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The course was so informative and inspirational.

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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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Learning designer: https://v.gd/E6cppY

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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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Actually it is very hard to find time for collaboration in the school day. In the classroom time, we are busy with teaching and 10 min breaks are really short for discussing, planning and etc. Every discipline is seperate in our school so I have no experience collaborating with other discipline teachers about my own lesson.

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

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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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Technology makes our work easier in terms of accessing the same document, material or anyhing at once. We usually use Whatsapp for instant communication and group announcements, Dropbox for picture and document sharing. We don't use digital tools for feedback or designing in the frame of collaboration.

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

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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 her about the mentioned skills. Teachers  need to have some knowledge,  positive attitude towards collaboration, communication skills, and motivation to work with each other in a collaborative atmosphere. Some teachers can be tough. They only do the teaching and that's it! They believe that they do the best and they don't accept any compliments, criticism or advice. They isolate themselves. They don't want to cooperate and collaborate. They are hard to access. That's a big challenge.

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

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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 totally agree with professor Butler on benefits & challenges. Being in collaboration with collegues is a very good opportunity if it works effectively in a friendly, supportive & open atmosphere. As collegues, supporting each other also brings good practices in the classroom. Teachers’ relation effects students in every way.

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

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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 am a member of ePals and I have been using it for penfriend projects for my students.   I agree with Reyhan on the fact that digital skills is needed for collaboration of teachers in different countries. I use social media facilities for discovering different practices around the world, getting information about teaching & learning and asking questions to teachers especially on Facebook teachers' groups.

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

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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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The ‘co-teaching rotation’ collaboration model is amazing. I haven't experienced it but I think it creates a supportive climate between teachers so this makes learning better.
Successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support.

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

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1 - Reading and tools

Luís Valente, Instituto de Educação, Universidade do Minho, CO-LAB Project (2016). CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom

CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom (Luis Valente, University of Minho) (Polish translation)

The guidelines include:

General Guidelines (purpose, what to assess, how to assess, description of rubrics and checklists)

Specific guidelines for assessing collaborative learning (by purpose: formative assessment, self- and peer assessment)

Example of tools (rubrics and checklists)

Additional resource

Luís Valente & Maria João Gomes, Instituto de Educação, Universidade do Minho, Creative Classroom Lab Project (2014). COLLABORATION & ASSESEMENT: THEORY AND PRACTICE -

Collaboration and Assessment: Theory and Practice (Luis Valente, University of Minho)

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1 - Final activity - Part 1 - Create your lesson plan
https://v.gd/E6cppY

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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 agree with Dr. Valente about the reduction of friendship dependency when  self assessment and peer assessment are combined. Involving students into the assesment process and production of non-standard assessment tools (concept maps and mind maps or infographics) might be a solution to the problem of deteriation of friendship.

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Collaborative teaching and learning | Expert answers to teachers’ questions on assessment

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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 haven't used rubrics or checklists before. I think involving pupils in the design of rubrics and checklists might work for a collaborative learning process. I really find the guidelines and  examples useful. I will try to construct one based on these guidelines.

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Collaborative teaching and learning | Collaborative learning - What to assess and how?

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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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Anna talks about her varied experience of assessing collaborative learning with 14- to 19-year-olds through a project-based approach, particularly focusing on peer reviews.
http://www.classtools.net/random-name-picker/64_42Jcc2
http://www.miniwebtool.com/random-name-picker/
I really admire her for using such a variety of tools. I haven't tried most of them but all of them must be tried. I also let students work choose whom they work with.

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Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

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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 agree with Antonio about 7  benefits. He also mentioned the basic points about the collaborative learning assessment. The problems of assessing collaborative learning is what I go through in my classes and the solutions are verry reasonable.
Reflecting on the work I’ve been involved in through eTwinning projects, I can identify the following benefits of collaborative learning assessment:
1 – It is a student-centered process
2 - Promotes students involvement in the assessment tasks
3 – Promotes students responsibility and motivation towards the learning process
4 – Promotes self-reflection and students argumentation
5 - Students can learn socially from each other
6 – Promotes digital literacy through the use of digital web 2.0 applications
7 – Promotes development of 21st century skills and competences
The main challenges I experienced in assessing collaborative learning are:
1 - Changing role of the teacher/students in the classroom.
2 - Group dynamics: students must have a positive attitude and receptivity towards their involvement in the assessment
3 - Group assessment versus individual assessment
4 - Management of teams/groups of students so that everyone participates and collaborates in the activities
5 - Time available to prepare and apply assessment of collaboration in the classroom
So, these are my proposed solutions to solve those problems:
1 - Assessing collaborative learning requires regular communication between peers and peers and teachers.
2 - Digital tools can be used to support teacher’s planning activities. The use of collaborative digital tools enables teachers to efficiently observe student groups and deliver feedback. Digital tools can also support students to publish and share their assessments.
3 - Reorganizing the classroom space can introduce more collaboration-friendly dynamics in the classroom
4 - More interdisciplinary teaching

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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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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Presenters: Chrysa Tsamopoulou, 25th Primary School of Chalkida, Greece (teacher, primary school)

In this video we hear from a physical educator in Greece, who talks about her experience of assessing the collaborative learning of 6- to 11-year-olds.

Her methods are highly good. She considered three aspects for assessing them; individual perforamance, group performance and group's functinality. I especially find "group's functionality" factor very useful because it assesses, regulates and enhances the process and this way keeps students effectively collaborate. The questions she asks makes students' learning process easier.

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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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Assessment should encourage students to benefit from this process. The effectiveness of the message given to students is also key to keep in mind when designing and implementing assessment. Feedback regarding assessment must be brief, clear and timely. Self-assessment and peer assessment can be fast, timely and objective when assessing collaborative learning. Assessment of collaborative work is a big challenge for me, indeed. Students might complain about the grade. For example, they can think that although they work hard for the group project, some other student does nothing. Assessment of collaborative work mostly encourages competition among my students. Some of them get really enthusiastic about working in groups but some get discouraged in the process

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Collaborative teaching and learning | Assessment for improving collaborative learning

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There are amazing reading and tools in this section:
1 - Reading

Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics

2 - Tools -  Learning scenarios and examples of lesson plans

Below you will find the empty template of the collaborative learning scenario and six examples of scenarios focusing on different topics and aspects.

Following that, you will see some examples of lesson plans developed by participants in the MOOC's previous edition, which employ the Learning Designer and implement collaborative learning approaches. You can use these examples as inspiration for the final learning activity (lesson plan).

Please note that the template of a learning scenario and that of a lesson plan in the Learning Designer differ in structure. The learning scenario template is broader and designed to include contextual aspects, including assessment and final reflection. The lesson plan template focuses on the description of each learning activity.

Learning_Scenario_template

Examples of Learning Scenarios (Version 2016):

Collaborative work - Towards a healthy city (CCL, Europe), (Polish translation)

iGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)

Personalisation – Topic: friction (CCL, Europe), (Polish translation)

Flipped Classroom (CCL, Europe), (Polish translation)

Art & Music - Creating an exhibition (NCCA, Ireland), (Polish translation)

Asteroids, impacts and craters (NCCA, Ireland), (Polish translation)

Examples of Learning Scenarios (Version 2017):

Collaborative work - Towards a healthy city (CCL, Europe)

Assessment in collaborative learning (CCL, Europe)

Personalisation – Topic: friction (CCL, Europe)

Flipped Classroom (CCL, Europe)

Resources for the 'Asteroids, impacts and craters' learning scenario:

Asteroids Scenario Resource: Fact Sheet

Asteroids Scenario Resource: Glossary of Terms

Asteroids Scenario Resource: Physics PowerPoint Presentation

Asteroids Scenario Resource: Peer Assessment Sheet

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According to the collaboration rubric, my learning activities described in Module 1 have different levels of collaboration.(5-2).

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The template is very neat and detailed although it seems to be easy. I found iGroup scenario very inspiring because there are some useful tools that I have never knew. I think, they are worth exploring.

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This video features an extract from a workshop organised by the Irish National Council for Curriculum & Assessment as part of the CO-LAB project. The 21 CLD Collaboration Rubric is explained by Professor Deirdre Butler. She talks teachers through the various decision steps they must take in order to be able to code the level of collaboration taking place within a learning activity.

According to me, it is a very useful rubric for fully understanding and following the effectiveness of students' collaborative work.

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The questions that should be considered when making decisions during designing for collaboration. The questions here are quite important for teachers to shape a collaborative learning activity. All the questions highlight another aspect that everyone should look answers for an effective team work. I hadn't asked these questions to myself before this course.

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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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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Students will develop themselves when the learning is designed within the collaborative approach. A shared methodological language(a shared understanding of collaboration) is needed for success.

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Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

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High level of collaboration

When we were working on countries and nationalities in my A1.1 level English class of 9th grades, I formed groups of 4. I assigned each group a country. They were supposed to prepare a poster and a PowerPoint presentation. I let them decide who would be the graphic designer, the presenter, the researcher and the grammar controller. Each one had a duty they chose and they needed to work collaboratively so that every part of the project would be completed. This activity is an example of high level of collaboration because the duties are like the pieces of a puzzle. If one is missing, it is not comlete. What students are supposed to do is clear.

Low level of collaboration

Students worked together as pairs. I assigned them to compare the different aspects of life now and then using “used to”. They were supposed to present together. Each one searched for the life in the past from the internet and combined what they at the end. They presented their work but there was low collaboration because all they did about collaboration was to put what they found on a document and present it one after another. This is an example of level of collaboration because the investigation part was not structured for fostering collaboration.

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1.5 A history and geography teacher's experience of collaborative learning

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1.5 A history and geography teacher's experience of collaborative learning

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Digital competence is sometimes a big obstacle especially when working with older collegues. When assessing students, I take into consideration both their individual effort and group work.

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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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I think behavior management is a bigger challenge in cooperative learning because it should be done in a clear, neat and fair way when it comes to dealing with students who work in groups. This case is the same with the assessing collaborative learning. I have already been familiar with Google docs and Prezi but I've just heard about scrumy.
"Group work has proved particularly efficient especially in classes in which the level of language competence was initially pretty low. Working together has given a chance also to my weaker students to achieve better results and as a whole it has improved my students' motivation for language learning."

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Collaborative teaching & learning | M1 A language teacher’s experience of collaborative learning

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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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When the right technological tools are used, they become more useful. The classroom is a place where you can take advantage of several interactive technological applications . The amazing video below shows how technology is used effectively with project-based approach.

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Collaborative teaching & learning | Collaborative learning through project-based learning

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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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This classroom arrangement is really inspring for me. Circular tables are easy to move and suitable for collaborative learning. Moreover, the students create their own material because there are no pre-determined text books.

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Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

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Collaborative learning doesn't just mean sharing the same group but it means sharing the same purpose. In collaborative learning, all the group members have the same awareness of contributing to the solution they are searching for.

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I'm Çiğdem Öztürk. I have been teaching English since 2012 and currently I am working at a public high school in Turkey.

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I'm working at a public multi-programmed high school. There are three departments for different preferences of students. My students are aged 14-18. My school is located in a rural area and 35 kilometers away from the city center. We have interactive boards in classrooms but the internet connection is so poor that we cannot access to internet in our smartboards. Therefore, I have been using offline applications for smartboards in my classes. The picture below is a standart class in our school but currently the desks are re-designed as U shaped seating model.