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I want speak English fluently

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For sure keeping students on the right track when doing project-based Collaborative activity is difficult! Oh boy! Well, sometimes, as a teacher you have to remind yourself that you you are the one who promoted all that fuss! It means, most of time, they are engaged and motivated and losing track is part o the process, so we have to bring them back to the main points. :) The idea of having a check-list at the end of the activity is great! I usually have this check-list on the board to check what we have covered on that class.

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Project Based Learning and teaching activities are very important for our students. Hence our students learn so many things as a group.İn this learning activities that is implemented is to work as a team .So that we should evulate our students either individual or as team performan

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I share the educational work of Anna Laghigna, cooperative work allows everyone to participate and play a role in the learning task. The evaluation is not simple, but if you work in small groups and respect certain rules of cooperative learning, children are able to evaluate themselves. Even pupils with special educational needs benefit from it.

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"Tell me and I forget, teach me and I may remember, involve me and I learn" As stated  by  Confucius, involving students actively in the learning processcan guarantee the success, even if it requires a long time. It is especially true in foreign language learning which is aimed at communication and awareness of the process and of learning strategies.

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"Tell me and I forget, teach me and I may remember, involve me and I learn" As stated  by  Confucius, involving students actively in the learning processcan guarantee the success, even if it requires a long time. It is especially true in foreign language learning which is aimed at communication and awareness of the process and of learning strategies.

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I think you have to have good class management and students who are willing to learn in new ways. If there is a lot of behavior issues collaborative learning sometimes doesn't work at as some students may "slack off"

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I think you have to have good class management and students who are willing to learn in new ways. If there is a lot of behavior issues collaborative learning sometimes doesn't work at as some students may "slack off"

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I like to teach and doing project works and I agree that collaborative work and project based learning is the right way of education. It is a great challenge because we have different students in class but we have a commitment to them. Assessing this type of learning method is too difficult and many times I ask myself why assessment is so important if students reach the goal! There are so many important things to take into account during the project work not only academic but also other values that are so important for their future life. Students should have clear tasks and they should focus on the final project they are supposed to reach and the teacher will be there to help them to overcome their difficulties. There are so many tools online for this methodology. Students should be given several tools that they can use depending their interests. For me, assessment is the hardiest part of education.

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I  agree with Anna Laghigna because the students learn better when they are involved in what they are doing. Groups mustn't be too large, and the space of the room must be well organized. Each students must know what he is working to. I agree that assessment is not easy, we have to evaluate the group's work as well as the single student's one. The peer assessment is very useful. The on line tools are essentials work tool, but they aren't known.

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I completely agree with Anna, students learn better when they are involved in what they are doing. Groups mustn't be too large, and the space of the room must be well organized. Each students must know what he is working to. I agree that assessment is not easy, we have to evaluate the group's work as well as the single student's one, it's not so easy..

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I do not have much experience with collaborative learning, but I think that self and peer assessment is really useful and often use it. I would use rubrics to assess the teamwork.

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It's nice to watch and think on, difficult to apply and monitor in our classrooms , though.

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I agree with Anna Laghigna whwn she says that students learning better when working in groups. Thus for the learning to be meanigful it is necessary to have some care when we divided the class into groups, it is important that the elements of the group have the same interests and capacities that complemented each other.

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Genova, Italy
I  agree with Anna Laghigna (and Cristina Parente who right these words) when she says that students learn better by doing and  by working in groups.

Learning by doing is the same as having more active, engaged and self-confident students.Their behaviour is connected with the way we teach. I have some experience of collaborative learning; students behave much better when they collaborate with each other.

I think that the assessment of collaborative learning isn't easy until we get used to it.

Quality feedback, self and peer assessment and formative assessment are useful tools as well as the online tools. The use of assessment rubric is very important because it helps teacher to define what expects frm students anhelp students to involve in the process.

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I completely agree with Anna Laghigna when she says that students learn better by doing and by working in groups. Learning by doing is the same as having more active, engaged and self-confident students.Their behaviour is connected with the way we teach. I have some experience of collaborative learning; students behave much better when they collaborate with each other. Assessing collaborative learning isn't easy until we get used to it. Quality feedback, self and peer assessment and formative assessment are useful tools as well as the online tools.

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I am so lucky because I have taken part in an on-site course held by Anna Laghigna. She's shared her expertise, tools and great enthusiasm. It is certainly easy to feel how students' motivation and self-awareness as learners increases while doing well-organised group work. However, assessment (in order to comply with Italian assessment system) is not easy at all. According to my experience, shared and peer assessment are powerful tools to engage students in the assessment process.

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The forms mentioned in this video are useful for evaluating the collaborative work and online tools mentioned as well. Depends on the teacher's use of available tools.  But it is not an easy task for the teacher.

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In my experience of collaborative learning, students behave better and get involved in the tasks. Assessing collaborative learning is particularly difficult, but isn´t impossible. If we have some kind of monitoring we can control the progress in teamwork.
I liked very much assessments ways mentioned. I never used googledrive with students, but want to use it soon.

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I enjoyed this video because it really opened my mind in what modern methods of teaching are concerned. I think that it is very difficult to assess students during collaborative learning, but it is not impossible, feedback is the first way of evaluating the students progress.

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Um trabalho onde a ser um detetive para um dia e explore todas os locais da cena apresentada, usando o Google Docs como informativos, anexando seus pontos de vista, criando oportunidades de interação e estimular a criatividade. Excelente actividade.

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This work is very interesting and This work is very interesting and I agree that assessing collaborative learning is particularly difficult.

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Congratulations on your project! I'm a foreign language teacher too. I teach Russian and last year I decided to propose the students to use some of the tools in the video and also mind maps to share their opinions about the project we were working on. It was about the future school trip they were going to start. Since I worked with students aged 17-18, it was not that difficult to have them concentrated and not noisy, but it was difficult to assess all the competences they were actually showing. I decided to assess their written comments, their performance, that I registered, and an oral report recorded in the language laboratory. I don't know if it was that effective, I decided to involve more occasions in order to have a more complete image of their work. This course is important for this problem as well, that's why I decided to join it. Thanks for sharing your experiences

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Assessment is the worst part of education. I really like teaching and doing project works and I agree that the way of education is collaborative work and project based learning. It is a great challenge but we have different students in front of us so we have to take theses challenges. Assessing this type of learning method is too difficult but many times I ask why is assessment so important if students reach the goal! There are so many important things to take into account during the project work not only accademic but also other values that are so important for their future life. Students should have clear tasks and they should focus on the final project the are suppose to reach and the teacher will be there to help. There are so many tools online that can help this type of methodology, students should be given several tools that they can use depending their interests. For sure collaborative work is worse to do!!!!!

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As I said earlier I work on projects, so I divide the students into groups based on their personal preferences. That said, we discuss the problems that each group encountered, and from here we define objectives and I select the necessary bibliography and, at the same time, we work the prerequisites that allow students to acquire the necessary skills to elaborate each project. In this way, we design the methodology and apply it. We discuss and analyze the results, draw conclusions and publish as scientific work in Portuguese and the abstract in English. Subsequently, each group prepares a presentation of the project, in ppt or prezzi, to colleagues.
The biggest difficulty I have is to build the methodology, because not always the methods are only of physics or chemistry, we have many methodologies of biology and electronics, so in this case I contact universities or research centers and then. So I have another problem that is to adapt the methods to secondary education.

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Students disengaging and getting off track during group work are indeed some of the challenges that teachers face when managing collaborative work. Assessing teamwork can only be based on observation and the teacher needs to see every group in action and try to assess the teamwork by a set of rubric. Peer assessment can be slightly biased especially when students evaluate their peers whom they are not in good terms with. I would rather ask another teacher to assess with a rubric the team performance of the student groups. The online tools mentioned in the video are indeed helpful. I have been using Edmodo tp channel all my posts and messages to my students in a focused education network platform, Edmodo just serves this purpose.

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Sometimes assessing collaborative learning is difficult! It'a a true statement but we must recognise collaborative learning is interesting, too. I am trying to fill the time and not giving the oportunity to behavior problems.

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The most difficult thing about collaborative learning is assessing in my opinion. In my experience I assess the group working skills and the final product of the team. I also ask to my students to evaluate themselves, but I haven't create evaluation rubrics for them till now. I'll try them in the future.

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Very intersting to use collaboration ideas.We use in my class very much,edmodo,Google Drive and other tools

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The big problem is time and behavior management. Getting students on track is another main problem. I think all the tools based on online activity are very useful but my classroom is not prepared for this type of work.

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I think it is very important to try using colaboration learning activities. Even if they are dificult to prepare and take time to do it. Nevertheless they are very useful  it  class.

I watched the video and the activities: i find it very useful to collaborative learning, in a way to make the students more interested, and I think the students make more effort to learn and to work together.

I think all the online tools refered are very usefull.

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I have had experience of collaborative learning with CLIL and eTwinning projects. It's not easy to assess and monitor the groups. I have done it during the different steps of the work (to check the students' attitude,interest,ability to work in group, to keep up to the deadlines... )
and at the end by means of a grid to check content and knowledge. I worked with teachers of different subjects such as Art, Geography, Law...and we had to consider the involvement of the students but also their ability to communicate and what they had learnt.

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I want to work with my students this way . I find it hard because I'm not interested colleagues
find hard colleagues of other disciplines to engage in interdisciplinary collaborations
in future to develop the discipline taught me . I wish this old

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Indeed it is a real challenge because the environment learning in my lab is novel for pupils. I agree that assessment collaborative learning is difficult because sometimes the interest of each pupil is different. But negotiating ideas is the most valuable in the time of tracking and it is an evidence of assessment. another tool, of course for assessment, is the use of ICT. Some pupils show their abilities using ICT when sharing what they have learned to their peers.

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This work is very interesting. Unfortunately I haven't had a big change to implement collaborative learning at school. I think that Project based learning is a great approach to implement student creativity, critical thinking and independent learning giving them change to work collaboratively, to create their own learning material and to take their own responsibility of learning.

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Sometimes we don't have enough time to organize everything as we would like to do it. Plus in my school we have too many students( classes with 30 students or more) which makes it even more difficult.

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Cynthia Coelho, P

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The hardest thing about collaborative and project based team work is the assessment.
I would really like to learn more about that in this course.

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If we had to choose one word to symbolize the changes in second language teaching over the years, it would be communicative : the idea that the surest path to engagement in learning a second language lies in students – even beginners – communicating in that language

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Behavior management is a challange and I try to find solutions that most suits for children that have difficulties in collaboration with others. I teach self assesment and monitor peer assesment that is very useful. I haven't tried to use online tools yet.

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Behaviour management is a big challenge while working collaboratively as students can very easily get off track. I usually monitor team work circulating in class and discreetly make useful observations or comments. Most of the times students start working in class and continue their work at home meeting each other. This is preferred due to lack of time or even technological facilities in school. Online collaboration is something I try to implement where I offer feedback assess their work. This could be done mainly through Google.dos, or padlet.As far as peer or self assessment go, they not widely used but I'll try to change this.

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During the lesson, we don't have have enough  time to monitor and assess the group work.Also , they need to prove their collaboration concretely.So web2 tools are really great solution for us.I use virtual class such as Edmodo also collaborative tool such as prezi,google docs ,tackk and padlet.They show us the process ,outcome and peer assessment easily.I love using them.

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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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In my experience, behavior management is a big issue when it comes to CL!
It's not obvious to introduce CL to students as a valid learning method.
Students tend to consider alternative methods to "classic classes" not real classes where they are called upon to give their best effort and energy.
Monitoring routines and assessment tools creation are very relevant in keeping students focused. Peer assement, mostly...

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To my mind one of the hardest jobs for the teacher is to keep the students/pupils on track. Assessing collaborative learning is another very tricky part. Monitoring teamwork, to my mind, can only be judged/assessed by the outcome of the groupwork. I think the approach of self and peer assessment might be very useful.

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Behavior management is quite a challenge. Students easily escape the suggested path and the level of commitments is very different among students.
Assessing this type of work is quite difficult mainly we have a large number of pupils in a classroom.
I usually use grids with skills to evaluate, but it's a bit subjective.

I also have the habit to ask for self assessment and peers assessment . I never used online tools to do this assessment.

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Collaborative learning is behavior management and getting students to stay on track a challenge.
It is more difficult to assess the contribution of each student, but they like very much to work in teams.

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I think all the activity is very challenging and when students are not used to work in group it's more difficult. In the school where I work, working in group is not very usual. It's a traditionnal school and inovation is not very easy here

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From my point of view, feedbak is a key factor in learning process. Self assessment and peer to peer review are also elements for helping students stay on track. Tem work is challaging but not easy. One idea can be create group's agreements.

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First of all, I would like to thank Anna for her video, which I thought it was very realistic with the actual situation of many schools I know.
She presented a very interesting idea on how to teach something so tough as Shakespeare to teenagers,. They were really engaged with the topic!! Usic ICTs, of course if you have them at your school, are very motivating.
The questions she posed at the end of the video are the main questions, I think, we all have as teachers: how to assess collaborative learning and social interpersonal skills and how to design activities to monitor teamwork, personal responsability and leadership.
I usually try to design my activities focusing in Bloom´s taxonomy; starting from bottom to top. Then, I monitor their participation and take into account self-assessment and peer-assessment, as well as giving them the chance to evaluate their own team work. I give them time to analyze how they worked together, the problems they found and faced, how did they managed or not, possible solutions now that they have finished, what would they have changed and what have they learnt by working together.
Of course, all this is difficult when you are working with the little ones, as they are not used to respect each other and listen to others. In this case, I start with the basics: mutual respect, learn to listen and try to reach an agreement. By practising, the more activities they face in team work, the more they will develop this skills and the better they will be doing in time. :-)

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I agree that assessment is the key in learning activities and that we have to develop different skills ourselves to introduce alternatives to traditional assessment. I'm in the process to achieve it.

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In my opinion, behaviour management is a big challenge when using a type of task students aren't used to, as in my case. They tend to think that because they aren't in their usual places they can play and chat with each other. But if we set clear goals and set a deadline then they will work. Assessment is another difficulty but very important. Peer assessment is important so they can feel what was right or wrong with their work and therefore get better. As for online tools, I cannot say anything because I've never used them.

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Assessment is a key question in all learning processes. As we move from teacher-led processes to more student-centered methods, should the evaluation methods change, too. So far the major change has been that the teacher is not the only one who does the assessment, but the challenges are very much like the teacher in the video said: we still lack good tools for an ongoing comprehensive assessment of skill development.

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To any project  the teacher  is who makes the team  to work.Establishes deadlines, sets clare goals .Collaboration make them more responsible.

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In my opinion, the assessing collaborative learning is one of the most sensitive part of the work. Not only is the assessment rubric helpful for educators, but also for students.

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I agree that it could be a great challenge to implement behavior management and getting students stay on track because of classroom complexity and diversity. Using checklists, grids with rubrics, team reports and group self assessment, and peer reviews in project milestones is useful and I use to do it with my classes. All online tools are useful and I try to do the same using Moodle platform activities such as feedback, mindmaps, quizzes, wikis, coices, checklists, forums, glossaries, databases and assignments; as well as Googleapps tools such as drawing, documents, spreadsheet, presentation and forms. In this way is less confusing and more centralised tools and access because sometimes students loose access and don't remember where they have their digital things... howhever I let them use other tools as a way of being creative and more responsable of their learnings :)

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That's true that behaviour management is a big challenge. But I have small classes and useful i can manage them well. But I don't have any experiences with big groups. In this cource I hope to get some knowledges and ideas how to plan the assessment of collaboration. I monitor the team work, I share google doc. it's very easy way to do. But I looked the Scrumy. It's very simple to use and share it to others.

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Behavior and time management is always a challenge. I usually set brief tasks easy to conduct and I also use online tools, as wiki, google docs, padlets etc to evaluate everyone's contribution.

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Domenica Marino, Italy
To facilitate the evaluation of cooperative work it is useful to organize little groups composed by a few pupils with specific roles, prepared grids for observation and evaluation of the reports and learning contents.

It 'important to provide a double assessment, an individual  one and  a team one, possibly applying, at different stages of the work and in various skills.

A good balance would be considered 30% collective and 70% individual, where the collective part could also be a mean of the votes of all members. It could  be entered a "bonus" for the capacity to positively react; this capacity can be monitored with special grills and should be a constant element in the group discussion.

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Instead of responding to the questions, I’d prefer to express my admiration about the testimony given by Anna Laghigna. I find it quite natural and realistic, sharing problems, concerns and solutions regarding most of us.

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the biggest challenge, for me, is make members of group more responsible. in my experience of collaborative learning, 90% of students ends his part correctly. about assessing collaborative learning I hope this course shows me further useful tools, like rubric

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Well Anna, I experimented the same challenges. We are not used to evaluating competences others from those inherent to the content of the discipline. I try to plan inside a module in collaborative working a small part which is direct responsibility of just a student so that I can assess his/her performance individually. Peer assessment is ok and also the online tools mentioned but in any case I'm afraid there is no magic tools to solve all the challenges because every class is unique and needs particular measures, and every teaching methods has its pros and cons. All in all what is relevant is the progress the students achieve.

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Most of the time, cooperation and group dynamics are difficult to evaluate because they're invisible for us. Often, the final product (at best, some partial deliverable tasks) is the only evaluable evidence we can count on. So I like the idea of the "white box" (as opposed to the "black box" team work usually is), which I learned in another course about educative education: the idea is to use social media to make all the processes - decission making within the group, arrangemente of the work...- transaparent to the teacher.

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In my experience of collaborative learning, is behavior management and getting students to stay on track a challenge. I agree that assessing collaborative learning is particularly difficult. I find the ways mentioned in this video (e.g. through self and peer assessment) useful.

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I have a class with students about 7 years old.They can have autonomy but it is important to be monitor.I use self peer review when they work in pair and they make the tour of galleries.The tools from video are useful also to use in my classroom.

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Erika , Colombia
The biggest challange I have faced during project work is calculating TIME. Some tasks take longer than others and because each student works at his/ her own pace, some get off track. I have also found that playing music while the students work is very positive

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Yes, One of the challenges that a teacher  faces when shifting from teacher-centred to learner-centred activities in class , is how to  control. Students can get pretty loud while collaborating or they may easily get off track, So the teacher has to be vey alert and constatly control that the work is done to avoid wasting of time. In this case the techonology can help. I do use google drive or Padlet to let students share ideas and the materials they find, It is also useful for me to see what is being done;  and if there is need to correct or guide their work in the right direction. So, it is effortful for the teacher because has to keep control of the students work. Another challenge is  assessing collaborative work, Of course I assess the group work, but I also have individual assessment; this is what the students expect becuse they are interested in getting their individual score, Unfortunately they give a great imposrtance to scores. I have tried to carry peer-assessment, too, but   it was not a good expereince. My students think that it is the teacher work to assess them, so they criticize peer –assessment, although I explain them that it is important to evaluate their classmates work in order to improve their learning. May be I should give them a rubric or more precise guidelines  for peer assessment.I have tried to use Socrative and Kahoot for  assessment.Again My students have a very traditional model of learning in their mind to appreciate this kind of innovative methods. This is my experience.
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I think the biggest challenge is to keep students on track.
The strategies presented by the colleague in the film are very interesting. When my students work in groups, I ask them to present me the list of tasks that are predicting accomplish the following week. I ask them to distribute the tasks among the group members and that at the end of each week they take stock of what they materialize, through a checklist.
Of course, often the group work implies a noisier classroom, but I confess that, within limits, to me is a good sign and it's the moments where more I can appreciate the real competence of my students.
In fact, evaluate the collaborative work is not easy task. It requires the teacher to adopt different strategies for monitoring and collecting information. Peer review is a useful strategy. The self and peer assessment is also useful.
Of the tools mentioned in the video I know and use with my students Google Drive, Prezi and Edmodo. I also use tools for create checklist (eg Smarthsheet) and mental maps (eg LucidChart, Mindmup, Popplet, Cacoo).
Usually, the evaluation criteria of the different domains involved in a particular project are negotiated with students . In the evaluation criteria proficiency levels are defined by different descriptors. Students follow the descriptors to self assess and assess their peers.
As the colleague who shares her experience in the film, I also have concerns about the way how can we design activities to monitor teamwork, personal responsibility
and leadership, plan the assessment of collaboration and other interpersonal skills.
I know a tool that can help us - Partners in Learning Rubrics for 21C Learning Activity Design.

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In my eTwinning projects, collaborative learning has given good results especially for the inclusive aspect. Normally with a well-structured project plan and activities, all students, regardless of any personal problems they might have, will be able to join in and get the best out of the task. However, as Anna Laghigna has stated, the biggest challenge is assessment. I have experimented with assessment using a competence assessment grid made by a group of Italian eTwinning Ambassadors and a self-made numerical equivalent...everything is obviously "work in progress", including the grid. We're pioneers in this type of evaluation of competences.

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In classes with children of first class (age 6-7 years), it is not always easy due to the limited autonomy they have. To monitor teamwork is necessary to create rules, work routines. We use self peer review to assess the projects developed. The tools mentioned in the video, we believe that will be useful to use in the classroom.

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It is very important to establish rules and assign responsibilities to students.
Work in partnership, respecting opinions, to listen and partihar plays a key role in learning.

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In my experience, during collaborative learning behavior management and getting students on track is a challenge, since the students tend to be more inconscious when collaborating with others. On the other hand, it is worth-trying since they may become more interested in the topic and they build up team spirit. As far as monitoring teamwork, I find self and peer assessment useful, as well as the online tools mentioned, especially prezi, google docs, google drive and hangouts.

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The pupils tend to be a litle louder while working in groups, but they are trying to keep up to our rules of conduct in classroom. In that way the are perceptive of other work groups and work atmosphere. I don't assess work of each member of the group but only their assignment. Each member of the group have to evaluate own involment and self - assesment and provide some examples for their improvements if there is a need for.

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One of my evaluating intruments that I use often is observation and I also use to ask them how they support each other in the procces.

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It is true that behaviour management is more difficult but if students are fully absorbed in what they are doing, they do not speak unnecessarily. They nearly always stay on the track as they know they will have to present the result of their work and if they do not use the time at school, they must finist at home, which keeps them on track. I provide them with constant oral feedback. As for assessment, there are always the more active ones who deserve the top mark and those who just follow, That is why I do not assess the work, it is just compulsory to perform it.

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WOW! Beautiful video and activities!!! I did know many tools as Prezi, Googledrive, Edmodo and Titanpad. I started to use Edmodo with my students. The main difficulty is to manage with 7 different classes, especially when you have students who do not have any ICT access (they are few, but... existing!). All this is very motivating especially for Foreign Language teaching.
Let's see critical points: 1)Assessment is often based both on oral and on written tests. These tests are supposed to be OBJECTIVE and INDIVIDUAL. I think that such a project based sequence of activities should be necessarily fallen by a written test which may help self-reflection integrating group oral tests. The feedback given on Edmodo is a way to evaluate the progress in written skills. This means a lot of time both for students and for teachers.

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I'm trying to involve my students working more and more in groups because I think it is the best way to let them improving abilities and competences. Personally, I think that it is not so easy to check and evaluate the collaborating learning because when they work in groups it is not so easy to really know if they are effectively cooperating together. I monitor their work going from one group to another and asking them to report their work at the end of the activities. I tried to do peer assessment but I think that they are not rielable enough.

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Students enjoy being the "teacher", so they work in groups and present their work in the end. They have to respect a schedule we agree at the begining and i use self and peer assessment. I would like to use digital tools since it motivates students but my school doesn´t have computers in most of the classroom.

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I totally agree with other participants. Using collaboration learning activities,it has such many diffucilties to access.But it is useful to use it in our class. I like the video and the activities and i want to use in my class.

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In my experience in collaborative learning I define some rules, but my main function is to leader and help them to find the solution (objective of the project).
Put the students in competion with eachother is very good to, because it´s a motivation for them.
Evaluate the work os the students it«s a hard work, because the teamwork sometimes don«t work.
I think the work showed in these video is very good, I like the way that was make de evalation,
I already use some of the tools mentioned, but I don't know Scrumy and RubiStar.

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I use self and peers assessment. Using peers assessment obliges all the students to pay attention to all the PBL works presented in the classroom. However, it is difficult to assess these works, because not all the students work in the same way . It is difficult to keep the students on track when are doing collaborative work.
The online tools become really very useful to plan and give feedback of what students are working.

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It is almost always a challenge to get students on track. They are easily distracted if the project is difficult for them. I am paying more attention now to teach the time keeper task. I go from group to group and see how the students perform the activities or check their work done with the use of ICT.
I find assessing team work very difficult even though we have clear criteria. Maybe 2 grades for individual work and group work would be better. My students like descriptive assessment but some demand just a grade. They like peer assessment but generally they want about 50% of the grade.
I have never used scrumy or rubistar, tried edmodo but not worked with it.

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Congratulations Anna! A great work behind this project! I am also a foreign language teacher of English and I use some of the tools you illustrate. I do agree with you on the most challenging difficulties: students may easily be distracted in class and assessment. I also think that in cooperative projects there must be a single mark for everyone. Since you use rubrics, you can evaluate each student's work individually during the different phases of teh project or submit a final individual test on what each groups has produced. This is just an idea....anyway.

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With students from six and  seven years is very important define the rules and explain very well what is intended to work. To remain involved is needed that the work is meaningful to them.
During the tasks sometimes there is noise but it is a healthy noise of  the work, in which they exchange ideas and discuss opinions (albeit very basic). Learn to respects the opinion of others. They learn how to listen. With this class due to age usually develop simple activities related to the enviorenement study.
Evaluation is not always easy ... I am often taking  gried notes that I had prepared,  also it is privileged self evaluation and hetero group evaluation.

I think the tools and the evaluation mentioned in the video are very useful for learning.

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It is important to monitor students work and be a facilitator in the classroom rather than be the ex cathedra teacher. It is not easy because the teacher has to be very well organized, have planned  before all the aims, the activities and the outcomes of his project​, and of course, and inspire the students to think creatively. Anna's work is really inspiring because she combines a great plan, she carried out the project efficiently and she used different web tools. I use many web tools myself for my class, especially for my eTwinning projects. Nevertheless, there is a long way ahead, so I can improve my pbl teaching.

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It is important to monitor students work and be a facilitator in the classroom rather than be the ex cathedra teacher. It is not easy because the teacher has to be very well organized, have planned  before all the aims, the activities and the outcomes of his project​, and of course, and inspire the students to think creatively. Anna's work is really inspiring because she combines a great plan, she carried out the project efficiently and she used different web tools. I use many web tools myself for my class, especially for my eTwinning projects. Nevertheless, there is a long way ahead, so I can improve my pbl teaching.

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I use both self and peer assessment and I find them very useful for collaborative learning. I also use Rubistar to create rubrics in order to evaluate not only the outcomes but also the metacognitive aspects of the project and the improvement of soft-skills.

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I work like this sometimes...

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I would like to do an experience like this. It is very important to improve my competences about organisation and managing of a class of students in a secondary school

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In my experience of collaborative learning, i see that sometimes the student's behavior is not the best, depends on the class with which we are working. It is also difficult to evaluate the work, because sometimes students are not honest when we resort to self and peer assessment. Usually i closely observe the work that each one develops and I ask questions during the work's execution. At the end i usually make a work's presentation which me and the other students ask some questions. I hope this course helps me to implement colaborative learning more efectively. I don't use the collaborative tools mentioned but some of them seems very interesting.

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To get students to follow the path, it is best, in my opinion, well define the different stages of the project and using technological tools to track their work. Depending on the project we can, at the end of each phase, make a short quiz to assess their knowledge and make some adjustments.

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The management of pupils’ behavior is very important for me while developing a project. I try to move around and facilitate them in order to achieve equal members’ participation and work in groups. When discussing the pros and cons of collaborative work and product, seems that they can figure out who worked and who didn’t. As for the tools mentioned in the video I used almost all of them and some others while developing my eTwinning projects.

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I always use many methods for controlling group behavior but when they work in groups the problem of moderating their behavior. Always come to play, I usually monitor if their talk is work related and work on the volume and interaction because they feel emotion and they want to contribute so they all talk at the same time or shout their ideas and this is the most difficult part for me, although I always choose a leader and he/ she is responsible for conduct is difficult to make it work at first, but as they go along the year you can see a real difference in their attitude toward the group work and they easily work with every task and any member. It's always a work in progress not a done deal, but some progress can be seen if we put effort and enforce rules. Be clear on the goals and progress expected.

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When i ´m using PBL i keep tracking of their work in the end of each lesson. This ensure that students are really working on the project.

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I think that collaborative learning is motivational for students but I think the hardest thing is to maintain the same level of commitment of all students.
I think that the tools and the evaluation mentioned in the video are very useful for learning.

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If the students have clear targets that they understand it is easier to keep them on track. Assessing collaborative work in mixed ability groups can be difficult and I try to give an individual task based on the group work for homework so that individuals can also be assessed

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Learning by Doing and Group work are the best ways to learn.Team work help my students to get to know each other better and build up team spirit.Of course the teacher must set the limits.Behavior management and getting studens to stay on track is a big challenge for any teacher.The biggest challenge is the assasment part of the teamwork.

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Fun Team Building Activities For Teens:Games & Exercises

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Team building activities for teens help develop relations, trust, solve life problems & learn to work together. Read more for activities, games & exercises.

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The evaluation of the collaborative work is a difficult task. Usually I use checklists and ask students a plan of action and do "situation points." With these elements try to evaluate the learning process. At the end evaluate the quality of the final product.
After work, students do self assessment of the process and the final product and evaluate the work of their peers. For such use questionnaires and checklists.

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Nice strategy Anna! However, its important to set time limits and share a rubric with the students in the very beginning so that students know how they shall be evaluated

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A very important thing is to plan its activities in such a way that students are constantly motivated to work and busy with their designated tasks that help them to grow. The working groups and the ability to manage them properly is very important. Changes in the composition of groups of several people and double should be based on an assessment of teacher and peer evaluation.

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I believe that when this methodology is used, the teacher role is to support and encourage the students to find their solutions to the problems they find along the process. There are students who try to give up if they believe they are not able to develop the tasks. However, with encouragement from the teacher and peers they usually end their task and feel happy with themselves,