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A minha atividade, programada e em fase de realização avançada, com a turma do 8'E!

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My learning activity is on the way!...

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How can teacher collaboration facilitate collaborative learning
Besides, all technologies with several tools that we can use now, as Professor Deirdre Butler and Majella Dempsey tell us “we have these opportunities of MOOCs, where people can come together like we never could do before, and share wonderful experiences across learning, designing deep learning environments.”

An age-old adage says “two heads are better than one”!

Fortunately, in my school and in the schools of my group there are some good technological resources available to teachers and students.

I am usually a regular user of technologies, because I believe that the students feel closer to the learning and interaction with the tasks proposed.

It is easier to perform some tasks and mainly to offer some materials of study and practise, clarify doubts and read some works, like texts  - I am a teacher of Portuguese language- using tools such as padlet and social networks like facebook, for example.

Collaborative work between teachers, as I’ve already mentioned before, is also very important because of the production and exchange of materials, assessment of works and also discussion on the methodologies to be implemented in order to improve students skills. Their learning goals will certainly be better with the help of all technological challenges and collaborative work between teachers and students!

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The benefits and challenges of teacher collaboration

More than describing more opinions I I'd rather want to share some ideas with which I absolutely agree.
In fact, to be a collaborative teacher is to be there, to help, to answer and also to ask, to listen to and to give opinions, to guide, to agree or disagree and, above all, share opinions and experiences.

Sometimes it is not easy to try a different method or to accept a different idea, but we should never say “no” or “impossible” if we won’t try!
- Skills and conditions needed for teacher collaboration  and

- How technology can facilitate teacher collaboration

Majella Dempsey, from Maynooth University says that teachers “need knowledge, attitudes around wanting to collaborate, the skills for communication, for working with others, dealing with conflict –motivation to want to work together”.

She also adds that “collaboration is where we sit down and we talk each to other, within a group of two or three… We decide what is really good about the resource or the lesson plan, or the planning of the curriculum that we are doing, and if we are able to share our different skills, our different motivations about why we want to do it in that particular way.” I couldn’ t say it better!

In my opinion, nowadays, it is imperative to share, not to be ashamed to ask questions, to present doubts or even fears... many teachers are still afraid to share their difficulties also because of the great technological changes, but we really need to transform them into our allies and non-adversaries.

Collaborative work among teachers, even if we are in different schools, begins with the wise use of the technological tools to exchange ideas, “construct” materials, to work in new scenarios, with new methodologies and assess the success of these experiences. These challenges will certainly bring new skills and new perspectives to our work.

It is very important to discuss different ways of approaching a content and to make students fell that they are in the center of the work as decision makers of the tasks that must be performed, deciding by themselves what to do and how to do.

Developing orientation, organizational and leadership skills are fundamental to have good students and, above all, good human beings, beyond the school space.

I’m an usual user of technologies to collaborate with my colleagues, especially because we are in different schools and we can’t be together every day, sometimes not even every week!

We discuss methodologies, practise exercises; we share opinions, materials and experiences, the good ones and the others.

Undoubtedly, the digital tools at our disposal help a lot our collaborative work, because they are a click away, while we have kilometres that separate us!

Besides, without technologies I could never have the chance to participate in this MOOC and learn so much with all these wonderful shares!

Work with colleagues is always a good experience because we can share about our work, our methodologies, our results - those we would like to have and those we have, in fact! The possibility of work together - even not always - brings us other challenges but also  enriches us as individuals and as professionals.

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How can teacher collaboration facilitate collaborative learning?

A primary school teacher’s experience of teacher collaboration, by Valentina

More and more collaborative work must be considered as an added value in the teaching-learning process to the teachers and, of course, to the students.

It is not always easy to do it because the schedules of the teachers do not coincide and because the specificity of the subjects sometimes requires more directive methodologies.

I think that co-teaching method of work is very interesting and helpful to pick up ideas, share challenges and motivate students. Anyway, as I’m the only teacher of Portuguese language in my school, the other colleagues are in another school of the group, we share materials, ideas, some check-lists of assessment, but not rotation in different classes because it is not easy at all.

Anyway, we also try some different collaborative strategies according to the tasks we implement and the students develop collaboratively in class or extra class. In these cases, the students' interest and dynamism are more evident!

A secondary teacher’s experience of teacher collaboration

Shortly after starting my career as a teacher, almost 3 decades ago, I participated in collaborative work experiences through the exchange between students and teachers who came from France and who were in Portugal for about 10 days.

The participation in the classes and in different cultural activities of my region and of my country, the sharing and exchange of experiences was very productive.

Currently, with the development of new technologies, I use them with my students, both in class and in extra class. Tools like moodle, padlet, prezzi, sway and even social networks are an added value for communication and mutual aid among all of us.

We can work in classroom, but if we need and want to be in touch it is easy and also a kind of motivation for all of us.

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6.1. Learning activity
By my student Joana C. and her team !

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6. Learning Activity

My learning activity has already been planed  by me and also by  my students of 8th level (13/14 years old).
I've presented them the main idea and they have participated
and collaborated from the beginning on the design of the project.
The different tasks were designed by the big team and later they have divided themselves into little work teams to plan the specific activities that will be developed.
Each team is responsible for the tasks they have decided to do. We are all in permanent contact during the work done in the classroom or out of school, using padlet to communicate and exchange ideas, collaborate and create.

There will be a "television news" with several contents and moments of sport, culture ... inspired by a news TV journal in prime time in Portugal.
This activity is inserted in the discipline of Portuguese in the content of journalism.
Everybody is enthousiastic!

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4.Collaborative learning - What to assess and how?

When I propose a team work, as I’ve already said before, I present some points to consider in the evaluation, using a check list, but also by an “open answer”, in which students express their personal and objective views about their work and colleagues work.

Sometimes, according to the work and the time for its realization, I use the scale of qualitative evaluation: insufficient, sufficient, good and very good. In other cases, I use the percentage scale between 0 to 100%: level 1 is from 1 to 20%; level 2 from 21 to 49%; level 3 from 51 to 74%;level 4 from 75 to 89% and level 5 of 90 to 100%.

Also students give their opinion and present their arguments when they have different opinions.

5. Answers to teachers’ questions on assessing collaborative learning

When the student sees in the teacher an element that is there to help him, even through the evaluation of his work, the student acquires other abilities regarding the perspective he has of his own work.
A student who is able to self-assess is equally able to assess the work of his peers in a clearer point of view.

Show the students that their opinion and assessment is important in the process of work and learning, it is also the way to go on to success and opening of minds to new challenges.

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2. Collaborative learning and student peer reviews

When a student team is working, they can present proposals, video presentations, posters, power points, prezzi presentations or even some kind of conference discussions.

Through this kind of activities it is possible to make a clearer, more just and assertive assessment of the work done, either by the teacher or by the peers. Through the different opinions, the evaluation gains a different purpose: it becomes constructive rather than negative.

Weaknesses can turn into strengths and students will understand easier that assessment is just one step more in the collaborative work process.

Incorporate peer and self-assessment at various milestones. This is a good way to check in on the assignment progress as well as the group dynamics.
3. An ICT teacher’s experience of assessing students’ collaborative learning

I would like to use collaborative activities much more than I really do. I really like to co-work  with my students and as they learn more, I also learn with them. The big problem is that, as I teach a subject that has a final national exam and contents are very long, I can't spend all the time I would like to, to some projects... Anyway, I think my students have already learn a lot with some different and enthousiastic experiences we've already done!

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MODULE 3                             1. How can you assess collaborative learning?

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MODULE 3                             1. How can you assess collaborative learning?

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“Collaborative learning teams are said to attain higher-level thinking and preserve information for longer times than students working individually.”

In my opinion, teams tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas”. When students are involved in the same project, when they establish for themselves the priorities and the goals, they have also the capacity for make themselves the assessment of all the procedures.
When I propose to my students a collaborative work, I always present some suggestions for assessment between peers.

There is usually a checklist with some key aspects to consider, such as the involvement in the task, the ability to share ideas, to express opinions and welcome input from the different team members.

On the other hand, I also suggest the teams that they have to contribute to the advancement of the tasks of other teams, through the exchange of opinions, ideas that can enrich and value the final product of the project that is being developed.

Another good way to ensure the teams learn together is to be engaged in a pre and post-test. An assessment gives the team a goal to work towards and ensures learning is a priority.  It also allows instructors to gauge the effectiveness of the group.

This kind of work can be much more productive for the students because they recognize their abilities and they can improve their fragilities.

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Collaborate means "work with another person or group in order to achieve or do something" but it also means give and accept advices, change opinions, have problems and find solutions... together.

1. GROUP WORK
In fact, cooperative learning is much more than having students sit together, helping the others doing a task.  A group of students working together will be good if I - as a teacher -  will assure them that all will contribute their fair share to the product. I won't do the work, I will be there to help, as one of them, but not to decide for them.
For me, it is very important that I know well the interests and abilities of my students, their, personalities, their preferences and difficulties, as well the time they usually need to do some tasks when they work together, as a "team".

2. SHARED RESPONSABILITY
When we are going to work together, in my class, the 1st step is to present and to explain what is the main idea, what I'd like to build with us, why, may be how, but... specially what are their opinions, their ideas, their options, their proposals.
They also must have some guidelines and assessment resources because everybody need to know some rules.
One of the most important moments is to listen the different "little teams" concerning what it will be done by them, collaborating as a big team.
To plan, to organize, to question, to develop, to improve, to discuss is absolutely resposability for my students.
It is unquestioning to make them feel that they must share all these responsabilities and the teacher (me) will be there just to help them to achieve their goals.

3. MAKING SUBSTANTIVE DECISIONS
As I've already said, students need to plan, to organize, to question, to develop, to improve, to discuss to present their final results.
The decisions must be taken in result of interaction and cooperation. This is not easy for young teenager students, anyway it is a great motivation to create, among the group, the capacity of making decisions by their own, even they have duties...

4. INTERDEPENDENT WORK
When we are "open mind", it is easier and much more attractive to work as a team, even we are the teacher and the other members of the team are the students.
We must have the ability to accept that we also can learn a lot with youngs. Collaborative working means active interaction with others, it is being responsable with the group, it is also have a positive interdependency and share        skills directly.
When the groups feel free to do their tasks, they also want to show that they are able to to do their assigned duties in order for the task to be completed

successfully. Students are not working alone, thet are working together and teacher is there specially to help!

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4.   How can I collaboratewith fellow teachers to facilitate collaborative learning?            In my opinion, a teacher of Portuguese language and culture  is almost always able to collaborate with other teachers! I think the most important attitude is to explain that  we need to have the technology tools as "a partner" and not as "an opponent".There are good tools to make research and provide very rich and varied information, that might be presented in a very appealing and rewarding way by us and by students.   Today, combine audiovisual promotes and streamlines more facilitative ways of learning and motivate those who teach and those who learn. In fact, collaborate is the way to  have success with our students!

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4.   How can I collaboratewith fellow teachers to facilitate collaborative learning?            In my opinion, a teacher of Portuguese language and culture  is almost always able to collaborate with other teachers! I think the most important attitude is to explain that  we need to have the technology tools as "a partner" and not as "an opponent".There are good tools to make research and provide very rich and varied information, that might be presented in a very appealing and rewarding way by us and by students.   Today, combine audiovisual promotes and streamlines more facilitative ways of learning and motivate those who teach and those who learn. In fact, collaborate is the way to  have success with our students!

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2015/16, by some of my younger students.

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2015/16, by some of my younger students.

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3. What tools can I use to assess collaborative learning?               Collaborative learning must be part of our teachingand learning activities. In a world where technologies are more and moreimportant, every gadget is useful, even in the easiest task! Teachers need to improve their abilities and make alltheir best to motivate their students by using their gadgets without fears.When rules are established, the work becomes easierand desirable. Problems will be solved easier too and results will be better thanexpected before. As I’ve already told, when I usually propose a task tomy students – individual or in group – I also present the rules to evaluate thework and present the items for evaluation because it is important that allstudents know all the rules.During the period performed to the work, we – me andthe students - discuss about what is being done and must be improved.After having present them “the problems”, I mean, thesubjets, questions, texts or videos to improve the work, I let them decide, Ilet them go. I’m there to help, not to do. I suggest some tools, but I also askthem what tools should they suggest me if I was on their place! It’s awonderful way of teach and learning because some students love technologies andI also learn with them! On the other hand, some others don’t like them so muchbut they don’t have computer neither internet at home, so their abilities arenot so developed… It’s a really collaborative work we do togetherWe also use regularly Moodle platform, where there isa questionnaire that all groups answer.                     This is one the tasks to one of "our" new activity, chosen by one of the teams of students who are going to prepare and present a TV Journal

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3. What tools can I use to assess collaborative learning?               Collaborative learning must be part of our teachingand learning activities. In a world where technologies are more and moreimportant, every gadget is useful, even in the easiest task! Teachers need to improve their abilities and make alltheir best to motivate their students by using their gadgets without fears.When rules are established, the work becomes easierand desirable. Problems will be solved easier too and results will be better thanexpected before. As I’ve already told, when I usually propose a task tomy students – individual or in group – I also present the rules to evaluate thework and present the items for evaluation because it is important that allstudents know all the rules.During the period performed to the work, we – me andthe students - discuss about what is being done and must be improved.After having present them “the problems”, I mean, thesubjets, questions, texts or videos to improve the work, I let them decide, Ilet them go. I’m there to help, not to do. I suggest some tools, but I also askthem what tools should they suggest me if I was on their place! It’s awonderful way of teach and learning because some students love technologies andI also learn with them! On the other hand, some others don’t like them so muchbut they don’t have computer neither internet at home, so their abilities arenot so developed… It’s a really collaborative work we do togetherWe also use regularly Moodle platform, where there isa questionnaire that all groups answer.                     This is one the tasks to one of "our" new activity, chosen by one of the teams of students who are going to prepare and present a TV Journal

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2.       How can I carry it out effectively in my classroom?  As it happens with all teachers, my classes arealso different and include students with special educational needs (SEN).So, it is necessary to address special attentionand think about the different learning abilities and also the most strikingdifficulties of the group.Usually, every month students perform practicalwork in teams/groups (with 3 or 4 students),  autonomous and inclusive. I mean that students,by themselves, choose their partners and, according to the number of studentswith SEN, each group accept one student with SEN.The themes to work, in Portuguese and in French,are chosen by the students and for me (when there is no consensus). However,the mode of treatment of the materials and the final presentation to the classgroup is the choice and responsibility of students.The materials to be used are from the preferedchoice of students. My work is based on  advise, answer questions and give opinionabout what might possibly be removed or added.From the 3rd month till the end of theyear, students with more abilities, knowledge become my active collaborators.They become responsable for the supervision, guidance and direct collaborationof a group. So all the groups we create have a greater attention, moreeffective and personalized, in addition to empathy ties between all come outstrengthened and the quality of learning and the work carried out as well. 

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2.       How can I carry it out effectively in my classroom?  As it happens with all teachers, my classes arealso different and include students with special educational needs (SEN).So, it is necessary to address special attentionand think about the different learning abilities and also the most strikingdifficulties of the group.Usually, every month students perform practicalwork in teams/groups (with 3 or 4 students),  autonomous and inclusive. I mean that students,by themselves, choose their partners and, according to the number of studentswith SEN, each group accept one student with SEN.The themes to work, in Portuguese and in French,are chosen by the students and for me (when there is no consensus). However,the mode of treatment of the materials and the final presentation to the classgroup is the choice and responsibility of students.The materials to be used are from the preferedchoice of students. My work is based on  advise, answer questions and give opinionabout what might possibly be removed or added.From the 3rd month till the end of theyear, students with more abilities, knowledge become my active collaborators.They become responsable for the supervision, guidance and direct collaborationof a group. So all the groups we create have a greater attention, moreeffective and personalized, in addition to empathy ties between all come outstrengthened and the quality of learning and the work carried out as well. 

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The "old" basilic of Our Lady of the Rosary and the new and modern outdoor altar - Fátima

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Collaborating, cooperating, learning, enjoying and relaxing!

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Collaborating, cooperating, learning, enjoying and relaxing!

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After an outside group activity,  with older students telling stories to the younger children. 

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After an outside group activity,  with older students telling stories to the younger children. 

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Ideas, choices and dreams... october 25 2016

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Ideas, choices and dreams... october 25 2016

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Today, me and one group of my students, we've  began a new project of work. TV news! We are using padlet for the 1st time to organize, prepare and accomplish a llot of activities and  it has been a sucess. Everybody helped everybody and enthousiasm with the work was evident!
I think it is visible a real good work!

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MODULE 1                        What is collaborative learning and teaching?           In my opinion,  all ways of discussion,  change of ideas and different ways of teach and present contents and experiences  are an excellent way to improve our work.                        Students like to try new methods, use technologies and also feel they are the center of the work. Being " the center",  doing taks and organize themselves with autonomy bring them  confidence and offer the possibility to learn more than sometimes is expected from teachers.    It is also important to be open mind to learn with students because it is a good step to teach them what is important.

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MODULE 1                        What is collaborative learning and teaching?           In my opinion,  all ways of discussion,  change of ideas and different ways of teach and present contents and experiences  are an excellent way to improve our work.                        Students like to try new methods, use technologies and also feel they are the center of the work. Being " the center",  doing taks and organize themselves with autonomy bring them  confidence and offer the possibility to learn more than sometimes is expected from teachers.    It is also important to be open mind to learn with students because it is a good step to teach them what is important.

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I live in Fátima, known because of the Santuary od Our lady of Fátima. But... I'm from Aveiro, known as "Venice of Portugal"!             I really love to be a teacher but I also agree that we need to learn more and being "open minds"!

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I live in Fátima, known because of the Santuary od Our lady of Fátima. But... I'm from Aveiro, known as "Venice of Portugal"!             I really love to be a teacher but I also agree that we need to learn more and being "open minds"!

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Learning to improve more interesting our work and specially to make students happier when they are learning! More skills more success!

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Learning to improve more interesting our work and specially to make students happier when they are learning! More skills more success!

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1. About me!...                         I 'm a teacher of portuguese and french languages,  since almost 28 years and I love my work! I've studied in University of Aveiro, where I also have done teg Master in Literature and Culture Languages ​​and I teach in Agrupamento de Escolas de Alcanena,  in one of the schools -  EB e 2,3  de Minde.                                  We are located in the Natural Park of Serra de Aire e Candeeiros, where the natural biodiversity is rich and varied .                  My students are between 11 and 15  years old and they appreciate listen to some stories of known heros and also to work in groups, specially when they can choose their collegues with whom they will work! - And I agree!  :)  -

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1. About me!...                         I 'm a teacher of portuguese and french languages,  since almost 28 years and I love my work! I've studied in University of Aveiro, where I also have done teg Master in Literature and Culture Languages ​​and I teach in Agrupamento de Escolas de Alcanena,  in one of the schools -  EB e 2,3  de Minde.                                  We are located in the Natural Park of Serra de Aire e Candeeiros, where the natural biodiversity is rich and varied .                  My students are between 11 and 15  years old and they appreciate listen to some stories of known heros and also to work in groups, specially when they can choose their collegues with whom they will work! - And I agree!  :)  -

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By the sea, Nazaré beach, Portugal!