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I am an English tearcher for 20 years. I work in a secondary school for aged 15-18 . In 20 years I have changed a lot as a consequence of the developing technologies.We were using video player, cassette players , cd players but now we are not teaching the same kids as the ones 20 years ago. Education is more indivdual and student-centered.

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https://www.surveymonkey.co.uk/r/9RTLS7B

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How can teachers empower students to learn? This course will show me:

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How can teachers empower students to learn? This course will show me:

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- how to encourage your students to make links between their formal, non-formal and informal learning experiences;

- how to empower your students by encouraging them to identify their own learning styles and abilities;

- how to make your teaching more relevant and inclusive by personalising it based on your students’ needs and interests;

- how to organise group work with your students that enables you to develop 21st-century skills (such as problem-solving, creativity, etc.) and to explore new learning spaces.

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1. The learning taking place in non-formal and informal learning settings can be powerful, as these settings stress the practical value of learning.

2. Non-formal education focuses on the process, the emotion that it brings out in you and how you are learning.

3. Non-formal and informal learning settings can unlock students’ creative potential.

4. Enabling students to create links between the learning in different learning settingscan empower them to become the drivers of their own learning (foster students’ autonomy and active participation) and make their learning more enjoyable and fruitful.

5. Students that can integrate informal learning experiences (own interests) into their formal learning in the classroom will be more motivated to learn in class.

6. Non-formal and informal learning approaches help to focus on the benefit of new learning spaces outside of the classroom, both inside and outside the school.

7. Likewise, students learning 21st-century skills such as learning to learn and collaborating with others can also use these new skills in informal learning settings outside of school.

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Building bridges between formal and informal learning

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Building bridges between formal and informal learning

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reflect on my own learning and that of my students;

learn about the concepts of formal, non-formal and informal learning;

discuss how to create links between these learning settings in order to empower your students’ learning.

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Students’ learning experiences in non-formal and informal settings can be important for their learning at school

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Students’ learning experiences in non-formal and informal settings can be important for their learning at school

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1. The learning taking place there can be powerful as these settings stress the practical value of learning.

2. Non-formal education focuses on the process, the emotion that it brings out in you and how you are learning.

3. Non-formal and informal learning settings can unlock students’ creative potential.

4. Fostering such learning can support more flexibility, both at the level of personal relationships between teachers and students, and the actual teaching and learning process.

5. Enabling students to create links between the learning in different settings can empower them to become the drivers of their own learning (foster students’ autonomy and active participation) and make their learning more enjoyable and fruitful.

6. Students that can integrate informal learning experiences (own interests) into their formal learning in the classroom will be more motivated to learn in class.

7. Non-formal and informal learning approaches help to focus on the benefit of new learning spaces outside of the classroom, both inside and outside the school.

8. Likewise, students learning 21st-century skills such as learning to learn and collaborating with others can also use these new skills in informal learning settings outside of school.

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What are your own students’ interests and learning preferences? Do you think that you already know them for all or some of your students? How do you think you could find out more?

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What are your own students’ interests and learning preferences? Do you think that you already know them for all or some of your students? How do you think you could find out more?

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They are interested in singing doing puzzles school trips being more social working with friends using mobile phones being outside in garden some like to be alone and just read and listen .
I know most of my students . We have crowded classes.
I find by trying different lesson plans and methods and techiniques and observe and evaluate reactions.
I can use a questionnaire or a survey.

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Think of three instances when you learned something in a formal, non-formal or informal way

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Think of three instances when you learned something in a formal, non-formal or informal way

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Formal studying English to be an English teacher
Informal joining a MOOC
Non-formal a new technique to make strawbwrry jam wile chatting with friends

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Formal school, curricullum, timetables,exams, teaching-studying, testing, monitored and assessed, obligatory
Non-formal planned, not at school, voluntary, self analysed, group evaluation; learning a new language on youtube
Informal it takes place everywhere at home on a picnic .We can't see the results immediately. Results take time.

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Linking non-formal/informal learning & formal learning

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Linking non-formal/informal learning & formal learning

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How can we help students to create synergies between their learning in different learning settings?

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How do you think different learning settings could be linked better, generally speaking and specifically for your students?

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How do you think different learning settings could be linked better, generally speaking and specifically for your students?

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Ict is essential.Nowadays they are more intersted in technologies. They also read online books. So the classic classroom is not enough.They can find more resources on net.They can watch lesson videos at home and learn. Subject are all about life .Thus we need them to reach the real situations.Virtual reality may be used .My students like being out of class and games, songs, funny videos.I try to bring more joy in to my class.I want them to leave the class in happiness and of course with knowledge

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 Strategies to empower students in their formal & informal learning

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 Strategies to empower students in their formal & informal learning

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Concrete teaching strategies that can empower your students to learn in their own time.

Diana Rhoten, Social Science Research Council based in New York,how  to spark children’s interest.
https://youtu.be/rBN4j4rZgrc

how to move towards students’ ownership of their learning
https://youtu.be/BYBJQ5rIFjA

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Both videos mention some concrete ideas such as the slogan “consumption, production, participation”, the importance of (online) communities, and moving from the teacher asking all the questions to the students asking their own questions. Starting from those ideas, what would you like to do to empower your students to learn? Try to describe 1 or 2 concrete ideas that you could implement in your own classroom.

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Both videos mention some concrete ideas such as the slogan “consumption, production, participation”, the importance of (online) communities, and moving from the teacher asking all the questions to the students asking their own questions. Starting from those ideas, what would you like to do to empower your students to learn? Try to describe 1 or 2 concrete ideas that you could implement in your own classroom.

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I'd like to use web tools more.I would also maybe the first thing organize my classes not for testing like calculating exam points.Instead I make them all imrove themselves in their own pace slow or fast.So they won't feel inadequate when they see the better ones in class.

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Can you share the story of one student who struggled to get good grades, but succeeded in another field? How did you / could you help the student?

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Can you share the story of one student who struggled to get good grades, but succeeded in another field? How did you / could you help the student?

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One of my students was not good at English but found out that he is good at engineering. He likes fixing things and thinking about other ways to use things or solutions for scientific problems.We went to a science fair as a school trip and this sparked him.Now he is developing projects for competitions.

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Implementing personalised learning approaches can help students to become drivers of their own learning

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Implementing personalised learning approaches can help students to become drivers of their own learning

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learn about the concept of personalised learning

learn how to empower your students to learn according to their own abilities & learning preferences

learn how to adapt your teaching based on your students’ learning preferences

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What is personalised learning?

Question Title

*

Which of the following definitions of personalised learning do you like best?

The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University

You want the student to reach for more. You want to excite him or her to go home and go on the Internet and search for more information about XYZ. That to me is personalised learning. – Tahnja Wilson, Arizona State University

Personalised learning is learning that promotes and encourages both students and faculty to own and express their agency, to have more control and be more engaged in the decision-making processes. – David Wiley, Lumen Learning

One of the ways is actually paying attention to individual learners, to their knowledge, to their abilities, to their course through life, and that is what personalised learning is, really the entire enterprise of education on the individual learners. – Bryan Alexander, Bryan Alexander Consulting

It is about first identifying what a student needs – it could be academically, it could be in support services – and then being able to provide those kind of key interventions or outreach to that student. – Shannon Mccarty, Rio Salado College

Personalised learning is that we can really tailor that learning experience to each individual learner. – Tristan Denley, Tenesse Board of Regents

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https://youtu.be/ClVe2-68ygM

https://youtu.be/8wDw33NLuT0

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https://www.surveymonkey.com/results/SM-BWLCTBK6L/

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2.3 Formative assessment – identifying what your students know and need

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2.3 Formative assessment – identifying what your students know and need

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Aspects of formative assessment and why formative assessment is relevant
https://youtu.be/d5QT5EeyFsU

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Formative Assessment in the Classroom

Inform knowledge

Inform and redirect practice

Provide immediate feedback for teachers and students

Occur frequently

Provide useful data

Be ongoing and embedded

Include formal and informal assessments of knowledge

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5 Ways to Quickly Check for Student Understanding

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5 Ways to Quickly Check for Student Understanding

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Thumbs up/Thumbs Down (or 1, 2, 3) | Wondering if your class is ready to move on? Just ask. It doesn’t have to be complicated, show a thumbs up for solid understanding and a thumbs down for additional support.
Colored Cups | A variety of tools can be used here, but Solo cups or post it notes work great. Each student should have a red, yellow, and green cup. Throughout the lesson, students can use the cups to let you know where they are in their understanding. Green, ready to move on or needs a challenge, yellow indicates a level of confusion, and red tells you the student is struggling.
Mid Lesson “exit slips” with Mini Whiteboards | Traditional exit slips wait until the end of the class to ask a couple questions that will tell teachers what material sunk in and what needed to be reviewed. Why wait until the end of the class? Pick a question that will be easy for you to review quickly and assess understanding on the spot. Determine and prepare these questions ahead of time.
If you don’t have mini white boards you can even just use a blank piece of paper. Ask a question, and have students show your answer. Adjust your game plan based on what you see.
Polling | If you are in a 1:1 classroom, use polling software, such as polleverywhere or todaysmeet to ask classwide information.
Auto-graded Assessments | Use a tool like OpenEd to assign students independent assessments. The platform will autograde and provide results as well as recommendations support. The advantage to an auto-graded assessment is the personalized recommended next steps for students based on formative assessment results.

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Technology as a Tool for Efficient Formative Assessment

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Technology as a Tool for Efficient Formative Assessment

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https://youtu.be/bYXFvYxYmcM

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2.5 Fostering student agency (more autonomy in learning)

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2.5 Fostering student agency (more autonomy in learning)

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https://youtu.be/GExtTQytNNo
Give students voice and choice in the process
Let the students seek answers independently
Make time for reflection and revision
Have students track their own progress
Role of a teacher
https://youtu.be/UmfxYvhxfsI
Craft the environment
Facilitator and gives feedback immediately
Teach learn altogether
Work in groups

1. Personalized learning is: Incorporating Self-Reflection and Goal-Setting
2. Personalized Learning is: Flexible & Intentional Master Schedules
3. Personalized Learning is: Using Digital Content and Tools in a Purposeful Way
4. Personalized Learning is: Incorporating Personalized Playlists
5. Personalized Learning is: Planning for Flexible Seating
6. Personalized Learning is: Involving Students in Grading Conversations

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We already asked you in the first module what you know about your students’ interests and learning preferences. Now we would like you to consider: How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? After you've answered, browse through your colleagues’ contributions and "like" at least 2 others that you find particularly inspiring.

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We already asked you in the first module what you know about your students’ interests and learning preferences. Now we would like you to consider: How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? After you've answered, browse through your colleagues’ contributions and "like" at least 2 others that you find particularly inspiring.

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I share a self-evaluation or a group evaluation form.I take time to grade and give feedback .Now I know what to do and how I will be able to do it using technology.

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Identify some criteria for effective personalised learning, and comment on the criteria added by your peers.

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Identify some criteria for effective personalised learning, and comment on the criteria added by your peers.

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Group work, flexible class, assessing themselves

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Student agency is best achieved through trust and a rapid transition to full independence in their work. Too much scaffolding and support makes students dependent and passive. Discuss! 

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Student agency is best achieved through trust and a rapid transition to full independence in their work. Too much scaffolding and support makes students dependent and passive. Discuss! 

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That's true. .It means the teacher is in the center and all responsibility is on teachers.We wouldn't let them think free although they are different from each other.We want them to look through only one window and see the same thing as we do

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Steps:

1. Students need to set learning goals for the objectives as well as create periodic milestones for progress. There are several resources for creating plans and checklists. Briefly look at each of the below resources. Students can use these individually, or the teacher can ask the class to identify areas of curiosity and interest using one of these resources. See the Padlet example created by Jan Harding.

Resource Name |  Age Level |      Description
lino | K-12 | Lino is an online sticky note service that is used to post memos, to-do lists, ideas, and photos anywhere on an online web canvas. It allows you to collaborate with others. Click on Give It A Shot to try this free online tool. You can also see a lino on How To Lino. Lino is available as an app for multiple platforms.
Padlet | 3-12 | Padlet is a virtual wall that lets you post ideas and topics like a bulletin board. You can then share the images, videos, documents, and text to and from multiple devices. These can easily be shared on social network sites, by email, or embedded on a webpage or blog. Others can subscribe to your Padlet page.
Trello |  K-12 | Trello is a community board you set up where you can put notes, questions, and to-do lists for others to read and to respond. It is available as a web application, an iPad and iPhone app, and an Android app. Many of the features are outlined on this tutorial Trello board.

2. Students can learn by viewing videos and listening to podcasts. Check out at least two of these resources. They can also view presentations (e.g. Power Point, Prezi, etc.), read articles or texts you assign, participate in discussion boards online, etc. (Consider using a Learning Management System such as Schoology, Blackboard, Moodle, or Edmodo to house some of your learning artifacts for students). Many teachers have students participate in station activities to get the information needed to create their learning artifacts.

Resource Name |  Age Level |      Description
Teacher Tube

|  K-12 | A safe educational video community for students, teachers and parents
PBS Learning Media

|  K-12 | There are thousands of digital resources to choose from here. (Videos, games, audio, photos, lesson plans and more)
YouTube

|  K-12 | Check out the YouTube for Education page. You can create your own channel and download videos to use in your classroom. Be sure to follow the copyright and fair use rules covered earlier in Be Legal and Fair.
iTunes U |  K-12 | iTunesU is a portal of educational content in both audio and video formats available for play using the iTunes media player. Content includes lessons, course materials and more. Over 600 universities have active iTunesU sites, and distribute their content publicly at the iTunes Store. To access iTunesU, launch and search through iTunes.
50 Educational
Podcasts |  K-12 | This is a listing of 50 educational podcasts from NPR to Grammar Girl.

3. Creating Flexible Learning Paths for students is a step toward personalizing learning. As students spend time in a personalized classroom, they can begin to develop their own learning pathways. Here is an example of a teacher created Flexible Learning Path.  Consider having students develop their own once they become familiar with personalized learning.

Assessment is extremely important in assuring student success. Students need some form of direction and feedback. Feedback needs to be timely as well as constructive. Assessment can take many forms. Check out the sites below for ideas for assessment.

a. Edulastic was launched in 2014 and has personalized powerful assessments for students. There are two versions, a free version, or an enterprise version for districts. Teachers can create customized next-generation assessments with items from publishers or from their own curriculum. They can choose from drag & drop, sentence response, graphing and more than 40 other technology-enhanced question types. Like Quizalize, teachers will receive a report showing where they can adapt instruction.

b. Next check out Quizhub. There are 100's of interactive quiz games for students in many different curricular areas. The site is subscription based, but students can play the games for free by clicking on them.

c.  There are many interactive practice sites for students. They can be used for practice, remediation, formative or summative purposes. To check out additional resources go to Evaluation & Assessment 21Thing 17.

4. The resources above are just the tip of the iceberg. Resources will continue being developed to assist in creating personal learning paths. In the 21 Things course we test out each resource and provide those that we think are tried and true.

For your assignment in this section, choose one resource from each section above that would be helpful as you go through your own learning path. Share the resources with your instructor that you would use to assist in your own learning path.

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Together we stand, divided we fall.
Pink Floyd, Hey You

1. learn what collaborative learning is

2. reflect on your own classroom practice on the basis of concrete classroom examples

3. explore the link between personalised and collaborative learning approaches

4. reflect on the role of learning spaces for collaborative learning

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https://youtu.be/fY4svg71_B4
Teamwork that provides
problemsolving
communication
negotiation
exchange
coordination
monitoring
adaptation of strategies

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Benefits of collaborative learning

https://youtu.be/eRtQUKSdxrM
Develops social skills sense of responsiblity, gives varieties of learning opportunities,
Somee learners need more time to learn
It makes lessons more enjoyable and memoriable.

Why they enjoy group work
https://youtu.be/-0yp5uR0e1I
They like using technology
They discuss and learn
They can move freely in school
They learn from each other
They also know their partners in group

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Yes because it helps me to montor students and their work.It gives equal opportunity in groups.Sometimes they teach each other so my workload lessens.

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What group work do you already implement with your students?

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What group work do you already implement with your students?

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When I try to make them speak they are relectunt because they don't want to do it in front of all classmaes but in group works they share their idea in a small group.
We write stories or plan a holiday for a small amount of money, prepare a daily routine on Mars.They discuss what they can do.
Build aa new school as what departments they wish to have .

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First thing I want to achieve is to build communication among students.Second decision making.Third I can monitor them and as they ask me questions I make changes according to the problems they have and I redesign my lesson plans and focus on the problematic parts in subject

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3.3 Collaborative learning through project-based learning

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3.3 Collaborative learning through project-based learning

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https://youtu.be/T2-DW0YUUGU
I haven't had a group project like the one in video.But it inspired me for the future projects. The use of technology is well-designed.In my project the students will go on holiday in one or two countries and they will search for the historic and tourist attractions by means of technology and the contact students from other countries and they improve language and learn about cultures and history as wel

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3.4 Collaborative learning to build deeper understanding

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3.4 Collaborative learning to build deeper understanding

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https://youtu.be/rWEwv_qobpU

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In your experience of collaborative learning, how do you make your students feel safe and comfortable? How do you make them feel ready to engage in the conversation and to take risks in their own learning?

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In your experience of collaborative learning, how do you make your students feel safe and comfortable? How do you make them feel ready to engage in the conversation and to take risks in their own learning?

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At the beginning we talk about the the expectations in group work and we define the rules. Then I let them form their own group so it helps them feel comfortable. Gradually I swap students two or more so they don't feel alone . They can ask or talk confidently.

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How do you usually divide students in groups? What works best in your experience? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appreciate.

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How do you usually divide students in groups? What works best in your experience? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appreciate.

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I let them form their own group to feel comfortable . But this happens at the beginning of the year and if they don't know each other well.After they know well each other we draw names from a box or use colours .

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3.5 Collaborative learning in a flexible classroom

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3.5 Collaborative learning in a flexible classroom

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how you can best adjust your classroom or also other learning spaces in school to organise collaborative learning in an effective way
https://youtu.be/4y2IaAC5vj4
https://youtu.be/lxHVX7gbk6s
https://youtu.be/Ml17ynz8FG4

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If you now think again about the learning spaces that you have available for your students, are they flexible and interactive, like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to make your classroom environment more collaboration-friendly?

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If you now think again about the learning spaces that you have available for your students, are they flexible and interactive, like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to make your classroom environment more collaboration-friendly?

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I'm trying to have Future Classroom Lab in my school.I hope we can do it.
On the other hand we have traditional classrooms where students sit in rows and they have no chance to move.Desks are not suitable for group work.
The video has inspired me .We don't need big budgets to make changes.

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3.6 Collaboration for personalised learning

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3.6 Collaboration for personalised learning

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personalising learning in collaborative learning settings

https://youtu.be/o14swS44wJ0
some suggested new roles for collaborative learning:

Standard Bearer – This role is responsible for making sure that the team’s discussion and answer is aligned to the standard/scale/learning goal and steers the conversation back to that direction if it strays.

Clarification Guru – This role makes sure that what is being discussed/presented will be clearly stated to make it easy to understand while still remaining focused on the topic at hand.

Visualizer – This role is responsible for translating the group’s full process (all the thoughts and ideas) into a visual (sketchnote or graphic organizer).

Deepener of Knowledge – This role is responsible for synthesizing questions or an enrichment assignment based on the standard and the group’s process that will help other people dig deeper into the standard and get to a higher level of cognitive complexity.

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This post was written in collaboration with Douglas Konopelko. It is part of a series about the Building Blocks for Personalized Learning. Although it may seem unusual to connect collaboration to the practice of personalized learning, it is important to remember that students don’t learn within a vacuum. In a personalized learning environment, teachers can help students discover what individual roles they can successfully assume when collaborating with others.

Employers in the digital age are not looking at test scores; they want candidates with effective collaboration and teamwork skills. According to The National Association of Colleges and Employers in 2013, the number one skill employers are looking for in their employees is the ability to work in a team. Review the top ten qualities in this Forbes article. Collaboration is often misconstrued, and it is important to make a distinction between collaboration and group work. Think of it this way – group work is an assembly line – each worker is responsible for a portion of the final product, but they can be completed in isolation. On the other hand, an example of collaboration is the leadership team from a corporation deciding on the direction they want to take the company. Collaboration requires that there be some form of direct interaction between individuals towards an end product which includes negotiations, discussions, and valuing the perspectives of others (Kozar, 2010). Detailed below are some strategies for collaboration that teachers can facilitate in their personalized learning environments.

Strategies for Facilitating Collaboration

Scaffold Collaborative Activities – Students might not know how to begin to work collaboratively, so a teacher can facilitate collaboration by modeling strategies for sharing responsibilities while still including everyone in the overall process and success for the activity. Teachers can also suggest roles with specific responsibilities within the group.  For example, if students are developing a video based around a standard, there might be students with the following responsibilities: script writers, editors, videographers, prop designers, and actors.

Teachers are gradually abandoning roles that don’t involve content, such as “time keeper” in favor of those that keep everyone truly involved in the standards-based or skills-based learning. The following list contains some suggested new roles for collaborative learning:

Standard Bearer – This role is responsible for making sure that the team’s discussion and answer is aligned to the standard/scale/learning goal and steers the conversation back to that direction if it strays.

Clarification Guru – This role makes sure that what is being discussed/presented will be clearly stated to make it easy to understand while still remaining focused on the topic at hand.

Visualizer – This role is responsible for translating the group’s full process (all the thoughts and ideas) into a visual (sketchnote or graphic organizer).

Deepener of Knowledge – This role is responsible for synthesizing questions or an enrichment assignment based on the standard and the group’s process that will help other people dig deeper into the standard and get to a higher level of cognitive complexity.

Promote Interdependence – It is essential to have nurtured a learning community where students are encouraged to rely on each other for support. One strategy is to assign students who are experts at particular apps to be “Appsperts.”  Post the Appsperts on the wall and explain that if students are confused on how to use the particular app, they can go to the Appspert for expert advice.  This provides students with an opportunity to develop leadership skills within the classroom digitally. Another strategy for promoting interdependence is to create a classroom norm that students discuss issues with each other before bringing them to the teacher. The teacher should also adhere to this norm by not interjecting in every conversation by assuming it is off-track.

Utilize Student Expertise – Once students have mastered a standard, they can develop materials and resources to teach other students that concept.  Encouraging students to utilize what they have created to tutor or assist students who are having difficulties is empowering. This reciprocal teaching is one of the most powerful and effective ways to simultaneously offer remediation to struggling students and acceleration to students who are ready to move on at their own pace. Students can also facilitate a small group environment to teach other students a concept.  If they can do this effectively, a student-led session can be recorded for future flipped instruction. If possible, a teacher could post this as an example or evidence for parents to see the powerful learning taking place in the classroom.

Many students may know how to use the technology in the classroom better than their teachers, but they might not know how to learn with that technology. The teacher can show a willingness to learn from the students how to use those technology tools, devices, resources, and applications for new learning opportunities.

Establish Clear Guidelines – A positive strategy is to have students develop a set of classroom rules, expectations, and norms that help the class to create a sense of community within the classroom. These norms should be posted and reviewed regularly to help guide collaboration. Before students begin working collaboratively is a good time for the teacher to model examples and non-examples of appropriate behaviors. It is essential to design these norms with the students in order to empower students and to achieve their buy-in. They can also assist in the design of a checklist or a rubric for evaluating participation so that they know what is expected of them when they collaborate with others.

Model Conflict Resolution – Creating a collaborative classroom culture is essential to any transformational change.  One successful method is to implement a classroom vision statement developed by all students.  Each morning, students can discuss ways they will achieve the classroom vision, and if they were unable to the previous day, they can develop a goal on how they will improve. Students can develop an action plan together to reach that goal using the following suggested questions:

What will I do today?

What will I do tomorrow?

What will I do next week?

How will I know that we have been successful?

It should be expected that as students collaborate, they will eventual experience conflicts. When conflicts do arise, the teacher should walk through the steps and norms that have been developed by the students for resolving conflicts. The teacher’s role in this situation should be to coach the students by asking good questions that help to lead to a resolution.

More about Douglas – In addition to his role as the Coordinator of Digital Learning for Martin County School District in Florida, Douglas Konopelko is a connected educator and graphic design enthusiast (dkonopelko.com). His passion for collaboration and lifelong learning is woven into the fabric of each of these roles. As a classroom teacher, Douglas led the charge for BYOD in his district and continues to support the program as a district administrator.

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Where do you see the link between collaborative and personalised learning approaches? How can you use elements of both approaches to empower your students in their own learning? (You might also want to include some of your ideas in your “Bridge the Learning Scenario” - see next section.)

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Where do you see the link between collaborative and personalised learning approaches? How can you use elements of both approaches to empower your students in their own learning? (You might also want to include some of your ideas in your “Bridge the Learning Scenario” - see next section.)

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Coolaborative and personalised learning work together  well.In a 36-student class group work hepls students to use their special skills more actively and in self-confidence. Teacher can help and spend more time with low-skilled students so it is easier to reach these students than whole class. It gives the chance to follow the students.
In groups students use their skills they express ideas among the members of the group.With the help of the evaluation they would know wht is expected from them in group work and how to overcome the difficulties. they can easily  reach their peer in the class.

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What do you like about this idea?What additional element would you suggest adding (e.g. collaborating with another school)?How would you address the challenges mentioned?Are you perhaps even interested in collaborating with your colleague on this scenario? In that case, just propose doing a small project/exchange together.

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What do you like about this idea?What additional element would you suggest adding (e.g. collaborating with another school)?How would you address the challenges mentioned?Are you perhaps even interested in collaborating with your colleague on this scenario? In that case, just propose doing a small project/exchange together.

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3.7 Your “Bridge the Learning Scenario” (step 2)

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3.7 Your “Bridge the Learning Scenario” (step 2)

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3.9 Live webinar Webinar on Tuesday, 5 February 2019 at 17:00 CETJoin our webinar with Pascal Paulus on Tuesday, 5 February 2019 at 17:00 CET.

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3.9 Live webinar Webinar on Tuesday, 5 February 2019 at 17:00 CETJoin our webinar with Pascal Paulus on Tuesday, 5 February 2019 at 17:00 CET.

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https://youtu.be/1RQO3FQhuOk

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https://www.youtube.com/watch?v=EOPe_cJ67No

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Strategies to empower students through collaborative learning

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Strategies to empower students through collaborative learning

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further reflect on what effective collaborative learning looks like

learn about concrete strategies for organising collaborative learning with your students

reflect on how to organise collaborative learning outside the classroom

exchange on tools that foster collaborative learning

learn how to assess collaborative learning

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4.1 Elements of effective collaborative work

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4.1 Elements of effective collaborative work

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https://youtu.be/mJQyCBcpkQs
Do you agree with Phil? Why (or why not)? Can you think of other questions?

Will collaborative learning actually help students to learn any more than they would individually?

This is the first question and I agee because we should plan it as we need resulf and we have goals to reach.

Is this task going to make sure that every student is involved?

The task has to get all students in the group activated in a way that each one has something to do.

Is this collaborative task going to make every student think?

This one has a link to 2nd one.We can evaluate it at the end to learn whether they think or not.