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https://padlet.com/amanteav/ga06mlaxj2vl

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Dear Colleague,

I enjoyed your LP but your padlet link doesn't link to your padlet but it opens to the general padlet.
Your LP  is very well balanced for timing as well as activities. The steps of your lesson are proportionally planned to the importance of the different phases. And I saw you have been able to let much time to collaboration.Even if the percentage is more than 40/per cent.Great goal also appreciated the opportunity your students have to

choose the classmate they want to work with. VOICE AND CHOICE TO STUDENTS in order to enhance their responsibility.OK ideas using the quizzes to practice and explore watt they have learned. I loved the creative activity like creation of geometric figures and specialty students investigating and discussing about what they have found in nature I truly appreciated the self assessment about process components not only product Scratch and Bee boot are very stimulating for students. They will be lucky if they really have a device each.

If this was my lesson plan, I would…try to include attachments of assessment GRID instead of listing it.

Congratulations for your work!!!

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LP review made by Maria Anjos Miranda Rodrigues

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LP review made by Maria Anjos Miranda Rodrigues

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| Dear Colleague, Your lesson plan appears to be accurate and engaging with lots of activities and you have clearly expressed the learning activities, and I am sure your students have really enjoye working that way. I find that the structure of the task promotes shared responsibility and there is a constructive sequence of knowledge. I think it is very useful for students this interdisciplinary strand between mathematics, programming and art from the exploration of geometric figures. It seems to me a fun way to develop the intended skills. Another aspect that I want to emphasize is the students' encouragement for the use of technologies, like scratch software andBee-Boot.With the activity of programming students develop a set of important skills in learning mathematics and solving problems very useful to all disciplines and in their daily lives.

| I would really congratulate you. The sequences of the lesson plan, the challenge of create geometric figuresandprogramming is very interesting and curious. Congratulations! I wish you the best.Wd

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https://v.gd/vw0Pc6

My  LP was about Fractals - will be math, art or programming ?
Students of the 4th year will explore contents of geometry (lines, angles, figures and geometric constructions ...) in a fun and creative way by creating quizzes, practicing in scratch and using the Bee-Boot to trace the fractals

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The Bee-Boot working fractals

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The Bee-Boot working fractals

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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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I collaborate with teachers across themes relevant to the whole school.
"Marchas Populares"

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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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I collaborate with teachers across themes relevant to the whole school.

"Almost, almost in winter, autumn arrives ...
Collaborative work of the 3rd, A, B, C and E classes and the 4th year A, B and D in the school Gomes Eanes  Azurara - Mangualde"

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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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Usually, i collaborate with other teachers in arts class. We are 7 primary teachers who work together and the students to decorate the school in special dates

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3.5 An ICT teacher’s experience of assessing collaborative learning

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3.5 An ICT teacher’s experience of assessing collaborative learning

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That 7 benefits are very important of collaborative learning assessment:

1 – It is a student-centered process

2 - Promotes students involvement in the assessment tasks

3 – Promotes students responsibility and motivation towards the learning process

4 – Promotes self-reflection and students argumentation

5 - Students can learn socially from each other

6 – Promotes digital literacy through the use of digital web 2.0 applications

7 – Promotes development of 21st century skills and competences.

For this teacher the main challenges of collaborative learning are:

1 - Changing role of the teacher/students in the classroom.
2 - Group dynamics: students must have a positive attitude and receptivity towards their involvement in the assessment
3 - Group assessment versus individual assessment
4 - Management of teams/groups of students so that everyone participates and collaborates in the activities
5 - Time available to prepare and apply assessment of collaboration in the classroom

António proposed solutions to solve those problems:

1 - Assessing collaborative learning requires regular communication between peers and peers and teachers.
2 - Digital tools can be used to support teacher’s planning activities. The use of collaborative digital tools enables teachers to efficiently observe student groups and deliver feedback. Digital tools can also support students to publish and share their assessments.
3 - Reorganizing the classroom space can introduce more collaboration-friendly dynamics in the classroom
4 - More interdisciplinary teaching and sharing of materials amongst teachers also facilitates collaborative teaching

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3.3 Avaliação para a melhoria da aprendizagem colaborativa

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3.3 Avaliação para a melhoria da aprendizagem colaborativa

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“It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.”

Students like to help friends who have more difficulty. Easily self-assessement and are very objective in peer evaluation. They recognize their difficulties and the difficulties of their colleagues. From evaluators, they know they are evaluated. But in younger students (7, 8 years) is inevitable competition.

In my school, In the assessement intervene student and teacher. The student who does not know is not limited to being informed of the school results. You are asked for a self-assessment to know what you know and how you know and if the order of procedures to show what you know is the most correct. It is an important moment for the student. This, through reflection on what he knows and does not know, makes it possible for the teacher to reorient strategies for the acquisition of consistent knowledge.

ASSESSMENT PROCEDURES

The modalities of evaluation are: diagnostic, formative and summative.

1. The diagnostic evaluation is applied at the beginning of each school year or whenever it is considered important and aims at obtaining information capable of providing indications for the definition of strategies of pedagogical differentiation in order to overcome any difficulties of the students, facilitating their integration School and vocational guidance.

2. The formative assessment is continuous and systematic, and should be multifaceted in the use of information gathering instruments, taking into account the diversity of learning and the contexts in which they occur, with the aim of regulating the process of teaching learning.

Information gathering instruments are as follows:

. Tests

. Design works

. Experimental works

. Worksheets

. Oral participation

. Attitudes and values observation grids

3. Summative assessment:

It is done at the end of each term, translating the information gathered through the formative evaluation and translates a globalizing judgment about the learning done by the students.

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My activity with low level of collaboration from students:
"Reading ... using the reading book" was asked the students to do dramatization of a text. The groups read it, analyzed it and organized the presentation. - corresponds to code 2. Hes work in groups but they didn´t realy shared responsibilities.
My activitie with hight leverl colaboration from studentsl : "Write to Read"   the students created monsters and individually presented their monster. Then chose their partners to work and creat beautiful ,to read to the class. At the end they reflected on the work done: difficulties and what they liked to do the most.. - corresponds the code 5 because students are working together,  they have shared responsibility, they making substantive decisions and their interdependent work.

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Hello
I am Graça Carvalho, I am Portuguese, living in Viseu and teach in primary education in Mangualde, a small town which is 25 kilometers away from Viseu.

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These four issues are relevant to the success of a true labor of collaborative learning. When planning I try to keep in mind:
- Are they working together?
- Do they have shared responsibility?
- Are they making substantive decisions?
- Is their work interdependent?
... but to students from a young age is not easy to work in pairs or groups to discuss, solve a problem or create a product, and take mutual responsibility for the tasks. We must be prepared to manage conflicts

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Collaborative work is an advantage in our line of work. Via collaborations we can gather new ideas, knowledge and resources, vital to the completion of the tasks presented to us everyday, as well as promoting reflection.

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This project "Leituras Improváveis" was developed in my classroom during the previous school year in order to motivate children with specific learning difficulties: dysgraphia and dysorthographia. In this project we have been developing many activities with low and high level of collaboration between students.
Activity with low level of collaboration from students
In the activity "Reading ... using the reading book" was asked the students to do dramatization of a text. The groups read it, analyzed it and organized the presentation. This activity is low level of collaboration between the students because the text was not selected by them, as well as the formation of groups or place of representation where all submitted questions were immediately resolved by me.
Activity with high level of collaboration from students

In the activity "Write to Read"   the students created monsters and individually presented their monster. Then chose their partners to work and creat beautiful stories to read to the class. At the end they reflected on the work done: difficulties and what they liked to do the most.
This takes them to a new level of collaboration, while they coordinate write a story. This is a great exercise to work the communication and coordination between the students .
Working collaboratively, they complete the work helping each other improving each day