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I think the rubric Professor Butler explained is a very useful tool, because it is very essential and can be applied to every activity we plan. When I started teaching, the most difficult part to me was the planning, because I had no rubric to help me, so I had to create something I could use by myself, which can sometimes be a little self-referential.

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I think the 4 questions presented by Professor Butler are definitely useful while planning a collaborative learning  activity, and I also think that we should always ask ourselves this kind of question while planning every kind of learning activity. Maybe the most important part was the last sentence : "please
don’t design tasks in the beginning that actually leave them overwhelmed. You have to build up their
expertise"... I think that sometimes we tend to forget that they are still learning!

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Ways students can collaborate.

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2.1 Embedding collaborative learning into lesson design

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2.1 Embedding collaborative learning into lesson design

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Module 2: How can you design collaborative learning in the classroom?

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Module 2: How can you design collaborative learning in the classroom?

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I think the most important part of Professor Butler's speech is the "speaking the same language" part: we definitely need to understand each other if we want to design effective activities or planning.
It also seems to me that each of us faced collaborative issues with our colleagues, which in my opinion could mean that collaborative skills aren't enough if we don't share the same language!
About collaborative skills in particular, I think that even if some people is surely gifted with them from the birth, it is possible (and desirable!) to train and develop these skills.
Technology can surely support us in developing them, but I think that using too much technology could have the opposite result, as it often drives people more to isolation than to real interaction.

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Hello! I currently work at the Liceo Scientifico "G. Spano" in Sassari, Sardinia, Italy. This is our website. http://www.liceospano.sassari.it/

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Hello! I currently work at the Liceo Scientifico "G. Spano" in Sassari, Sardinia, Italy. This is our website. http://www.liceospano.sassari.it/

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Most part of the Italian traditional way of teaching involve a low level of collaboration activity by students. I sometimes use myself the so-called socratic lesson, which allows the class to quickly gain some knowledge and which requires less efforts by students (as they told me). It is sometimes useful also because Italian education system doesn't recognise student collaboration the same relevance as individual work yet.
High Collaboration level Activity
During one of our CLIL lessons I organized a jigsaw activity which required various level of collaboration: in the first part, groups of students, homogenous in their language knowledge, had to recreate a text through a running dictation, then they had to answer some questions and write a little summery.
There were 3 different texts, because at the end of the first activity we create new groups with people from each of the previous groups and they had to cooperate in order to create a final text

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Reflect on your current learning activities

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Reflect on your current learning activities

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A History & Geography teacher’s experience of collaborative learning

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A History & Geography teacher’s experience of collaborative learning

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In my experience, it is difficult to guarantee the quality of collaboration if you don't (or can't) choose carefully the people you collaborate with, because leaving the "teaching comfort zone" is always stressing and some colleagues aren't ready for it, yet (sometimes I'm not ready too! ).
Nevertheless, 90% of my collaborating teaching experiences have been interesting, challenging and very enjoyable, which is why I try to have other similar experiences and I propose them to my students. Sometimes it may be difficult to manage students' group work,  but when they are accustomed to this kind of work, they'll ask for it and they will behave better and better!

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A foreign language teacher’s experience of collaborative learning

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A foreign language teacher’s experience of collaborative learning

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In my experience, while collaborative learning is often enjoyed by the students, it is sometimes difficult to manage teenagers' behaviour, which can sometimes be a little too exuberant. In order to monitor teamwork, I use the rubric I give the students at the beginning of every new activity and sometimes I use IT, such as the feedback tools of some webware (nearpod) or educational platform (moodle, edmodo)

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I have sometimes used a similar activity while experimenting Flipped Classroom methodology and it was a very powerful methodology. Plus, students (teenagers) really enjoyed it and asked for more similar activities! I think that technology can definitely be useful in class, but it also requires a strict time planning, because it can also become distracting and there's the risk that students see the use of smartphones/tablets as the aim instead of the means.

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Module 1: What is collaborative learning?

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Module 1: What is collaborative learning?

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Collaborative learning in a flexible classroom

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Collaborative learning in a flexible classroom

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In general, our classroom setting is quite traditional and old-fashioned, but sometimes we can rearrange our furniture to be more collaboration friendly. It is important to highlight that IT  can really help to set a collaborative classroom environment.

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Collaborative and cooperative learning is a good way to develop essential skills like leadership competences, self-evaluation, listening skills, team working skills, that are now required to everyone. It is also a good way to make lessons more fascinating for teenagers!

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Video per imparare a usare Learning Designer... I might need to rewatch it!

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this is the link to our zeemap

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Hi, I'm Roberta, an Italian Teacher. I teach humanities at the high school, I'm also interested  in IT and CLIL.

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Hi, I'm Roberta, an Italian Teacher. I teach humanities at the high school, I'm also interested  in IT and CLIL.