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are students required to work in pairs or groups? Yes

do they have shared responsibility? Yes

are they making substantive decisions? No

CODE 3

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are students required to work in pairs or groups? Yes

do they have shared responsibility? Yes

are they making substantive decisions? Yes

is their work interdependent? Yes

CODE 5

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The class, age 15, is split into groups of 5 or 4 students. In every group there are students at different level of assessment. Each of them play a different role: scheduling the activities, moderate the debate, take the minutes, relate to the class, take notes of the relevant incidents to make a constructive criticism. In successive sessions of work roles are changed.
A paper is given to each group containing a list of questions.
The first questions require standard calculations, next a conjecture and the proof of the conjecture are required, based on the analysis of the results of the calculations.
Spreading the questions from a standard level to higher levels, each member of the group has the opportunity to give their contribution. The necessity of fulfil their role makes student responsible and involved in the activity.
If the questions are engaging without being too difficult, the level of collaboration may be high.
Student have a low level of collaboration with standard exercises without the opportunity of discovering new ideas.
Connected to this post an example of a paper of questions to discuss in group, conjecture, demonstrate.

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A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher to plan and

structure your learning activities in advance. The 7 phases are Dream, Explore, Map, Make,

Ask, Remake and Show. In the first phase “Dream”, students can brainstorm,

think freely and

share ideas. In the “Explore” phase, students collect information on a certain topic. In the

“Map” phase, they structure their thoughts and ideas and seek to understand how they are

related. In the “Make” phase, students develop or create

a product or practise an activity.

One possible activity for students in the “Ask” phase is to interview experts and

stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of

the feedback or further information they rec

eived. In the last phase “Show”, students

publish and present the results of their work.

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An example of a rubric for group autoassessment

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An example of a rubric for group autoassessment

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Questions the teacher should ask themself

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Questions the teacher should ask themself

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. are they working together?
. Do they have shared responsibility?

. Are they making substantive decisions?

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How to obtain high levels of collaboration

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How to obtain high levels of collaboration

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I'm experiencing group activities in which every member of the group has their own role: organize the work, coordinate the group, write down the output, relate to the others, observe everybody's behaviour. This may be a way each member of the group feel involved and obliged to be attentive. The kind of activity proposed is less important to guarantee a high level of collaboration.

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About the assessment, I think the output of the group activity should be evaluated to give feedback to the group. But no evaluation should be given to the members of the group in order to make them feel free during the activity to share ideas and discuss them.

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Collaborative learning means, first of all, everybody gets their own time and space to understand the task; then it means listening to the others and make the others listen; then negotiate the answer to the task.

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I'm Leila Lisa d'Angelo, maths teacher in the "scuola secondaria di secondo grado" age from 15 to 19. I'm experiencing collaborative teaching but I need to improve my competencies about this practice.