A mind map (a graphic organizer) that allows you to organize and present your knowledge of theories and collaborative team work.

As a professional educator, you are aware of both the time and emotional investment required to build effective relationships. Relationship building is a powerful process, and knowledge sharing is one of the key elements that fuels its development. In preparation for your assessment, begin to think about which stakeholders it would be important to forge relationships with for the improvement of curriculum and instruction in your local setting.

Professional learning communities (PLCs) have become widespread as dynamic structures that offer meaningful practices to foster the self-efficacy of teachers and administrators with the goal of augmenting student achievement. Think about the applicability of a PLC in your local setting. If you are currently a member of a PLC, reflect on how the collaboration of educators in curriculum and instruction may improve learning.

In this assessment, you will create a mind map to demonstrate your understanding of theories and collaborative teamwork in curriculum design and improvement. By viewing the final map, the reader will be able to determine the similarities, strengths, and weaknesses of the identified theories.

In addition, the connections and relationships to collaborative teamwork and the collaborative practices for your educational setting will be evident. A mind map is also a tool you can use with your own students to assess their understanding of content relationships.

A mind map is a graphic organizer to help organize and present knowledge of the theories and research-based strategies for collaborative team work. Mind maps are not flow charts and they are not linear, with one concept following another. Rather, they give a visual depiction of your knowledge about the connections and relationships among theories, collaborative team work, and collaborative practices for your own educational setting.

Mind maps help you clarify your thinking and even allow you to brainstorm ideas until you can organize your knowledge and demonstrate that knowledge by connecting ideas.

You are required to use a mind mapping tool for this assessment, but the choice of tool is up to you. Below are some recommendations:

• Bubbl.us. (2017). Retrieved from https://bubbl.us
• Mind Maple. (2016). Retrieved from http://www.mindmaple.com/Default.aspx
• XMind Cloud. (2016). Retrieved from https://www.xmind.net/cloud/

Instructions

The mind map must contain a central idea in the middle—in this case, a thesis statement. The following list is not exhaustive of what your mind map might contain, but these items must be on the map with the relationships and connections to each other evident and explained. Other topics may be included. Let your mind go free and show all of your knowledge. Add as many nodes as relationships you find. You should not have only three on the map.

• A thesis statement on collaborative skills in curriculum.
• Relationships between theories of effective collaboration and effective group practices.
• Relationships between effective group practices and collaborative curriculum design.
• Relationships between effective group practices and your educational setting.
• Differences and similarities of theories of collaboration, effective group practices, and curriculum design.

Resources: Mind Mapping

• PRINT
• You are required to make a mind map for this assessment. Below are some resources on that concept.
  • Daugherty, J. L., Custer, R. L., & Dixon, R. A. (2012). Mapping concepts for learning and assessment. Technology and Engineering Teacher, 71(8): 10–14.
  • Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279–301.
  • Two-Point-Four. (2011). How to use a mind map [Video]. Retrieved from
  • Foundation for Educational Excellence Project: STAR. (2014). Academics: Mind mapping [Video]. Retrieved from

Resources: Collaboration

• PRINT
• Your assessment in this course depends on experiences you have in the area of collaboration in or about your educational environment. You may find some the following resources helpful.
  • Carter, N., Prater, M. A., Jackson, A., & Marchant, M. (2009). Educators’ perceptions of collaborative planning processes for students with disabilities. Preventing School Failure, 54(1), 60–70.
  • Aiken, K. D., Heinze, T. C., Meuter, M. L., & Chapman, K. J. (2016). Innovation through collaborative course development: Theory and practice. Marketing Education Review, 26(1), 57–62.
  • Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research & Theory, 18(4), 543–571.
  • Bullock, S. M., & Christou, T. (2009). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education: Journal of Self-Study of Teacher Education Practices, 5(1), 75–88.
  • Endo, R. (2015). Linking practice with theory to model cultural responsiveness: Lessons learned from a collaborative service- learning project in an urban elementary classroom. Multicultural Education, 23(1), 23–31.
  • Kyei-Blankson, L. (2014). Training math and science teacher-researchers in a collaborative research environment: Implications for math and science education. International Journal of Science & Mathematics Education, 12(5), 1047–1065.
  • Lynam, A., Corish, C., & Connolly, D. (2015). Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education. Nutrition & Dietetics, 72(2), 170–175.
  • Munson, B. H., Martz, M. A., & Shimek, S. (2013). Scientists’ and teachers’ perspectives about collaboration. Journal of College Science Teaching, 43(2), 30–35.
  • Seo, K., & Han, Y. (2013). Online teacher collaboration: A case study of voluntary collaboration in a teacher-created online community. KEDI Journal of Educational Policy, 10(2).

Resources: Professional Learning Communities

• PRINT
• Collaboration often leads to the creation of or to an interest in the use of professional learning communities. Below are some resources about experiences with professional learning communities.
  • Botha, E. M. (2012). Turning the tide: creating professional learning communities (PLC) to improve teaching practice and learning in South African public schools. Africa Education Review, 9(2).
  • Carpenter, D. (2015). School culture and leadership of professional learning communities. The International Journal of Educational Management, 29(5), 682–694.
  • Doolittle, G., Sudeck, M., & Rattigan, P. (2008). Creating Professional Learning Communities: The Work of Professional Development Schools. Theory Into Practice, 47(4), 303–310.
  • DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4–8.
  • Hilliard, A. T., & Newsome, E. (2013). Effective communication and creating professional learning communities is a valuable practice for superintendents. Contemporary Issues in Education Research(Online), 6(4), 353.
  • Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48–54.
  • Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29.

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