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It's submitted... I expect improvement suggestions

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Recognize the negative consequences that the lack of water has on the life of living beings * Become a responsible and participatory citizen * Contribute to solving real problems * Working collaboratively with others * Develop skills in the use of ICT * Contribute actively to changes in attitudes and behavior in the community

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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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I have already mentioned that finding time for teacher collaboration within a school day is the most significant constraint of collaborative work among teachers.
n my case, to develop some kind of collaborative work I'm often late with my schoolmate, since she is not very comfortable with ICT (which does not allow her to work on social platforms or networks) and happens because she devotes almost all the time to school and has no children.
With regard to working with teachers from different disciplines, I think it can be very useful and interesting, but in Portugal primary education is taught by a single teacher, ie the teacher works in all areas of the curriculum (Portuguese, mathematics, science, music, Art). Except English that is curricular from the 3rd year and has a teacher specifically for that area.
However, in the past years I have worked with other teachers and I think we have had very rewarding and enriching experiences.

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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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I use technology to interact with colleagues who live in other cities or countries to exchange ideas on educational issues and share materials. Regarding the colleagues I work with every day I think the nature of my digital collaboration is to "send and display" and not so much about processing, analysis. At school we stimulated an educational blog; in the school we use "office235"; I also use email, moodle and Twinspace that seems to me a good resource to collaborate in both project planning and product dissemination ...

A collaborative tool that can dynamize and bring the teacher, his class and the parents together is ClassDojo but I do not use it regularly.

In research, especially when writing for conferences or seminars, we use dropbox, drive to write and review articles from a distance, and I use Hangouts to communicate in real-time with teammates.

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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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I agree with the list of skills and conditions, but according to my personal experience, I think that more spaces and specific times should be promoted for collaborative work in school. One of the biggest constraints I face is that some teachers claim they do not have the time. Sometimes teachers do not feel safe, they do not like to be exposed to criticism, they are not receptive to change ... they like to keep their practices over time ...
Teacher meetings that serve to decide the implementation of curricula and benchmarking tools to be used by all do not focus on solving problems encountered by students or on outlining common strategies. I think there is a need for real leadership on the part of the managers, there is a lack of collaborative work that promotes the rotation in the roles to play and promotes the leadership capacity ... normally the professors hold the positions for long years.
To motivate colleagues I try to make myself available to produce materials together, share knowledge and above all motivate for curriculum development through the implementation of projects ...

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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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I agree with Professor Butler and I believe that teachers have to join forces to provide quality support in their schools ... Today the world changes so fast that no teacher can isolate himself ... every day we learn new things .. you have to get support and motivation ... lose the fear of being criticized ... risk new ways of seeing reality ... open the mind ... only this way we can follow the new generations.
It may not be easy but surely we all get richer and with the certainty that all are accurate and, like in children, no one can be left behind...
For example, me it is still a bit difficult to collaborate in English but with the help of technology things become easier and more accessible ... Sometimes the family's schedule also affects me, but I keep trying to carry out projects where I try to collaborative skills in solving real problems that give meaning to the learning and training of my students and myself.

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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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I know and have already used some platforms and digital tools mentioned by Reyhan but regarding skype, twitter or even linkedin do not seem very attractive. However, in my opinion, facebook or eTwinning seem to me easier and more intuitive and allows a better level of collaboration .... Regarding the dropbox or google I use them regularly to collaborate with some colleagues ... but, like says in the video, not all teachers have the skills necessary to take advantage of digital technologies and others refuse to use them for this purpose.
My experience with social networking related to teacher collaboration and professional learning has been based on facebook or the platforms (european schoonet, eTwinning, ...) has been very rewarding and useful for professional training and inspires me to develop new ideas and projects to facilitate the learning of my students.

Then I try to motivate my colleagues at school and we are trying to do some collaborative work between ourselves and with colleagues from other countries ... but I find it easier to motivate children than adults :)

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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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I think sharing classroom space with another teacher is a plus for everyone (students and teachers). In Portugal we are now benefiting from classroom support, especially at the beginning of schooling but I am afraid that the work developed is still not collaborative in the true sense of the word. Still prevails the division of labor between teachers, I teach this content and the colleague teaches another ... I teach the group 1st year and the colleague stays with the 2nd year.
I am performing these functions and I have tried to find time to plan activities with colleagues but it has been difficult ... they do not always show availability to stay at the end of the day ... But we have made progress and talked about the performances of children and we have analyzed situations together to identify problems and seek solutions.
I think the way is this, but it's still begun ...

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3.6 Answers to teachers’ questions on assessing collaborative learning

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3.6 Answers to teachers’ questions on assessing collaborative learning

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I fully agree with Prof. Valente when he says that involving the students themselves in the assessment makes them more responsible and autonomous. Regarding my personal experiences, although the benefit of friendship initially prevails, over time students become more critical and fair in their value judgments.
I would also like to share with peers the peer review in Faria de Vasconcelos "New School in Belgium" more than a hundred years ago, an example of collaborative practices that we are trying to put into practice today.

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3.5 Collaborative learning - What to assess and how?

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3.5 Collaborative learning - What to assess and how?

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I never used existing rubrics and checklists to assess collaborative work but it seems useful. I have  constructed my own checklists for the students to verify the production of their texts, for example. After listening to Anna I think it's really important to involve students in the definition of rubrics or checklists. I have not yet done so, but I have some doubts about whether my students will be able to do.

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3.4 Collaborative learning and student peer reviews

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3.4 Collaborative learning and student peer reviews

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To work on a project I left many times I leave it up to the students to decide who they would like to work with and what each member’s role should be but sometimes it's me who decides. However, when it comes to peer assessment I prefer  use the dialogue insisting that the students give their opinion indicating 3 more favorable and less favorable.
Relatively digital tools which Anna talk (Edmodo, Scrumy, Tackks) i  still don't know. I've used Padlets and Google Forms in work with pairs. I've  used Goolge forms with students older.

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3.3 An ICT teacher’s experience of assessing collaborative learning

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3.3 An ICT teacher’s experience of assessing collaborative learning

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I very much appreciate the sharing made by Mr António and I agree with all the benefits of collaborative work, but my personal experience shows that the process is not always easy to implement at younger ages because ICT mastery and access to the media is sometimes not possible. He refers too the advantage of collaboration among the teachers themselves and I think this is a very important point ... it is almost easier to get students to collaborate with each other than teachers. This year I am working with two colleagues and, because of their weak ICT skills, it has not been easy to propose collaborative activities that involve them ... I feel there is some resistance from them :(

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3.2 A sports teacher's experience of assessing collaborative learning

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3.2 A sports teacher's experience of assessing collaborative learning

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I think Chrysa tried various assessment methods to assess her pupils’ collaborative learning according to their age. I agree when she said is not easy verify the individual participation of each element in the group. I work with children between the ages of 6 and 9/10 and I find myself with exactly the same problem ... Of course we know the personality of each one but sometimes some students surprise us...  verify the individual participation of each element in the group. I work with children between the ages of 6 and 9/10 and I find myself with exactly the same problem ... Of course we know the personality of each one but sometimes some students surprise us ... The questions that they have seemed appropriate but not always the youngest children are well aware of their level of participation ... but I believe that this is how they will develop one day ... we must try to make them realize that together they will do better things

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3.1 Assessment for improving collaborative learning

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3.1 Assessment for improving collaborative learning

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At my school, teachers favor summative assessment through tests while the remaining learning products are minimized.
Collaborative learning is not widely used and most prefer students who listen to what the teacher says. At this moment I believe that more and more teachers are aware of the need to change practices within the classroom and try other ways of organizing students and learning but this is not much valued in the final evaluation. In my view, that I especially like to work on projects, I think that formative evaluation, peer evaluation and self-evaluation are very important for developing autonomy and responsibility for learning, but perhaps for working with young children they are not true notion of it. I think the assessment of collaborative work  discourages students  competition because they undestand they work to an objectiv common ? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? Does the summative assessment of each student in your school/subject take into account the learning outcomes related to collaborative work (such as project work/results)?

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After reading the document and reviewing the video, I think that actually to the activity

Low cooperation level learning activity - Exchange of Christmas cards with Spanish school the code is 1 because they worked in a group and discussed the results but did not imply shared responsibility or substantive decisions and was not reflected in the results.
To the High cooperation level learning avtivity - Construction of an accordion book for the BIC competition the code is code 5. They worked in groups, shared responsibilities, made substantive decisions, interdependently, to achieve a common goal: to participate in a national competition.

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From what I have seen from the examples made available, they are inspiring but still require a lot of analysis by me. The scenario model seems to me very interesting and facilitates a structured planning for collaboration between students with practical and real application of the knowledge that is being acquired.

I have a lot to learn ...

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Encoding the level of collaboration in learning is important so that the teacher is aware of how learning occurs in their students.

In my case, I think that until today I never planned a learning activity with full awareness of the level of collaboration (interaction, responsibility and interdepence) intended ... I think it formed the groups or the pairs of students and I only noticed the greater or lesser collaboration during the sessions.
In the future, I will certainly be more awake to program the teaching taking into account the codes that Professor Deirdre Butler explained

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I think the 4 questions presented are important for planning and implementing a collaborative learning activity, but in fact, I can not always make sure that my proposed activities correspond to this, especially with regard to decision-making and interdependence in solving tasks ... This is a subject I will have to improve on ...

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2.1 Embedding collaborative learning into lesson design

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2.1 Embedding collaborative learning into lesson design

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I think it is fundamental to "speak the same language" so that a group can collaboratively create new meanings in relation to the world and build knowledge.
On the other hand, I consider that collaborative skills are not inherited but that they can be developed in a group since the teacher has also "learned" them. That is, the teacher has to plan and design learning situations himself in order to promote collaboration.
Finally, I think that technologies can play a crucial role in learning of our students,  because of the stimuli they represent, but also because of the ease with which each student interacts with the others elements of the group, and the tools that make available creating spaces where feedback is almost immediate.

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On my opinion collaborative learning is the point on 21 century classroom. In my practices, i tried implemented collaborative and cooperative work through learning projects (ex: etwinning) in way to develop autonomy and responsability in my students. However, the role of teacher orientation of the learn process is not easy against the big curriculum. Often i feel the school is the same from many centuries ago...

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1.2 Collaborative learning in a flexible classroom

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1.2 Collaborative learning in a flexible classroom

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My school is a building with more than 70 years ago and the equipment are not properly for a flexible and interactive classroom, but we have a computer and an interactive board. According to the learning situation, I reorganize the classroom (in u or small group) and trie favor the collaboration between the students. Regarding the use of online tools, my children still can not use them autonomously to build knowledge (some do not even have computers at home) but show a lot of interest when an opportunity arises to work with them.
the video give me new ideas to experiment with them. It's very interesting.

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1.3 Collaborative learning through project-based learning

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1.3 Collaborative learning through project-based learning

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In really I never put it into practice the ‘circle time’ like is described in this video... However the learning projects carried out in the field of eTwinning were opportunities for learning together and the use of digital resources and tools led them not only to consolidate knowledge but to develop other digital skills. We  evaluate the work of each one and the final product of all and discuss always the positive and negative aspects of the work and we seek possible solutions  to apply in other situation or project.
I agree with Francesca Panzica when she said «Technology becomes useful in class especially when collaborative practices are used » because ICT's, when well used, are a facilitator and empower learning.

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1.4 A foreign language teacher’s experience of collaborative learning

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1.4 A foreign language teacher’s experience of collaborative learning

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After listening to Anna Laghigna, many questions arise, because I think it is very different to work with young children or with older children. In this case the risks and challenges are more complex. Without a doubt, the project work gives meaning to learning and promotes autonomy and responsibility towards learning itself. The question of what the ministry of education and parents require us - a quantitative note - is very pertinent ... I prefer formative evaluation throughout the whole process where each participates consciously in their evolution and in the peers. The teacher will have to give the students a voice because they are the first to be aware of the performance of the peers with whom they work side by side.

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1.5 A History & Geography teacher’s experience of collaborative learning

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1.5 A History & Geography teacher’s experience of collaborative learning

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My experience of collaborating with other teachers is very weak, even in ewinning projects I think we all developed a common project but we did not build it collaboratively.
In the role of assistant teacher, for the first time this year, I should do more of this work but it has been difficult to realize it because colleagues are not always available to give more time and be open minded for that ... I think students would leave to gain if the teachers could effectively collaborate with one another ... and it would be much easier for the teacher to guide a collaborative learning project if he himself knew how to do it ...

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Low cooperation level learning activity - Exchange of Christmas cards with Spanish school - students made Christmas cards with various techniques and gave a brief presentation in English to send on Christmas. They used google translate.
Although the students helped in the development of the cards and expressed their opinion about the productions of their colleagues about what they thought was better or worse, not all of them expressed themselves. For the preparation of the texts in English they appealed more to the teacher than to the online tool or in pairs.

High cooperation level learnin avtivity
Construction of an accordion book for the BIC competition. The students wrote the text, perfected it collectively with the guidance of the teacher; they divided it into chapters; they copied the chapters to Word and printed. They then drew a chapter by group and planned the page illustration, listened to their colleagues' opinions, and illustrated it in a group using a variety of techniques. They photographed the book, did a PPT with the images and turned it into PDF.
Everyone participated in the improvement of text, heard the opinions of colleagues and accepted the improvements proposed by others. They developed ICT skills and showed their personal skills.

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I like to think about education and I am part of a research group to share the discoveries and experiences we are doing  through writing articles and participating in congresses ...

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Estudar não é só ler nos livros que há nas escolas. É também aprender a ser livres, sem ideias tolas. Ler um livro é muito importante, às vezes, urgente. Mas os livros não são o bastante para a gente ser gente. É preciso aprender a escrever, mas também a viver, mas também a sonhar.

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Escola Básica de Casal Comba, Agrupamento de escolas  de Mealhada Portugal.

In my school we have two classes with  students between 5 and 10 years old . Some with special education needs .

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É mais fácil aprender a ler quando ouvimos outros ler em voz alta! Quem o afirma é , escritor e pedagogo norte-americano, num livrinho intitulado Queres que te conte um conto? Um guia para narradores e contadores.

Aprendemos a ler, normalmente, do seguinte modo: primeiro, acompanhados por quem sabe ler e, depois, começamos gradualmente a ler autonomamente. O leitor é, por isso, um aprendiz e é-o efetivamente se estiver na "zona de desenvolvimento proximal", isto é, se estiver em contacto com a leitura. Assim, ler em voz alta para as crianças é essencial para ajudá-las a converter-se em leitoras. E, segundo Aidan Chamber, "é um erro pensar que a leitura em voz alta é necessária apenas nas etapas iniciais". A leitura em voz alta é tão valiosa e aprender a ler é um processo tão demorado (e nunca acabado) que a leitura em voz alta é necessária durante toda a escolarização e, ousamos dizer, durante toda a vida. O ideal seria que cada pessoa escutasse um fragmento de literatura todos os dias.

Este especialista apresenta cinco razões fundamentais para ler em voz alta:

1 - A leitura em voz alta mostra-nos como o texto funciona. Cada vez que escutamos um conto, ou poema ou qualquer outro tipo de texto, adquirimos um exemplo mais de como a escrita funciona, isto é, como se estrutura e se organiza, e o que (ou como) temos de fazer "dominar" o texto. Descobrimos, ao ouvir, que tipo de texto está guardado na linguagem do texto.

2 - A leitura em voz alta faz com que o texto impresso ganhe vida poer meio da interpretação. A escrita é, em cero sentido, um guião: com palavras que nos dizem como são as pessoas, o que sentem e como agem. A leitura em voz alta desperta a magia do texto e das personagens. A leitura em voz alta mostra como quem lê "convive" com as palavras e as personagens. Ou seja, a leitura em voz alta possibilita a aprendizagem de que o texto tem um "corpo" e uma "voz" que o leitor tem de "interpretar".

3 - A leitura em voz alta transforma o "difícil" em algo acessível. Quando as crianças são expostas a algo que não são ainda capazes de ler por si mesmas, estamos a ajudá-las a descobrir que vale a pena esforçar-se por ler autonomamente.

4 - A leitura em voz alta estimula a escolha, mostrando que se pode ler vários tipos de textos, de vários modos e com "estratégias" distintas. Pode ler-se uma história completa, seguida de discussão; pode fazer-se um programa de leitura de contos, poemas, inclusive para e em ocasiões especiais; pode ler-se um texto mais extenso ao longo de vários dias; pode ler-se a despropósito, sempre que seja adequado e/ou surja uma oportunidade; pode dramatizar-se um texto, etc., etc.

5 - A leitura em voz alta oferece uma maneira de estar juntos. Além da dimensão social e afetiva (de que já falamos em outros post), este tipo de leitura é importante para o processo de construção da identidade cultural, ainda que cada pessoa a assuma de modo distinto.

Neste tempo de férias, não tenha dúvidas: leia em voz alta, para si, para os seus filhos, para os seus familiares, para quem quer que seja, mas leia...

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É mais fácil aprender a ler quando ouvimos outros ler em voz alta! Quem o afirma é , escritor e pedagogo norte-americano, num livrinho intitulado Queres que te conte um conto? Um guia para narradores e contadores. Aprendemos a ler, normalmente, do seguinte modo: primeiro, acompanhados por quem sabe ler e, depois, começamos gradualmente a ler autonomamente.

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Hello. I'm Lucia Ferreira. I am from Portugal. I'm a primary teacher. At the moment I teaching in coadjuvation childrens 5-10 years old in a small school with 38 students. But a like very much work with special educational needs and with others pupils who needs more support.

I love to search and try web tools ... reading, be with friends and hiking in nature.