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4.7 Irish teachers’ reflections on teacher collaboration

Finding time is always a challenge for a teacher, but time to collaborate is necessary and needs to be contemplated at the time we can do it and this decision is part of the direction of the school.
Interdisciplinarity is very important for the success of the students and when working collaboratively we must bear this in mind

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4.6 How technology can facilitate teacher collaboration

I use technology to collaborate with my colleagues for a collaboration of processing, analyzing and sharing through Google Drive.

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4.5 Skills and conditions needed for teacher collaboration

I think the list of skills and conditions mentioned as necessary for teacher collaboration to flourish in schools is very important and that it is urgent for teachers to start sharing and getting out of their "holes." Often times, teachers do not want to do collaborative work because it is easier to do as they have always done and not to innovate. Minds need change.

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4.4 The benefits and challenges of teacher collaboration

I completely agree with Professor Butler. In my school, there is a biweekly period of 1h for collaborative work among teachers, but informally teachers always collaborate more than this time

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4.3 A secondary teacher’s experience of teacher collaboration

I've never heard of ePals, but in the eTwinning community I've done some training, never taking part in a project.
I agree that not all teachers have the required skills to take advantage of digital technologies and that training is urgently needed in this area.
I use facebook for teacher's collaboration and professional learning.

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4.2 A primary school teacher’s experience of teacher collaboration

Collaborative work among teachers is very important for student success, and this model of co-teaching rotation seems interesting. We teachers should always be open to learning new ways of working and everything that our colleagues can give us is positive.

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https://v.gd/BpscHG

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3.8 Answers to teachers’ questions on assessing collaborative learning

I agree with Dr. Luís Valente in using the self and peer assessment since the teacher is not the only element in the teaching / learning process capable of assessing. Students, when doing their assessment, are easily aware of their difficulties and are more committed to overcoming them, as well as being assess by their peers.

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3.7 Collaborative learning - What to assess and how?

I have not yet used rubrics to assess, but I've already used checklist for it, created by me.

I think the involvement of the students in the creation of these tools will be very useful, because they will know what will be the target of the assessment.

The guidelines and examples given in the CO-LAB Assessment Guidelines are very useful and I intend to use them in the future.

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3.6 Collaborative learning and student peer reviews

I agree with Anna's different approaches because for an assessment to be effective and objective it needs to be sincere and constructive. If the elements of the group have affinities between them this assessment is more difficult.
As for the tools I am aware of them and I think they are effective and give great feedback

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3.5 An ICT teacher’s experience of assessing students’ collaborative learning

I think that the project that Antonio has developed with his students works and I agree with the 7 benefits to assessing collaborative learning. Students will develop the skills of the 21st century

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3.4 A sports teacher's experience of assessing students’ collaborative learning

I think the various assessment methods used by Chrysa to assess her pupils' collaborative learning are useful and that the questions she asked were helpful in getting them to reflect on their collaborative skills. The age group of 6-11 is the age range of my students and when it comes to assessment they are usually sincere and fair.
Perhaps a way of assessing the individual participation of a student in a collaborative activity is, in the final part of the presentation of the work, when the debate is taking place, if all students in the group participate with correct answers.

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3.3 Assessment for improving collaborative learning

My students work much more motivated, engaged and interested when the work is in team and their assessment does not discourage them, it helps them to improve for the next work.
The sumative assessment in my school is based on two components: Education for Citizenship and Knowledge / Capabilities, and take into account collaborative work as group work (10%).

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2.6

Learning Activity

When I used the 21CLD rubric, I noticed that in the low level collaborative activity it is in code 1, because everything that happens in the activity is directed by the teacher; In the activity of high level of collaboration the code is 5. This rubric for me is very useful and simple. I was a fan!

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2.5 Collaborative learning scenarios

I think the scenario model is very useful to be able to create collaborative learning activities

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2.4 21 CLD Collaboration Rubric

This rubric is very important for the development of collaborative learning activities that the teacher designs. I have never used this rubric, but I think it will produce very good results.

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2.3 The 4 Collaboration Questions

The four major questions presented by Professor Deirdre Butler are very important and the basis of collaborative work. They are useful in helping to design collaborative learning activity and also in evaluating it. It is unpredictable for teachers to ask these questions before designing collaborative learning activities.

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2.2 Embedding collaborative learning into lesson design

Having the shared language regarding what we mean by collaborative learning is very important, because we should all know what we are proposing. I fully agree that having collaborative skills is not a personality trait, since no one is born taught and, we, teachers can and should design learning activities to develop these skills in our pupils. I also agree with Professor Butler when she mentions that 'technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces'. I personally use technology as a research tool for my students.

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1.6 Low level of collaboration
The teacher will form work teams, provide the theme of the work, distribute the roles by the different elements of the group and do the assessment.

High level of collaboration
The students organize themselves into work groups (4 elements) to solve a problematic situation resulting, for example, from a way out.
They discuss the problem, gather information and find the solution - the final product of the work.
Throughout the project work there is an assessment as well as at the end of it.

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1.5 Have you experienced similar or different difficulties in collaborating with teachers, and if so why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members resulting in frustration for some students when it comes to assessment of the whole group?

I think collaborative work among teachers is the right way for students to succeed. However, it is not an easy job, as teachers are very accustomed to closing the door to their classroom and being their class 'owners', materials and strategies. And the most worrying thing is that it is not the more experienced teachers who do it, they are the new teachers who are halfway or early in their careers. In Portugal there has been a long tendency to "blame" the previous cycle, from where the students have transited, the lack of rules and methods of work. This has to stop and teachers have to become aware that they are working for students and for their success as individuals, they have to leave their comfort zone (behind the desk) and start working collaboratively.

Collaborative work among students is much easier and always possible.

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1.4 A foreign language teacher’s experience of collaborative learning

Keeping students on a track is always a difficult task for the teacher, but when the work is done in team and in project work it is achieved. It is not only the teacher's task to monitor the work, but also the group.

Assessing collaborative work is very important and also difficult. It should not only be the teacher doing the evaluation, but all the elements of the group, because they can only improve their final product.

I think the online tools presented in the video are useful even though I only use Prezi.

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1.3. Collaborative learning through project-based learning

Collaborative learning project-based learning through is a very motivating and facilitating learning, to assimilate and apply knowledge. I think the 'circle time' described in this video should always be present when there is teamwork, it is a very important way of evaluation for future projects.
I agree that 'Technology passe useful in class Especially When collaborative practices are used' either for search or for release of the final product.

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1.2.

Collaborative learning in a flexible classroom

The collaborative learning requires teamwork, a flexible classroom as the video. Unfortunately not all classrooms are so, with this furniture and interactive whiteboard. However, I think my classroom has a collaborative environment: the tables are arranged in a U shape for individual work and discussion about themes and content, and When necessary, the tables easily put together.

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1.1.

What is collaborative learning?

The teacher should allow their students to become independent, autonomous, collaborative and responsible students.
Whenever my students work in collaborative learning they acquire the best worked concepts and can apply them more easily in new situations. Students commit to 100% on completion of the work and all work for the final product, meaning to be useful in school.

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Hi!