​​[CONNECTION]

Coming together


​Purposeful collaboration begins with clarity. When we come together for meetings, professional learning, or planning conversations, we need a clear reason to be there and a shared understanding of what we are working toward.
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One of our biggest frustrations as educators is sitting in a meeting that repeats what was already shared in an email. When our time is not used thoughtfully, it is easy to lose interest. This response makes sense, because we no longer feel invested in the experience.

We can shift this by modeling inquiry and agency during our collaboration time. Using images, objects, words, and books can help us actively engage our thinking as we explore what learning mean in our own context. This approach asks us to be intentional in how we plan and use our time together.

The key difference is that we use the strategy to help us explore the content, rather than showing how to perform the strategy itself. This creates a more natural and meaningful learning process.

​What would we like to see happen differently in your collaborative meetings?​​

​[PERSPECTIVE]

How collaboration deepens​

Actions

Our actions show what we believe about collaboration and the conditions that guide our work together. These expectations shape the kind of evidence we collect from our meetings, such as notes, recordings, and exit reflections. These artifacts help us see our progress in problem-solving and show how our work connects to larger goals like an annual action plan or five-year strategic growth plan. 

Beliefs

Based on the conditions we have created, we begin to develop shared beliefs about collaboration. These beliefs influence how we communicate, solve problems, and decide who has access to resources. They quietly reinforce the way we work together, even when they are not written down. We often see them reflected in our norms, agendas, and collaboration practices.  They guide our actions going forward. 

Conditions

Our school reflects the values and beliefs that shape how we work and come together. These are often visible in our relationships, teaching styles, and leadership capabilities. Our conditions are rooted in the school’s origin story and can be difficult to change. Even when well-intended, if they no longer meet the needs of learners, they can negatively impact our ability to collaborate effectively and make necessary changes. 
​[EXAMPLE]

Can you spot it?

We explored what separates cooperation from true collaboration.
Take a moment to look at these images.
What do you notice? 
​​​[ CLARITY]

Cooperation is not collaboration
In many learning spaces, collaboration and cooperation are used as if they mean the same thing, but they serve different purposes.

Cooperation is about dividing tasks to complete a shared goal. Each learner takes a part and brings it back to the group to put together the whole picture. This can be useful for quick, short term tasks, but it often leads to surface-level thinking and a final product that lacks a unified voice. 

Collaboration is something deeper. Learners think, question, and build ideas together, making connections across subjects through shared concepts, skills, and purpose. This work is rich with aha moments, fresh perspectives and growth over time.

Many teachers aim for collaboration but often end up with cooperation, especially when trying to structure small group work. Both approaches have value, and choosing between them depends on the goal of the task. In this section, we will explore how to use each one intentionally and how to recognize when learners are truly collaborating.
​[GROUPS]

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​​[VIDEOS]

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​​[REFLECTION]

​A question to carry with you


​Think about the last time you truly worked with others in a joyful way.
What was it that made that experience so magical?
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