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It's a useful rubric for the assessment according the Italian national syllabus

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4.4 The benefits and challenges of teacher collaboration

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4.4 The benefits and challenges of teacher collaboration

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Completely agree. Professor Butler turned in words my thoughts. Nevertheless my  school reality is different.
This year I'm trying to collaborate with other teachers on the same topic in my school and I think it's the first time.I'm leading the team and we are planning on "curriculum mapping"
I usually cooperate virtually outside the school on my own subject  with European schools on the etwinning platform and some years ago in  an amazing Comenius project. I can tell that they always are positive experiences that really "energise me".

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4.3 A secondary teacher’s experience of teacher collaboration

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4.3 A secondary teacher’s experience of teacher collaboration

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I have been using European collaboration as a teaching and learning tool since 2008. I have participated in some online projects on the etwinning platform. It's a real great approach to me and my students. I always search new ways to engage my students. I've never heard about some of the platforms mentioned by Reyhan and I agree that not all teachers have the required skills to take a advantages of digital technologies. Besides I think that all the emerging digital technologies can be efficienty to help teachers to collaborate but the real problem is the wish changing

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3.8 Answers to teachers’ questions on assessing collaborative learning

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3.8 Answers to teachers’ questions on assessing collaborative learning

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Collaborative teaching and learning | Expert answers to teachers’ questions on assessment

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3.6 Collaborative learning and student peer reviews

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3.6 Collaborative learning and student peer reviews

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Anna is a brilliant teacher and I agree with her different approaches.
Anyway,  I'd like to highlight her  precious words ".....As a teacher, the biggest challenge in collaborative learning lies in summative assessment. Many of us will agree that marking is the worst task in our job! It's tough at times to persuade kids that they should not identify with "the mark" and feel frustrated. A mark may gauge the level of an individual performance, for for sure not a human being as a whole! Personally, I have often felt miserable when I must assess my students' job, especially when they have put so much of themselves in their work and still it is insufficient! I think that once you start working as a guide and a facilitator, you soon come to realise that our current system is not yet suitable for that: you cannot be coach and referee at the same time. If you are a coach, you obviously feel like part of a team! "

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Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

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3.5 An ICT teacher’s experience of assessing students’ collaborative learning

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3.5 An ICT teacher’s experience of assessing students’ collaborative learning

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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3.4 : A sports teacher's experience of assessing collaborative learning

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3.4 : A sports teacher's experience of assessing collaborative learning

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I think Chrysa's assessment methods sound very interesting . I have appreciated the peer assessment questions because even if the pupils are very young they reflect about their work

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3.3 Assessment for improving collaborative learning

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3.3 Assessment for improving collaborative learning

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I don't think my assessment of collaborative  work sometimes discourage my students because I have the habit  to evaluate every performance and they know them. If I don't do it they ask me the grade or the sticker.

I try to take into account the learning outcomes to collaborative work such as my etwinning projects in the summative assessment

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Great tool the scenario template and  very inspiring the example scenarios . Anyway,   I don't know exactly as I might adapt  them in my context. I need to study and think better

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Professor Deirdre Butler's rubric could be very useful in helping to understand the type and quality of collaboration taking place in the learning activities  but I've never used it so I can't tell about the advantages or disadvantages of it. I'll try it as soon as possiblr

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I think that the 4 major questions presented by Professor Deirdre are very useful to design a collaborative learning activity and when I ask my students to work together I always pay attention if they are really working together, if they have shared responsibility and if their work is interdipendent

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Low collaboration in my teaching.

Students usually  learn by heart a dialogue with different parts and they have to do a role-play about it  in a group. Each of them has got a role to act. So each of them must work well if the group can reach the  goal.

High cooperation in my teaching

For an etwinning project  my students had to make a video to present their town to the partners. Students  worked in group, each group had got an area of the town. They discussed an issue,  solved a problem and created their own product. Students  worked  together face to face or by using technology ( their own devises) to share ideas or resourses.  Before starting working they negotiated what to do, they agreed on what to do, they listened to the ideas of the others and they tried to integrate of ideas into a whole. The students’  final product required all students’ contribution in order for the team to succeed.  The role of each student was essential for the team

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I started thinking about the cooperative learning watching  this video

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I started thinking about the cooperative learning watching  this video

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1.3 Collaborative learning through project-based learning

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1.3 Collaborative learning through project-based learning

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I carry out  similar exercises to the "circle time" when we discuss how the group work went and I try to capture the positive and negative aspect of the activity but above all to understand if the students' collaboration worked . This kind of "evaluation" of an activity looks like very useful to know about the learning process, too. I really agree about the statement the technology is useful in class even if I think  not only for the collaborative practises

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Collaborative teaching & learning | Collaborative learning through project-based learning

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Module 1.2 Collaborative learning in a flexible classroom

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Module 1.2 Collaborative learning in a flexible classroom

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I'd like to work in a 3.0 classrom with a different environment and all the technological tools I need but in my class the desks are aligned in rows and it's difficult sometimes to use the lab where there is the Interactive whiteboard. Anyway,  we try to work in groups even for simple games or for  simple activities. Students support each other  and the classroom becomes more cohesive. Students enjoy this kind of lesson.

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Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

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Collaborative learning is  when students at various way work together in small groups to reach a common goal, The teacher is just the facilitator for learning. Working on the etwinning platform I use this approach and it's difficult to manage