There is a strong connection between success and how we work with others. Research in social cognition reflects that cognitive function emerge at the social level before the individual level (Mevarech & Susak, 1991).
Education and learning spring from interpersonal settings. Individuals, working together, construct shared understandings and knowledge (Johnson, Johnson & Smith, 1991). Through social learning situations in the form of group discussions, learners can operate at higher levels of cognition than they can individually. When we work in collaboration we can take advantage of the strengths while overcoming the weaknesses of each individual.
Following these principles, Area 1 and Area 2 Lead Teachers combined efforts working in collaboration to develop an Item Bank that will soon be available for teachers as they develop common assessments to use with their students.
Under the lead of Area Assistant Superintendents Dale Gaddis and Phillip Lanoue, the group of Area Lead Teachers set off on a journey of shared knowledge and collaboration to add to the list resources already available to our teachers in Cobb County School District. Joining efforts with the already committed group were Amy Krause, Jan Hollis, Margaret Moss, Dianna Denton, and Michelle Mikes from the Curriculum and Instruction Department; and Pat Jackson from the Professional Development Department.
When working in collaboration, we are responsible for our own learning and the learning of the other members of the group. We become active participants and resources to each other. Collaboration is keeping in mind that we don't succeed until we all succeed.
References:
Johnson, D.W., Johnson, R.T., & Smith, K. (1991) Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Co.
Mevarech, Z. & Susak, Z. (1991) Learning in different mastery environments. Journal of Education Research 84, pp. 225-231.
Submitted by Damaris Cortes



