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The need for collaboration and peer review does not end once individual plans are developed. Dialogue, coaching, and peer review provide critical support for participants as they try different strategies and uses of technology, gather and analyze data, reflect on student learning, refine original plans, try new strategies and technology uses, and pose new questions.
Here is an example of collaboration in a group meeting. One participant wanted to increase students' inference skills in reading, but he did not know how technology could be used to address that particular skill. A colleague suggested a visual inference activity using an image from the Internet and asking students to respond to a prompt about the image including specific evidence to support their ideas.
Peer review provides valuable input from other participants regarding instructional strategies, technology uses, data collection and analysis, project management, and logistics. Useful input includes both warm feedback (specific information about what is clear, consistent with project focus, compelling, etc.) and cool feedback (questions or suggestions regarding clarification, focus, supporting data, etc.). See the Peer Review Protocol activity for more details.
Peer coaching is a powerful
approach to collaboration. In the professional portfolio model, participants
often coach their peers as they learn to use various technology applications.
Coaching activities include not only hands-on technology use but also
modeling technology use with students, planning lessons together, co-teaching,
and providing feedback.