# data[].attributes.body
hi, my name is Ornella. I've been teaching maths and physics in high school  for 25 years.

# data[].attributes.body
im Alketa Bajrami from Albania

# data[].attributes.attachment_link.description
Sutori is the best way to share your story.

# data[].attributes.headline
In my opinion being collaborative  is not genetic question, it depends on your personal experiences, on the social and cultural context you grew up. As well as having collaborative skills for students depends on the opportunities they have had  in their school career. What can I do as teacher to help students in developing these skiills? I agree with professor Butler that teachers should design carefully collaborative learning activities also integrating  technology to create more specific collaborative spaces.I’m working on this but sometimes it is very hard!

# data[].attributes.subject
In my opinion being collaborative  is not genetic question, it depends on your personal experiences, on the social and cultural context you grew up. As well as having collaborative skills for students depends on the opportunities they have had  in their school career. What can I do as teacher to help students in developing these skiills? I agree with professor Butler that teachers should design carefully collaborative learning activities also integrating  technology to create more specific collaborative spaces.I’m working on this but sometimes it is very hard!

# data[].attributes.body
1.low level of collaboration (it is routine for my subject)

Students work in groups on laboratory experience (physics). They have to follow a precise scheduled procedure in a spreadsheet. They will also have to answer short questions to reflect on key points. The groups are formed by 4 students and are free to organize the work as they wish. At the end of the class they must  have completed the measurement procedures and each of them must have clear all the steps and the final goal. They then write a report individually.

Student cooperation is important in the operational phase: understanding the final goal, clarify the individual steps, be able to use the measuring instruments. In my view this requires a low level of collaboration because it is not necessary to share the next crucial steps: data analysis is the core of the experiment and needs critical skills as well as writing the final report.

2.high level of collaboration

I’ve experienced the following learning activity in a first class (age 15). The topic was ‘fluid pressure’ and it is particularly suitable to be learned using the Jigsaw technique. I divided students in groups of 4 and they chose each one a name: Pascal, Stevin, Torricelli and Archimede. Then I rearranged the groups of experts each one had to study the relative law. I gave each group materials and webresources. During the next 2 lessons students, arranged in the original groups, had to explain their groupmates the topic assigned, using presentations, maps, videos  or showing experiments.  During the second phase I followed the students   interactions in each  group , asking questions, filling a specific rubric and evaluating the single  "teaching performance". I also asked students to give their peer evaluation using a grid that we previously defined together.

In my opinion this activity needs high level of collaboration: each student has the responsibility of their groupmates learning. Students are asked to give an immediate feedback both to evaluate the mates work and to be  evaluated on their learning