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It meens to move beyond the sharin

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To design your lesson plan, please use the Learning Designer.

1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills:
- Students are required to work in pairs or groups
- Students have shared responsibility
- Students make substantive decisions together
- Students’ work is interdependent

It is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.

2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools:

Rubric to assess a group

Rubric to assess group members individually

Checklist for self-assessment of students’ collaborative skills

Checklist for peer-assessment of students’ collaborative skills

Digital tools facilitating self and peer assessment of collaborative learning

Mindmaps and infographics to assess group work and facilitate peer assessment

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.

4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

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Random name picker tool (for peer assessment)
http://www.classtools.net/random-name-picker/78_B9m4aQ
or
http://www.miniwebtool.com/random-name-picker/
To work together on the same

project:
prezi
To prepare Blendspace for pupils:
https://www.tes.com
To communicate and exchange feedback or links and suggestions:
Edmodo
Online rubrics created

to peer evaluate the classmates' presentations in class:
Google Forms
Tools for quick-checks:

Kahoot, Socrative or Quizalize

To create mind map:
https://www.mindmup.com/#storage

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To evaluate his/herpersonal

contribution to the group functionality.

They answer questions, like:

Did I participate in an active way

providing informationand ideas

formy group?

Did I listen carefully to what the other memberssuggested?

Did I applaud and encourage the efforts of other members?
Did I do something to alleviate the tension andthe conflicts within the team?
Pupils  answer on a scale including the options:

YES –LITTLE –NO.

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Questions which help students

to implement a peer assessment, such as:

What point did you like most in the other group’s presentation?

Did you find something different in their performance?
What would you keep from their presentation , which would you like to use yourself in a future

performance?
Metacognitive analysis:
did you devise a plan before starting to work?

What difficulties did you experience that you didn’t expect? Is there something you would change if you could start from the beginning?

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Collaborative practices (Jigsaw, Group Investigation, Collaborative Writing)

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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.
Feedback regarding

assessment must be brief, clear and timely.

Self-assessment and peer assessment can be fast, timely

and objective when assessing collaborative learning if:

(1) it is implemented in

parallel with learning activities,

(2) it uses the same language used by group participants,

(3) it is conducted diplomatically

so as not to create obstacles in the social relationship of the group.

Ultimately, assessment has to be useful for learning; it must make sense for those being assessed

and not only for those assessing.
- Formative assessment
- Self assessment
- Summative assessment

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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 helpone another.

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1

Students are NOT required to

work together in pairs or groups

2

Students DO work together

BUT they DO NOT have shared

responsibility

3

Students DO have shared responsibility

BUT they ARE NOT required to make substantive decisions together

4

Students DO have

shared responsibility

AND they DO make

substantive decisions

together about the content,

process, or product of their work

BUT their work is not interdependent

5

Students DO have

shared responsibility

AND they DO make

substantive decisions

together about the content,

process, or product of their work

AND their work is

interdependen

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A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher to plan and structure your learning activities in advance. The 7 phases are Dream, Explore, Map, Make, Ask, Remake and Show. In the first phase “Dream”, students can brainstorm,think freely and share ideas. In the “Explore” phase, students collect information on a certain topic. In the “Map” phase, they structure their thoughts and ideas and seek to understand how they are

related. In the “Make” phase, students develop or create

a product or practise an activity.

One possible activity for students in the “Ask” phase is to interview experts and stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of the feedback or further information they received. In the last phase “Show”, students

publish and present the results of their work.

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I know when I see a code 5 on a learning activity, it means students are working in pairs or groups, they have shared responsibility, they are making substantive decisions and their work is interdependent.
So, the rubric can actually be used to design learning activities, but then it also can be used as a means of assessment.

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To work together, to share responsibility ( we are not mutually responsible for the outcome), to make substantive decisions (about the content, the process or the product),   the work  is interdependent.

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Having collaborative skills is not a personality trait : you can design learning activities to develop these skills in your pupils.

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Pupils have to prepare, in groups, different stories about bulling. They write the story and then use scratch jr to create a little cartoon.
This task is very difficult, it need a big collaboration becouse kids need to write, to be correct but also creative and logical...COLLABORATION: 4
LOW LEVEL ACTIVITY
Pupils solve a math problem in little groups. There isn't a big collaboration: some people answer very quickly, other people need more time to understand...they are not engaged. COLLABORATION: 2

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Hangounts, Google doc, Google

drive repository, Learning Designer

tool,  Blendspace

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Collaborative Learning is a process through which learners

work together in small groups toward a common goal.

It is a learner - centred approach.

...positive interdependence...

...stimulating learners’ thinking through real-world problems...

Sometimes cooperative and collaborative learning are used interchangeably but cooperative work usually involves dividing work among the team members,
whilst collaborative work means

all team members tackle the

problems together in a coordinated effort.

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Collaborative learning requires more than teachers simply putting students in groups.

Collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning.