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Collaborative learning
collaboration in project based learning. Italian teacher experience: assessment both for the group and for individual students. Good idea: circle time to see positive and negative aspects of the collaboration. Technology helps collaboration and respects different learning styles.

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Low level of collaboration activity.
Students were divided into groups of 3 and had to use a site to find out the 10 top attractions in Dublin and decide why they were worth visiting, prices and opening times. They had to complete a grid. As they didn't manage to finish their work in 1 hour at school they went on collaborating from home putting their material on google drive. Then they had to present their work to the class.
High level collaboration activity.
A group of Australian students were staying with us for 3 weeks. Students divided in groups had to take them to Genoa and show them the Medieval part of the city. They had to collaborate in finding what to show them and what language to use. Then they had to actually take the group of students to Genoa and pretend to be tourist guides. In this way they studied Medieval art which was part of their curriculum with their art teacher, then present their work in a real life context to heir guests in English. It was an "alternanza scuola lavoro project" at the same time.

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Teachers need to collaborate intersdisciplinary and use a shared metalanguage to design activities to develop important collaboration skills such as:
1. negotiation
2. conflict resolution
3. agreement on what has to be done
4. distribution of tasks
5. listening to the ideas of others
6. integration of ideas into a coherent whole. Technology can help develop these abilities in students.

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COLLABORATION RUBRIC
1) Are SS required to work in pairs / groups? No code 1 Yes code 2
2) Have they got shared responsibility? No code 2 yes code 3
3) Do they have to make substantive decisions? No code 3 yes code 4
4) Is their work interdependent? No code 4 yes code 5
Make sure SS can demonstrate they were working in pairs, shared responsblities etc.
USE THE RUBRIC BEFORE YOU DESIGN AN ACTIVITY

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THE 4 COLLABORATION QUESTIONS.
1) Are they working together?  (pairs, groups to solve problems or create a product or to discuss an issue 1 with other students, 2 other people in school 3 experts outside school)?
2) Do they have shared responsibility? a common product or a common design a common response? They have to collectively own the work and be mutually responsible for the outcome.
3) Are they making substantive decisions?
resolve important issues about content, process or product?
4) Is their work interdependent?

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LEARNING SCENARIOS
1) DREAM - when ss brainstorn, think freely and share ideas
2) EXPLORE - when they collect info
3) MAP - when they structure ideas and understand how they are related
4) MAKE - when they develop and create a prodct
5) ASK - when they find more material or ask experts
6) REMAKE - revisit the product integrating the new findings
7) SHOW - publish or present their work

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LOW COLLABORATION ACTIVITY
My activity about the top 10 attractions in Dublin is actually a code 5 activity as SS are required to work in groups, share responsibility, make substantive decisions together as for deciding which attraction is their n° 1 which is n° 2 etc, and their work is interdependent because each member of the group is supposed to be able to illustrate the attractions they've chosen.

HIGH COLLABORATION ACTIVITY
The actiity with the Australian students: it is actually another code 5 because each group shared the responsibility of their choices both from the point of view of content and language and made all the decisions together. Moreover it is responsible for the illustration of the final product to their guests.

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Kinds of assessment:
Formative: helps imrove teaching strategies
Self assessment: focuses on individual commitment motivation, engagement in team work
Summative: formulates academic record of SS learning process. IT SHOULD CONSIDER SS WORK AS A WHOLE TOO.
Individual assessment + group assessment and group functionalities is a very good idea to develop SS critical thinking.

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MODULE 3.3 NICE RUBRIC USED TO ASSESS PROJECTS

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MODULE 3.3 NICE RUBRIC USED TO ASSESS PROJECTS

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For each student assess: creativity
authonomy
cooperation
quality of workpresentation of project
with a scale from 1 to5.
PROCESS SHOULD BE ASSESSED AS WELL AS PRODUCT when grading SS performance

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WHAT AND HOW TO ASSESS
WHAT
1) individual or collective learniing outcomes
2) teamwork or group work (more important than 1)
3) methodological process
4) product
5) a mix of targets.
HOW
USING RUBRICS
with a list of criteria and grades. Rubrics must be clear, easy, T expectations must be clear in order to improve SS performance.
First T should decide the level of knowledge, establish assessment criteria and progress levels (generally 4)
It is a good idea to involve SS in designing rubrics.
CRITERIA
focus on task
mutual help
responbility and reliability
team leader performance
team reporter performane
team organizer performance
team researcher performance

CHECKLISTS
must be short, accurate easy well targeted and practical. They should define the PURPOSE of the activity with no more than 5 to 10 items and no more than 1 page. Dream, explore, map make ask remake and show for example.

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Self- and peer assessment can help students to move away from seeing teachers as the only source of judgement on the quality of their learning, thereby helping them to become more independent learners.
Simple clear and practical rubrics
1 factual
2 conceptual
3 procedural
4 metacognitive (explanations)
Self and peer assessment  combined together imply being responsible.
1 ) reduces friendship dependency  2) reduces benefit of the dominators
3) reduces parasitism.
It differenciates individual participation.
DIAGNOSTIC  ASSESSMENT.
1) ability to negociate
2) ability to persuade others
3) ability to integrate ideas from others
4) ability to respect

1.  unusual viewpoints and     inventive ideas

2. originality

3. individual handicaps

Assessment should be discreet: T observes and SS don't know exactly when they will be assessed.
A percentage weight to individual assessment will be part of the summative assessment related to collaborative work.

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MODULE 3.4                             Wow project about Shakespeare... Anna Laghigna I want to know you....

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MODULE 3.4                             Wow project about Shakespeare... Anna Laghigna I want to know you....

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https://youtu.be/0tB9M1L3lEQ