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Eurydice Report (2015). The Teaching Profession in Europe

CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

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4.8a Module 4 Learning Activity in English

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4.8a Module 4 Learning Activity in English

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Here is my lesson plan.: https://v.gd/airHQD

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4.6 How technology can facilitate teacher collaboration

Creating a Culture of Collaboration Through Technology Integration

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4.4 The benefits and challenges of teacher collaboration
I agree with Prof Butler on the benefits of teacher collaboration.
Being able to collaborate leads us to be more critical about ourselves and feedback from our peers may contribut to this too.
Collaborating is really challenging: it challenge our beliefs, our assumptions, our way of face challenge itself.
Collaboration between teachers has been increasing in schools. However, the lack of time and often the lack of knowledge of tools that would facilitate collaboration still remain are the huge obstacle.

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4.1.1 Q&A Session with Prof. Deirdre Butler!

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4.1.1 Q&A Session with Prof. Deirdre Butler!

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Great!!! Many thanks, Prof. Deidre!

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Questions and Answers session with Prof. Deirdre Butler

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Module 4: How can teacher collaboration facilitate collaborative learning? 

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Module 4: How can teacher collaboration facilitate collaborative learning? 

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This module is all about teacher collaboration.

The learning objectives for this module are:

1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them

2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish

3. Understand how technology can facilitate teacher collaboration

4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.

5. Peer review the collaborative learning lesson plans of two course participants.

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3.7 Collaborative learning - What to assess and how?

A few years ago, my students carried out a project of building an ePortfolio using Google Sites. The result was brilliant and the students loved it a lot.
Students work was assessed through rubrics I constructed with my colleagues involved in the project. At the beginig it was not easy to make the other teachers to get used to rubrics for assessment. Later on, they realized that this tool ensure objectivity for students and for teachers.

3.8 Answers to teachers’ questions on assessing collaborative learning

Dr. Luis Valente suggests self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners.
I do you agree, because I've already tried it and it worked very well.
I totally agree when Dr. Luis Valente suggests to assign a percentage weight to individual assessment as part of the summative assessment related to collaborative work.

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3.3 Assessment for improving collaborative learning

-> The principles of assessment for improving collaborative learning, based on the CO-LAB Assessment Guidelines - Formative assessment, self-assessment and summative assessment in relation to the assessment of collaborative learning.

My opinion about questions on Padllet is already mentioned in 2.3.

3.6 Collaborative learning and student peer reviews

I agree with Anna when she prefers to use a random name picking tool for peer assessment.
Usually I form groups depending on the task that students have to perform. Each group has between 3-4 students and I let students choose with whom they want to work. But there is one golden rule: no one can be left aside. Sometimes the collaborative work does not always run smoothly and as I allways ask them to do a reflection on what went well and what went less well or how it could have gone better, students themselves look for new partners for the following tasks. I think that promote reflection on how the group worked is very important because students realize that there are different work processes, know each other better and learn how to work with colleagues who also have different ways of working. Allowing students to choose the groups, after reflecting on how they've worked, only helps them to grow and to take responsibility for what they do and choose.
On the other hand, it is always very difficult to define the learning style of a student, as well as it is also difficult to be sure if we even know as we are always fully aware of how we learn best. It depends on the task we have to perform, the level of knowledge we have on the subject, it depends largely on the motivation we have at that moment... So, allowing students to be assessed with different tools may help ensure objectivity and be more likely to encourage useful and constructive feedback among peers and give a more objective perspective to the teacher.

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Module 3: How can you assess collaborative learning? 

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Module 3: How can you assess collaborative learning? 

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This module looks at how to effectively assess collaborative learning. The module starts with an introductory video on the principles of assessment for improving collaborative learning, and is later followed by a video focusing on how to assess collaborative learning using rubrics and checklists.

The learning objectives for this module are:

1. Understand the principles of assessing collaborative learning

2. Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available

3. Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning

5. Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

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Collaboration Rubric:
-> Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics

Learning Scenario Template:
-> Learning_Scenario_template

6 Example Learning Scenarios:
-> Collaborative work - Towards a healthy city (CCL, Europe), (Polish translation)
-> iGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)
-> Personalisation – Topic: friction (CCL, Europe), (Polish translation)
-> Flipped Classroom (CCL, Europe), (Polish translation)
-> Art & Music - Creating an exhibition (NCCA, Ireland), (Polish translation)
-> Asteroids, impacts and craters (NCCA, Ireland), (Polish translation)

Resources for the 'Asteroids, impacts and craters' learning scenario:
-> Asteroids Scenario Resource: Fact Sheet
-> Asteroids Scenario Resource: Glosssary of Terms
-> Asteroids Scenario Resource: Physics PowerPoint Presentation
-> Asteroids Scenario Resource: Peer Assessment Sheet

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2.5 Collaborative learning scenarios
Yes, I already knew the concept of learning scenarios through Future Classroom Scenarios MOOC.
I like this template to create collaborative learning activities. It is always quite challenging to use it, because every stage should be carefully outlined to keep students motivated, involved and to foster self confidence throughout the whole fases of the learning process.

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2.4 21 CLD Collaboration Rubric
When I give some collaborative work to  the students, the document with the guidelines includes the form of assessment and criteria and tools that I will use and that they will also use at the end of the activity.
The most difficult challenge when it comes to assessing group work is to make a fair assessment and in accordance with the work that each student effectively performed.
Usually, I watch their behavior, how they interact with each other, and how they get involved in the task(s). But I think that it is very important for the teacher to be aware of what each student really learned and to what extent the group truly worked in collaboration. So I try that they reflect on their performance along the way.

I like this Rubric that I often adapt for students to self-assess after they finish their work.

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2.2 Embedding collaborative learning into lesson design
Yes, it's important to have a shared language concerning to what we mean by collaborative learning, as well as the fact that having collaborative skills is not a personality trait and can be develloped by learning activities designed to develop these skills in students.
Moreover, we must keep in mind the changes technology has brought upon our learning habits and even in the way we mentally process the information. Technology is changing the mental processes of our students and I think we should be increasingly informed and aware of that fact.

2.3 The 4 Collaboration Questions

For each collaborative activity, I give students a guide with objectives, tasks (which they must decide how to perform), resources and time setting for each task. I agree that they "must collectively own the work and be mutually reaponsible for its outcome". If they are supposed to present the work to colleagues,  they should choose the tool they'll use and explain to me the reason for the choice. I try to monitor and scaffold the work of each group, to avoid delays or some other problem. Additionally, students are clearly informed of all the assessment process and are given all the items of evaluation I use, so that they can guide and verify whether they are accomplish the work or not. I worry in offering exciting activities and give them some freedom to promote creativity and imagination, so that they feel engaged.
At the end, I allways ask a reflection on the process.

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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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This module looks at how to effectively design and implement collaborative learning and how to embed collaborative learning into lesson design.
The learning objectives for this module are:

1. Understand how to embed collaborative learning into lesson design

2. Appreciate the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work

3. Understand how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities

4. Assess the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

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-> Young Portuguese pupils' opinions about collaborative learning  [video]
-> Creative Classroom Lab Project, 2013. Collaboration learning model, University of Minho.
-> Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), pp. 7-55.
-> Prince, M., (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93 (3), pp. 223–231
-> Learning in groups: A handbook for face-to-face and online environments

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1.2 Collaborative learning in a flexible classroom

1.3 Collaborative learning through project-based learning

My opinion: yes, I do agree that ‘Technology becomes useful in class especially when collaborative practices are used’. Usually I form groups depending on the task that students have to perform. Each group has between 3-4 students and I let students choose with whom they want to work. But there is one golden rule: no one can be left aside. Sometimes the collaborative work does not always run smoothly and as I allways ask them to do a reflection on what went well and what went less well or how it could have gone better, students themselves look for new partners for the following tasks. I think that promote reflection on how the group worked is very important because students realize that there are different work processes, know each other better and learn how to work with colleagues who also have different ways of working. Allowing students to choose the groups, after reflecting on how they've worked, only helps them to grow and to take responsibility for what they do and choose.

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Module 1: What is collaborative learning? 

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Module 1: What is collaborative learning? 

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The learning objectives for this module:

1. Understand the full meaning of collaborative learning, and that it requires more than teachers simply putting students in groups

2. Appreciate the key benefits collaborative learning can bring to students and the specific skills it helps develop

3. Appreciate how collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning

4. Create a personal Learning Diary to log learning activities, reflections and resources from the course.

5. Reflect in your Learning Diary on two learning activities and whether they require a low or high level of collaboration from students.

This introductory module looks at what exactly is meant by collaboration in an educational context. We hear from our Irish expert on the topic, Professor Deirdre Butler, followed by some concrete examples of what collaborative learning can look like in a flexible, interactive classroom as well as in project-based learning.

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The the course timeline of our learning journey.

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I've been teaching  Portuguese Language and Literature in a secondary school [for 30 years] in Cantanhede, a small town in the center of Portugal, near Coimbra.
Students are 16-18 aged.
Usually, I use ICT in teaching and learning process and I started experiencing using tablets in the classroom, with students, in the last year.
The school is equipped with a computer and a projector in each classroom and I may say the internet connection is good.

Escola Secundária Lima-de-Faria

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... is my name.
I'm Portuguese, from Cantanhede.
I like reading, travelling, going to the beach, looking at the sea, dreaming by the the sunset...
I love cats, flowers, cooking... and sleep!
I'm a fan of technology for teaching and learning ... and entertainment

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Students required skills for the 21st century