (Self-Awareness)

Equitably Sharing Ideas (Communicating)

Working Through Differences (Decision-Making)

Individual & Group Effort (Contributing & Supporting)

Evaluating Group Processes (Monitoring & Adapting)

🎯 K–2 Targeted Proficiency (Self-Awareness & Personal Responsibility):

“I can work with my group to figure out what tasks we each can do to accomplish our shared goal and work to complete my part.”

🎯 K–2 Targeted Proficiency (Communicating):

“I can give suggestions to others and ask for feedback that helps me clarify my ideas.”

🎯 K–2 Targeted Proficiency (Decision-Making & Problem Solving):

“I can help my group plan and suggest ways to be fair with who does each part or task.”

🎯 K–2 Targeted Proficiency (Contributing & Supporting):

“I can meet group expectations for contributing and completing my part of the group’s work.”

🎯 K–2 Targeted Proficiency (Monitoring & Adapting):

“I can build on ideas and suggestions of others to improve our group’s strategies or plan.”

🎯 3–5 Targeted Proficiency (Self-Awareness & Personal Responsibility):

“I can choose my role and work to complete my tasks to help my group meet a shared goal.”

🎯 3–5 Targeted Proficiency (Communicating):

“I can clarify or elaborate on my ideas when asked and ask others for more information about their ideas.”

🎯 3–5 Targeted Proficiency (Decision-Making & Problem Solving):

“I can contribute my ideas to group planning and suggest ways to be fair when deciding on possible tasks.”

🎯 3–5 Targeted Proficiency (Contributing & Supporting):

“I can ask for feedback on my ideas and give feedback to others based on group expectations and planning.”

🎯 3–5 Targeted Proficiency (Monitoring & Adapting):

“I can work with my group to identify challenges and look for possible solutions.”

🎯 6–8 Targeted Proficiency (Self-Awareness & Personal Responsibility):

“I can work with my group to set group goals, analyze possible approaches to accomplish tasks, and assign individual roles that maximize group potential.”

🎯 6–8 Targeted Proficiency (Communicating):

“I can work with my group to pose questions, seek feedback, and analyze different perspectives in order to modify a position or idea.”

🎯 6–8 Targeted Proficiency (Decision-Making & Problem Solving):

“I can work with my group to build consensus when determining tasks and roles needed to achieve group goals, based on each person’s strengths or interests.”

🎯 6–8 Targeted Proficiency (Contributing & Supporting):

“I can support my group by working to complete individual and group tasks and evaluating the effectiveness of our approach or quality of our final product.”

🎯 6–8 Targeted Proficiency (Monitoring & Adapting):

“I can work with my group to analyze challenges, identify the need for different strategies, and adjust our approach to meet individual or group needs.”

🎯 9–12 Targeted Proficiency (Self-Awareness & Personal Responsibility):

“I can work with my group to adapt approaches and overcome potential challenges to accomplish a shared goal and maximize group potential.”

🎯 9–12 Targeted Proficiency (Communicating):

“I can pose direct follow-up questions, seek relevant feedback, and evaluate different perspectives in order to modify or strengthen a position or idea.”

🎯 9–12 Targeted Proficiency (Decision-Making & Problem Solving):

“I can resolve potential group conflicts by refining my position or seeking a compromise that builds on the group’s best ideas.”

🎯 9–12 Targeted Proficiency (Contributing & Supporting):

“I can complete my individual tasks and work with my group to evaluate the effort and quality of our contributions in meeting established group goals.”

🎯 9–12 Targeted Proficiency (Monitoring & Adapting):

“I can work with my group to evaluate group progress and needs, seek solutions, and reassign responsibilities to troubleshoot problems.”

Interdependent Group Task

Describe the activity, challenge, or project that requires students to work together to succeed (e.g., small group problem-solving, role-based research, peer-editing).

Group Roles Needed

Facilitator (Keeps team on task, monitors time, and ensures all voices are heard)

Recorder / Reporter (Tracks group ideas, completes record sheets, and shares out)

Resource Manager (Gathers materials, manages digital links, and serves as primary liaison)

Quality Checker (Verifies group work against rubric criteria before submission)

Equity & Culture Scaffolds Included

Team Contract & Shared Norms (Tool 2.1b)

Study Team Voice Levels & Roles (Tool 2.2a)

Sentence Starters / Discussion Prompts (Tool 2.2c)

“Our Team Is Off-Track – Now What?” Protocol (Tool 3.1)

Team Wellness Check-In (Tool 3.2)

3 A’s Debrief: Appreciation, Apology, Aha (Tool 2.3b)

How will you explicitly teach or model this collaboration skill?

Briefly describe how you will introduce study team voices, active listening, or group roles before the task begins.

Group Composition & Duration

Heterogeneous Groups (Teacher-assigned, 3-4 students, long-term project)

Heterogeneous Groups (Teacher-assigned, 2-3 students, short-term/single lesson)

Homogeneous / Interest-Based Groups (Student choice based on topic)

Pairs / Partner Work (Turn and talk, peer editing)

Select how groups are formed and how long they will work together to build trust (Tool 1.4).

During-Task Monitoring & Support

Teacher Check-Ins & Observation Matrix (Tool 4.3 / 4.5)

“Our Team Is Off-Track – Now What?” Protocol (Tool 3.1)

Mid-Task Team Wellness Check-In (Tool 3.2)

“Peaks and Valleys” Emotional/Interpersonal Debrief (Tool 2.3a)

Student Experiences Survey Check-In (Tool 3.3)

Select how you will manage group dynamics and support struggling students during active work (Tool 3).

Post-Task Assessment & Reflection Selection

Student Self-Assessment & Reflection Log (Tool 4.1 / 4.4)

Group Collaboration Peer Assessment Tool (Tool 4.2)

Teacher Group Observation Matrix (Tool 4.3)

“3 A’s Shout-Out”: Appreciation, Apology, A-ha (Tool 2.3b)

Select the evaluation tools students and teachers will use after the event (Tool 4).

Summative Assessment & Evidence Collection Plan

Briefly describe how student collaboration work products, self-reflections, or teacher observations will be collected as evidence of mastery.

Collaboration Tool 1: Collaborative Lesson Design Architect

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