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Username AMMulliri
Password Matzabukka61

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CO-LAB recommendations aim to provide a systemic approach to support the widespread implementation of collaborative learning across schools, at all levels of the system: policy, teachers' training, school and classroom.

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Q&A webinar on Collaborative Learning Assessment

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https://padlet.com/cigdemozturkk/i8szrfmlxag

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Collaborative tools
https://dotstorming.com/b/59d92c1d2a5c6600069aa345
Formative assessment tools and rubrics
https://dotstorming.com/b/59e0d9c9724fa5b36da3a60b

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Paola Patrizia Cardo

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Peer review Colab -Anna M. Mulliri Reviewer Cardo

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Ana Flores

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Peer Review Colab - English ODT_Anna Maria Mulliri by Ana FLores

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https://www.festisite.com/text-layout/spiral/

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MAPPE INTERATTIVE CON TRIPLINE

Possiamo costruire mappe aggiungendo sulla carta geografica i punti in cui si articola il nostro itinerario e ogni punto può essere editato aggiungendo testo, link, immagini.

Gli itinerari così realizzati possono essere pubblicati e condivisi in modo estremamente semplice. Si possono anche realizzare percorsi collaborativamente aggiungendo altre persone che ci aiutano a editare il nostro itinerario.

UTILIZZI DIDATTICI

Luca Raina sottolinea alcuni dei possibili scenari didattici:

1. mappare un viaggio storico o geografico o biografico

2. storytelling

3. Clil

Gli usi sono davvero tantissimi:

1. si può documentare un'uscita didattica o un viaggio di istruzione

2. un evento (sportivo, culturale, folcloristico, etc.)

3. rappresentare la trama di un racconto o romanzo o film

4. creare una storymap dato che possiamo anche inserire delle date per ogni punto segnalato sulla mappa

Altro punto di forza di Tripline e che è estremamente semplice da utilizzare, adatto a studenti di tutte le età, dalla primaria alla secondaria. Non richiede particolari competenze informatiche e digitali, si impara rapidamente ad utilizzarlo e rapidamente si realizzano le mappe.

SCHEDA VIDEO

Autore: Luca Raina

Titolo: App per prof #26 TRIPLINE (Itinerari interattivi)

Data Pubblicazione: 12/12/2016

Durata: 5:06

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Bring learning everywhere! Learn anything from anywhere at anytime.

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http://www.robertosconocchini.it/flipped-classroom/6019-mysimpleshow-creare-video-didattici-in-maniera-guidata.html

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http://www.europeanschoolnetacademy.eu/en/web/collaborative-teaching-and-learning_2nd-edition/results

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The end of a journey is the beginning of another.
Mine has just finished.
I want to thank all of you and a special thanks goes to Anna Laghigna, our super coach <3
That's all Folks!

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http://www.freetech4teachers.com/2017/10/how-to-prevent-plagiarism-in-online.html#.WfCBCZjOOhBhttp://www.freetech4teachers.com/2017/10/how-to-prevent-plagiarism-in-online.html#.WfCBCZjOOhB

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Dayenski Sulmar Ayden ha condiviso un link nel gruppo: CO-LAB.

Ieri alle 0:36 ·

One of the best websites that could be very helpful for teachers.
www.breakingnewsenglish.com
U can teach using those materials for 3 skills R-W-L
U will see the lesson plan and how to start activities . N.B listening in MP3 form and downloadable , enjoy it
Good luck

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https://v.gd/1wHitK

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http://www.classtools.net/

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https://www.thatquiz.org/

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Curry School of Education, University of Virginia, 2014. Co-teaching formats: http://faculty.virginia.edu/coteachUVA/5formats2.html

Tan Huynh, Empowering ELLs blog, 2017. Collaborating for ELLs Serie – Teacher Collaboration: www.empoweringells.com/category/collaboration/

In particular, we suggest: 51. The Models of Co-Teaching

European Commission/EACEA/Eurydice, 2015. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union.

Eurydice Report (2015). The Teaching Profession in Europe

European Commission Joint Research Centre (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education. Luxembourg: Publications Office of the European Union

CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

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In the European Schoolnet Academy, we are always looking for ways we can improve our services to you.

For this reason, we have introduced a “blackout” period of 1.5 weeks at the end of each of our courses, during which the course will not be accessible.

This “blackout” period is a designated time during which we – the European Schoolnet Academy team – will focus our attention on assessing the work of course participants where needed, dealing with any possible issues (plagiarism, missing final course activities/reviews, technical aspects), and preparing the course certificates.

During this period, the course will not be accessible, but all your work on the course is saved and will become available again at the conclusion of the blackout period.

After the “blackout” period, certificates will be awarded to those who have finalised all required course activities. The course will remain open for those who would like to benefit from the pedagogical content but there will be no moderation on the course, and therefore no certification will be awarded anymore.

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Lesson plan and submission

The final learning activity requires you to create and submit a lesson plan and to peer-review other participants' lesson plans. In order for you to receive the Course Badge and the final Digital Certificate, you need to complete both of these tasks.

In order to receive the course certificate, you need to submit your Lesson Plan in this section by 30 October 2017 23:59h CET and to review two Lesson Plans by 8th November 2017 23:59h CET.

1 - Final activity - Part 2 - Finalise your lesson plan

In Module 3, you started working on creating one or more lesson plans integrating collaborative learning and assessment. To complete the course, you now have to finalise your lesson plan.

How to create your lesson plan

1. To design your lesson plan, please use the Learning Designer. More information on how to set up and use the Learning Designer in Course Introduction - C.

2. Download and revise the 21CLD Learning Activity Rubrics, the Learning Scenarios and the examples of lesson plans by previous participants in Module 2.6.

3. For the Assessment activities, download and revise the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom in Module 3.8.

4. Read and follow the guidelines for designing a lesson plan implementing collaborative learning from Module 3.7. You should consider the guidelines when creating your lesson plan and when peer-reviewing the lesson plans of two other course participants (Final activity - Part 2).

5. Please create your lesson plan in English.

2 - Final activity - Part 3 - Submit your lesson plan in the system

Carefully follow the steps below to submit your activity:

Prepare the description of your lesson plan in advance, including information on the context (school level, subjects, use, etc.) to help your reviewer better understand your lesson plan.

Retrieve the link to your lesson plan (copy the link).

In the submission tool’s textbox below, in Step 1 "Hand in your task", paste the description and the link and submit clicking on the Hand in task button.

You will receive an automated email from our system informing you that your submission has been registered, which you should save until the course has finished.

In the Course Introduction, sections Getting ready 2 - Set up your Learning Designer account and Getting ready 3 - How to do the peer review, we provide detailed instructions on how to find the link and share your lesson plan, as well as a peer review walkthrough. We strongly recommend that you consult these pages again.

Make sure you submit the correct links: once you have submitted them there is no way to change them.

Remember: You have to submit your Lesson Plan in this section by 30 October 2017, 23:59h CET.

Peer-review other participants' lesson plans

3 - Final activity - Part 4 - Peer-review 2 lesson plans

Once you submit your final lesson plan, you will receive an email confirming that you have been allocated a number of your peers' lesson plans to review.

Wait 24 hours, then return to the page where you submitted the link to your lesson plan. You can find the lesson plans to peer-review in the Review tab.

To prepare the peer review for each lesson plan, you can use the rubric we have prepared. You can read the rubric and the example to get familiar with the process and to estimate the amount of time needed for each peer review.

Lesson plan rubric: Word version or OpenOffice version.

Example of a completed lesson plan rubric here.

Write your feedback and make sure to click the “Review” button at the end of each lesson plan that you review.

Always remember that your feedback is not anonymous. Therefore, make sure to provide feedback that will be constructive and useful for your colleagues.

The module is only marked as complete once you have submitted all reviews.

4 - Final activity - Part 5 - Check the feedback to your lesson plan

You will be notified by email when your own document has received feedback. You will access the feedback on this page.

If you encounter any issues with your OWN submission to the P2P, please consult the FAQ.

If you encounter any issues with someone else’s work (the work you are supposed to review or the review you have received), then please fill in this form.

Please remember that the process of reviewing someone's work is a great learning exercise, so participation should be valuable in and of itself, even if you feel the feedback you received was not that helpful.

Remember: You have to review two lesson plans by 8 November 2017, 23:59h CET.

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Do you agree that it is challenging to find time for teacher collaboration within a school day? What is your experience with this, and what solutions have you tried to overcome this challenge? Do you agree that working with teachers from different disciplines can be very useful, and what are your relevant experiences? What are the conditions needed for this to work, in your opinion?

I totally agree. It's impossible to find time within schoolday. We usually meet before lessons or after. Most teachers in my school do not live where we work and the only way to collaborate, apart from formal meetings where we mainly share Lesson Plans and almost finished projects, therefore we have to use technologies. I think that, as already said in other posts, a community of practice is composed by teachers willing to share but also to learn from other teachers. I taught English Literature for twenty years and now I have been teaching in a school where Economics and Law studies are the main subjects. Thanks to my colleagues I' ve completely changed approach and strategies. I've learnt and I'm also learning from my students as far as digital tools. On of the most relevant experience in recent years has been our days in Bruxelles at the Parliament. At school, we trained students how to present a legislative proposal at the European Parliament. They had also to compare with the Italian procedure. When we went to the European Parliament and we met some representatives, we felt very proud of them.
Wthat are the conditions? It was like walking in minefield. Problems everywhere that we could solve thanks to creativity, willingness and technology

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4.6 Irish teachers’ reflections on teacher collaboration

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4.6 Irish teachers’ reflections on teacher collaboration

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Presenters: Sarah-Jayne Carey, Colaiste Bride School, Ireland (teacher, secondary school) - Helen O'Kelly, Stratford College (teacher, secondary school) - Kenneth Nally, Colaiste Bhaile Chlair, Ireland (teacher, secondary school) - Lorraine Farrell, Colaiste Bride School, Ireland (teacher, secondary school).

In this video teachers from Ireland discuss their experience of collaborating with teachers from different schools across Ireland during a CO-LAB workshop. They talk about the benefits of having a particular time and space dedicated to collaborating, the advantages of working with teachers from different disciplines, and how technology can facilitate the process.

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Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

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In this video teachers from Ireland discuss their experience of collaborating with teachers from different schools across Ireland during a CO-LAB workshop. They talk about the benefits of having a dedicated time and space to devote to collaborating together, the advantages of working with teachers from different disciplines, and how technology can facilitate the process.

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I am still trying to get used to technology as a tool to teaching, but it is impossible to avoid it in collaborating with other teachers. At the beginning , we used it just for sending and displaying. Lately, we have improved in using devices and the internet. Its immediate use helps in solving problems of the last minute. It has been really useful to prepare the step by step path for students with special needs. There is no ready recipe for them so that we focus on them to tailor lessons and tools. Before planning we need to observe and we share impressions and ideas, then each of us makes proposals (obviously we discuss a lot ..... perhaps technology also helps brevity) And in the end, we share with the educationalist or neuropsychiatrist.
I must admit that we usually write mails or we communicate via skype or simply texting or phone calls. However, due to this course a new technological universe is now at hand. I really appreciate Dotstorming

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https://www.schoology.com/

Educational Success

Embracing a Digital Learning Ecosystem Districtwide

“A large group of early adopters were teachers who haven't always been comfortable using technology in the classroom. Schoology helped them embrace a digital teaching and learning environment in new ways."
Kellie Ady
District Instructional Technology Coordinator
Cherry Creek School District, Colorado

Defining Success in Higher Education

Answering Students’ and Educators’ Needs

"Our students were clear that they wanted a platform that was simple to use on any device and powerful enough to be fully adopted by all faculty so that there would be just one LMS for all of their courses and activities. We selected Schoology because of its intuitive learner-centric design, its ability to support our traditional and new teaching methods, and its strong integration capabilities."

Wendy Woodward
Chief Information Officer
Wheaton College

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Do you use technology specifically for the purpose of collaborating with other teachers? Would you say that the nature of your digital collaboration with teachers is equivalent to ‘sending and displaying’, as mentioned in the video, or more about processing, analysing and sharing? Why do you think this is, and can you give examples? Which digital tools would you recommend teachers to use for collaborating and why?

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4.5 How technology can facilitate teacher collaboration

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4.5 How technology can facilitate teacher collaboration

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Presenters: Prof. Deirdre Butler, DCU St Patricks Campus, Ireland -  Majella Dempsey, Course Leader BSc Science and Mathematics Education, Maynooth University, Ireland

In this video we hear from Professor Deirdre Butler and Majella Dempsey (a teacher trainer from Maynooth University) about how technology can facilitate teachers working together. We hear about the usefulness of various communication platforms and MOOCs, as well as the need to move away from an understanding of teacher collaboration just being about sending and displaying, to one that is more about processing, analyzing and sharing.

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Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

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In this video we hear from Professor Deirdre Butler and Majella Dempsey (a teacher trainer from Maynooth University) about how technology can facilitate teachers working together. We hear about the usefulness of various communication platforms and MOOCs, as well as the need to move away from an understanding of teacher collaboration just being about sending and displaying, to one that is more about processing, analyzing and sharing.

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The skills needed by teachers to effectively collaborate with other teachers by Majella Dempsey

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The skills needed by teachers to effectively collaborate with other teachers by Majella Dempsey

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https://wordwall.co.uk/resource/180753/skills-needed-teachers-effectively-collaborate-other-teachers

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I agree with Majella Dempsey about skills and conditions needed for teacher to collaborate. I would also add being unlimited patient, tolerant and forwarded-looking.

Unfortunately, the leadership in my current school doesn’t model collaboration with, most of the time, the result of a mere formal repetition of useless meetings with no clear common goals to achieve. I found a true work group when planning with my colleagues of my school which is 30 km from the main Institution. A favourable environment which is involving, even the young teachers get easily involved and since they feel part of a group they are willing to share ideas and new tools. However, there are also sceptical teachers whose refrain is “What? Students? They are not students, they are arms stolen from agriculture” but we must profit of their help in practical activities and of their time and they are happy when the see our students outcomes.

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Do you agree with the list of skills and conditions cited as necessary for teacher collaboration to flourish in schools? What would you add to this list based on your experiences? Does the leadership in your teacher training institution or the current school in which you teach model collaboration? If so, how, and do you think this is motivating and beneficial for students? Do you work with teachers who are sceptical about collaboration, and what have you tried - or intend to try - to help them see the advantages of this way of working?

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4.4 Skills and conditions needed for teacher collaboration

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4.4 Skills and conditions needed for teacher collaboration

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Presenter: Majella Dempsey, Course Leader BSc Science and Mathematics Education, Maynooth University, Ireland

In this video a teacher trainer at Maynooth University explains the skills required by teachers to work collaboratively, as well as the conditions needed for teacher collaboration in the school environment. She also discusses the importance of leadership and how we might address sceptical teachers.

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Collaborative teaching and learning | Skills and conditions needed for teacher collaboration

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In this video a teacher trainer at Maynooth University explains to us the skills required by teachers to work collaboratively, as well as the conditions needed for teacher collaboration in the school environment. She also discussed the importance of leadership and how we might address sceptical teachers.

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How to do your lesson plan like a boss  ;)

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How to do your lesson plan like a boss  ;)

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https://www.youtube.com/watch?v=3YYW40o83oA

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Hello dear teachers,

Time flies… and our last course week is almost over!
How is this module going?

Here is our Question of the Week #4

How do you integrate formative assessment in your teaching practice?
Which tools do you find more useful?
Checklists
Reports
Online quizzes
Self-evaluation rubrics
Peer reviews
Others
If you use rubrics, do you create your own rubrics? If so, please post any example here.
Please leave a comment under this thread
Keep well
Anna

Anna Maria Mulliri We spent a lot of time in devising a rubric for the first two years period, for the second two years period and for the last year in the same subject group (Dipartimento ). And at the end of some project such as "A trip on my own" where they are supposed to organize a 5-days- holiday in a European Town, students add to their work on Emaze or Strikingly. But also Checklist when they are working on the project.

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https://dotstorming.com/b/59e0d9c9724fa5b36da3a60b

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Hello dear teachers,
Many of you are already working on their lesson plans...
Why not integrate some edugames or other types of formative assessment?
One of my favourites is Wordwall which offers also lots of templates for games and some great tools for random grouping and class setting.
https://wordwall.co.uk/
Here is a video tutorial https://youtu.be/WbgPyxf00jA
You can choose an example made by other teachers from the community and adapt it to your class needs
LearningApps is another great option.
The Balcony Scene https://learningapps.org/807770
Verb tenses https://learningapps.org/watch?v=ph0dc8oyc17

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Professor Butler says: “(….) we are actually building an effective community of practice – not only among ourselves, but among our students as well” and they really impressed me. Community, like the little village where I work, with its strong sense of belonging, and old people like passing on know-how and traditions, young people share with old people their dreams and new tools.

Being part of an educational community supposedly has the same objective to achieve perhaps through collaborative teaching and learning.

There are many challenges to reach the top: burocracy, lack of time, lack of technical support or digital devices, demotivated students, brilliant lesson plans and projects, but much is only on paper, the reality is completely different. And when I am ready to give up, I can’t but think of the traditional saying “necessity is the mother of invention”.  Step by step, those problems who depend on me and my colleagues can be solved, but the will to do things together and to solve problems are not enough. However, when good results come, we say that it was worth trying new strategies, new methodologies together with our students.

I often collaborate across themes relevant to the whole school. We choose cross-cutting topics and key competences, I usually work with teachers of the vocational area. We focus on the students we are going to work with and we ask them if they are interested in those topics and their suggestions. We usually include a school trip at the end of the project which is a way of mutually sharing information and experiences, of assessing key competences, of seeing in action the future citizens striving to achieve their independence.

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Do you agree with the benefits and challenges highlighted by Professor Butler? Which benefits and challenges would you add based on your experiences? What opportunities have you been able to take advantage of in your own context to collaborate with teachers both in and out of school? Do you collaborate with teachers in your own subject group, across age groups or across themes relevant to the whole school, and if so, how?

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4.3 The benefits and challenges of teacher collaboration

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4.3 The benefits and challenges of teacher collaboration

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Presenter: Prof. Deirdre Butler, DCU St Patricks Campus, Ireland

In this video Professor Deirdre Butler discusses the various benefits of teacher collaboration including the usefulness of peer reviews, collaborating in a safe environment, and building an effective community of practice. She also highlights some of the challenges involved and the need to find opportunities for collaboration both inside and outside of school, and for collaboration to take place across subjects and themes.

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Collaborative teaching and learning | The benefits and challenges of teacher collaboration

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Never heard about ePals and Wikispace, but we took part to an eTwinning project 3 years ago. It was easy organizing activities and group video chat but slow connection didn’ t help communication.

Unfortunately, I must admit that many teachers do not realize that, as with any new tool, they can become proficient enough so that it becomes the easiest thing to use it, other fears for pupils’ safety or class management. I think that if we adopt classroom technology, we also make sure that the activity serves our learning objectives.

I usually use Facebook, after the eTwinning project I gave up Twitter and Linkedin, because I felt as sucked into a parallel universe.

Thanks to Facebook I can share documents and ideas, I can plan and organize with some of my colleagues (I have just finished to talk with three of them) and I really appreciate this tool because we live in different places, we are all commuters and when we meet at school most of the work is already done.

I was not so familiar with emerging digital technologies, but during the course I have started using those suggested by Anna Laghigna and the other colleagues.

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4.2 A secondary teacher’s experience of teacher collaboration

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4.2 A secondary teacher’s experience of teacher collaboration

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Have you heard of all the platforms and digital tools mentioned by Reyhan in the video, and what are your experiences of using them for teacher collaboration? Do you agree that not all teachers have the required skills to take advantage of digital technologies? Reyhan mentions social media networks, such as Twitter, Facebook and LinkedIn, as particularly useful spaces for teacher collaboration and professional learning. What are your experiences of social media networks for teacher collaboration and professional learning? What emerging digital technologies are you aware of that can help teachers collaborate more efficiently?

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https://www.commonsense.org/education/top-picks/best-student-collaboration-tools

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https://www.edutopia.org/blog/rules-of-thumb-collaborative-planning-rebecca-rufo-tepper?utm_source=facebook&utm_medium=socialflow

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School development and excellent teaching for a great start in life

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School development and excellent teaching for a great start in life

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https://ec.europa.eu/education/sites/education/files/school-com-2017-248_en.pdf

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https://ww2.kqed.org/mindshift/2017/09/28/using-a-jigsaw-activity-to-help-every-student-engage-with-literature/

https://www.jigsaw.org/

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4.2 A secondary teacher’s experience of teacher collaboration

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4.2 A secondary teacher’s experience of teacher collaboration

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Presenter: Reyhan Gunes, Turkey (teacher, secondary school)

In this video we hear about a secondary school language teacher’s varied experience of teacher collaboration, and the specific benefits digital technologies can bring to facilitate the process. Reyhan describes the importance of collaborating with teachers and experts beyond your school to create new ideas and exchange best practices.

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Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

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https://bouncyballs.org/

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I have never had experience of “co-teaching rotation”, a very interesting approach, and I found interesting when she says: ”We became a good team and achieved great results. As a result, our relationship with the children changed - they became more united, started organizing games on their own and helped each other.” Therefore, teachers’ good practices were a good imprinting for children.

I agree with Valentina about sharing practices and showing best practices though it’s not easy finding time to meet colleagues after schools apart from institutional meetings.

Nevertheless, I have experienced collaborative designing lesson plans and though it mainly deals with theory, I can say that the more open minded and willing to accept suggestions you are, the better you are at improving and innovating. Constructive criticism is always necessary to manage the change that is inevitable.

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What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience with? Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this, and what are your experiences of acting on the constructive criticisms of other teachers?

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4.1 A primary school teacher’s experience of teacher collaboration

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4.1 A primary school teacher’s experience of teacher collaboration

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Presenter: Valentina Marinova, Vasil Levski Secondary school, Bulgaria (teacher)

In this video we hear about a Bulgarian teacher’s experience of collaborating with other teachers to teach young children aged between 7 and 11 years old. She describes her experience of teacher collaboration within eTwinning and Erasmus+ projects. We hear about the ‘co-teaching rotation’ model of collaboration she has worked with, and the benefits of this approach.

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Collaborative teaching & learning | M4 A primary school teacher’s experience