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Students and classes which are involved in eTwinning projects are used to working collaboratively. Not only do they learn about negotiating common strategies and solutions, they also learn a lot about their own country and others'. These students are more prepared for active listening and for respecting with other people's points of view.

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-involve more the students in the decision making process, especially learning, to reinforce their motivation;
-adopt group work as a  continuous strategy, in preparing, researching, sharing to create the sense of a team and of a community;

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My students made a video game console in a robotics class to show their colleagues at the job fair.
I gave them an incomplete tutorial and they had to go search the internet for the next steps and complete everything on their own to build the console using a rasperry pi and 3D printing the box

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I am a science teacher and I usually do things in groups or teams; students are used to it, but they sometimes lack of leadership in the group and wander a bit. But the advantages are huge

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To enhance collaboration and teamwork is very important to teach students become ambassadors of their school and country. eTwinning and Erasmus+ projects are basically what promote, collaboration and teamwork. Before, during and after mobilities, students develop and explain their projects in their school and other partner schools. This is the way to enhance collaboration and teamwork. getting the sense of being a Euroopean citizen is also rewarding to develop teamwork and communicative competencies.

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I work in primary schools. I usually use team work in eTwinning projects to promote collaboration. It is a bit hard because they are a bit small, and I don't have much time with them. But never give up.

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Use the project work methodology, involve them in learning, carry out projects for the community.

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As teachers it is important to be able to engage our students with different topics by enhancing collaborative and shared teamwork, which in turn creates a sense of responsibility and belonging which also helps improve their self-esteem.

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First of all I think it is crucial to give voice to the students. In my school some students are already involved in some projects and I hope that in the future they can include other students too.

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I think it is necessary to employ active methodologies in the classroom, which involve and challenge the students. It is also important that there is also a collaboration between teachers, so that they coordinate the work of the students and represent a sure guide to proceed.

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Students develop a sense of empathy and commitment when working in groups. In the framework of eTwinning projects, they get involved in practical, concrete tasks which make them more responsible to fulfill the assignment, something which further increases their confidence.

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One of the most important thing is to let them decide the topic to be developed this way they feel more responsible to take actions, and to participate more actively in working on the project they have chosen. Our school has recently created a kind of eTwinning club called "Academia júnior eTwinning" so that all eTwinners of all the projects can get together and work collaboratively. I believe that creating such a "club" is a great way to gather students and let them create, build, plan ideas, events, projects as a group.

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Feliciana Ladino -AE Carcavelos (Portugal)

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Feliciana Ladino -AE Carcavelos (Portugal)

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We have to a group of students "eTwinning Junior Academy", which works in collaboration with the mentor teacher of the eTwinners.
This group of students (8-9 years old and 15- 17 years old) is already led by a mentor. The students work autonomously and collaboratively, based on the challenges that the mentor poses. This school year they made logos, posters and a video to promote The projects.
It was very gratifying to see how students work collaboratively. They show a lot of responsibility, creativity and a good resolution of the problems they had to face.
I think the most important thing is the paradigm shift, teachers have to reinvent their way of working and develop new strategies to involve students in learning, report knowledge to reality, take more advantage of digital tools, promote cooperative learning, create moments of reflection and dialogue.

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Several steps can be taken in order to enhance collaboration, sharing and teamwork among the students. The first one would be the implementation of PBL in the subjects involved in the eTwinning project. The second would be making this PBL interdisciplinary so that different subjects are involved. Interaction among students and teachers would be a must.

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Sandra Pinto - Agrupamento de Escolas Morgado Mateus - Portugal

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Sandra Pinto - Agrupamento de Escolas Morgado Mateus - Portugal

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In Portugal, the Junior Etwinning Academy was created, which I immediately implemented in our school as it is a great way to facilitate the collaboration of students and teachers and to keep us all motivated for collaborative work and etwinning projects.

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As teachers, what we want is for our students to be motivated to learn, so we try to find methodologies and resources that motivate them, that they want to investigate, learn more about the subject. It would be good if students could propose a topic or project to work on and seek help in other classes, in families in the Community

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Teachers have to reinvent their way of working and develop new strategies to engage students in learning, relate knowledge to reality, take more advantage of digital tools, promote cooperative learning, create moments of reflection and dialogue, in order to understand their evolution.

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By letting students take part in choosing the topics and the products of their projects. Some classes are not easy to put into groups as some students do not integrate easily or are accepted with some reluctancy by classmates. Teamwork is so very important to develop openness and tolerance.
The teacher needs to provide guidance along the way from planning to assessing stages.

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Students are the centre of our action. To start with, It is fundamental to keep in touch with them and motivate letting them become interested in the daily activities. Our role is to eliminate the obstacles trying to get to best possible results for everybody. So teamwork, peer to peer, collaborative and inclusive activities should be chosen as well as flipped classroom and debate startegies which can be very effective to motivate any students. It is also important to monitor and evaluate any work for the feed back

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From my point of view, I believe that students should be at the center of their learning. Nowadays, we live in a society where all knowledge is just a click away and I believe that what we can provide our students with are skills and dispositions with which to face the world, giving them the necessary tools to develop themselves. I believe that collaborative work between peers, between small groups and large groups, as well as assemblies, is ESSENTIAL. Students learn with each other and are strengthened by considering different perspectives. It is a path in which we have to be accompanied and together, as a team, we are better every day than we were.

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I usually try to involve my students in teamwork activities and not always it is simple to do that. It depends on the students' motivation and the right way to motivate them. I usually start by braistorming and presenting the activities and then let the students discuss and find a solution or suggest an idea. Another important thing is the organization of the teamwork and the identification of the steps to follow to fulfil the task. Sometimes, the students are able to take decision by themselves but other times they need my help. Moreover, don't forget feedback and the evaluation of the task.

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Lourenço Gomes (Escola Patrício Prazeres)

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Lourenço Gomes (Escola Patrício Prazeres)

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In order to draw the students´ attention we need to consider their likes and choose a topic as well as an interesting way of developing it (digital apps are the best way, since they are familiarized, hence facilitating the process).
For instance, we may present them with a panoply of possible topics from which they select one (this step allows them to choose, to take action, thus motivating them at the very start). Secondly, we let make groups and don´t decide who they are going to be working with to maximize their productivity. Thirdly, through the use of the 6 Ws (why, when, who, what, how and where) they need to present a summary of their project within the first 2 classes after their choice. This may sound silly, but according to my experience it does motivate the students into creating nice projects.

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Students can enhance collaboration by getting involved into school decisions and actions. It would be a good idea to let them to contribute to actions plans. Students can develop proposals related to waste reduction, innovation and use of technology or extracurricular activities. Another interesting way will be to let them to work in teams when developing these proposals.

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In the primary school where I work I think it is important to work from the very beginning on social skills and relationships that are the basis for the development of collaborative skills. Setting up different tasks through cooperative learning and discussions and collective comparison. Sharing many experiences and reasoning together on the daily events of the class that can be difficult or conflicting. Play is also an excellent strategy to help build the group.

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Our students are between 3 to 12, sometiemes do a project with the small ones is quiete challenging because sometimes they are no conscious about they are working with other students form other countries. But with the biggest one, they really love collaborative working, shareing and teamwork. They always have a great experience!

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Students should be taken into account when deciding the theme of the projects and should be given extra points when really collaborating.

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Our National eTwinning Team has created a new challenge for our schools and students: A Junior eTwinning Academy and my school has joined this great challenge and students from pre-K to K-8 have embraced this project with such a joy and inspiring spirit that I believe can be a good practice to share in eTwinning Platform. I also believe that changing strategies is essential It is demanding that we start using active learning strategies and connect them with digital skills and competences in order to achieve the best student learning outcomes. Here are some ideas:
1. Project work/ PBL/ ...: creating complex learning activities. Complex activities are challenging, engaging, stimulating, and multilayered and require team work and shared knowledge.
2. Creating common time for collaboration, discussion and evaluation;
3. Promote inclusion;
4. Provide constant feedback and make sure to continuosly monitor their work;
5. Use different tools and frameworks.
Promoting real collaboration is hard and it doesn’t just happen on its own. If we want real collaboration, we need to intentionally design it as part of our learning activity.

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In order to enhance collaboration among students it's important to let they help each other, using their different skills. For example, if a pupil is really good with technology, he/she can teach others in the group. I found many of them work creatively when they have to do some billboards at school or when they are really motivated because they are participating in a contest.

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I think it is necessary to get on actives methodologies in the classroom, challengs students to carry out group tasks. Collaborative work between teachers will help them to monitoring the wok's students and give them feedback to go further.

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To enhance collaboration and teamwork among students we have to create problem solving activities. They have to work in groups, share ideas and find a solution helping each other.

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In my opinion, it's really complicated to shared responsabilities with kids from 3 to 12 years old. We can involve them in some activities and evalution of the projects, but they can't take some decisions.

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If we want to enhance collaboration, sharing and teamwork among students, we have to empower them with necessary collaboration skills such as: listening to others, expressing ideas and opinions, giving and receiving constructive criticism and negotiating.

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In my school we have a group of students "eTwinning Junior Academy", who work in collaboration with the eTwinners' mentor teacher.

This group of students ((8 years old to 14 years old) is led by two mentors. The students work autonomously and collaboratively, based on challenges that the mentor issues. This school year they have already organized and streamlined an online meeting with all students participating in etwinning projects, made logos, posters and a video to promote the projects.
It has been very rewarding to observe how students work collaboratively. They show a lot of responsibility, creativity and a good resolution of the problems they had to face.

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In kindergarten students do something in collaboration, we work in pairs and teams. In eTwinning project we do a lot of collaborative work, for example: one big picture, drawing e-books, sing one song, or doing yoga exercises, and so on. We are learning collaborative in fun way, that all would be involved.

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It is often the case that working as a team is difficult even among teachers, so anyone can understand what a complex situation it is when it comes to pupils.
Collaboration and teamwork cannot be materialized if it is not an integral part of teaching. First of all, teachers need a special training in cooperating with their partners. Second, pupils need to engage in group activities often and from an early age, because this develops their empathy and understanding of their classmates' uniqueness. Third, when mixed groups are created on the basis of respect for each other and solidarity, even the most common topic can be turned into a masterpiece, as pupils feel safe to unleash their innate creativity.

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I think we should start in the classroom, making students to work in pairs or in groups. We should also encourage them to share their opinions, skill, knowledge. eTwinning projects could be another great opportunity to motivate students and enhance collaboration.

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From my point of view, to enhace collaboration it should be something important for the whole school (a project to be work in every school year). It should be something normal, not an extra activity which happens for an especial moment.
Team building activities should be something to be work on a regular basis.

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Students collaboration is difficult as we are talking about human relationships. There are conflicts to solve and people who you don't want to work with. Thus, how to enhance teamwork? First of all, becoming a model and explaining basic rules for participation and decision making. Second, creating projects that motivate them and connect with their interests. Finally, using innovative tools and gamification.

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Due to lack of time, it is very important that project activities are part of the subject and school curriculum. So we can involve whole classes in the project. Cooperation and teamwork should be the most common form of activity. We need to leave the initiative, ideas, realization of activities to the students

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I think the sucess of the teamwork process is starting to improve colaborative and teamwork groups in earlier ages, to teach students to me involved and express there opinions will determinante to the involvement of students and older ages. I am a science teachers of biology and geology, and to work  on some of learnings that must achieve can come from a "Problematic question" that can envolve other countries. To share ideias to understand other points of view is very important.

That are also an aspect very important of colaborative and teamwork is the fact of work by project is more inclusive because they can play a certain rule, and learn with they peers, also encourage each other to achieve the best and same goal.

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The dynamics of work between teachers must happen naturally, and teamwork as a commitment, given that the participation of teachers is fundamental for the advancement of the collective.

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I teach chemistry at my school.
In science classes, it is common for students to work in teams. Due to the social distance required in the previous two years students didn't have the opportunity to do real teamwork during live lessons. In that period, I encouraged them to develop team spirit and skills through online team tasks using the same methods used in eTwinning projects. Nowadays, maintaining social distance is not necessary, students can learn the rules of teamwork on live lessons. Teams are usually made up of four to five students. Sometimes all teams get the same task (monothematic teams) or each team gets their own task (polythematic teams). In teamwork, students take responsibility for their part of the task as well as for the entire team. For better results, it is good to use peer evaluation.

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It is very important to motivate students to work. You can start with a brainstorming about the work you want to develop. The best way is using ICT tools. They love them and we can create a virtual space were students can work and share ideas.

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eTwinning collaboration changes schools and is the result of the good work of teachers and students in eTwinning projects.
Project activities become important and grow in the school.

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I can energize my students with enjoyable activities to enhance collaborations sharing and teamwork among them.plus students create presentations to explain our aims to the others .We can create collaborative activities at school.and all teachers can take part in these activities voluntarily

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Alexandre Martins - EB Cruz de Argola, Portugal

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Alexandre Martins - EB Cruz de Argola, Portugal

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In my shcool we already work in group by grade, and we produce materials in collaboration with each other.
With the students, every decision is discussed in the class in an Assembly. We present the theme, discuss, make some modifications and vote the results.
We try to do the same with all the students in a School Assembly.

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First of all, I teach my students the rules of group work. So for the results of the group, the responsibility lies with all members. Often the collaboration is carried out with some digital tools and this is very interesting to my students. I see a great advantage of collaboration and teamwork when students motivate and encourage each other to work.

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This year I changed school and because I used to create several projects in the etwinning platform I was doing the same in the new school. I found a huge wall and I had to fight to disseminate my passion for cooperative wwork will try again next year. It is really difficult to work just in your class and don't share your ideas inside the school.

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To enhance collaboration we must give students voice and choice! we promote at school meetings between students of the same classe to make suggestions ant to analyse what is ok and what we need to do better. Beside that, most of the teachers stimulate collaborative work, and present problems that students try to solve together as a team, uniting efforts

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As I mentioned earlier A "Student- Teacher" democratic Assembly is fundamental for creating democratic principles of participation, decision making and team action!

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Teaching students proper teamwork and collaboration is not easy, because there are students who let the others do all the work, and those who do the work don't want to report it to the teacher. So, I decided to create specific tasks for each team member and then let the students decide which task each of them would like to do. Also, I encourage them to help each other by giving suggestions how to improve their part of task and create a final project result they all contribute to. Practice makes perfect :)

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To implement collaboration and participation among students are definitely useful group works: assign small book deliveries and also provide them with digital tools to respond to delivery in a creative way. Another stimulus that increases motivation for participation and social competences is the possibility of democratically voting on the content, activities and modalities of group work. The realization of collaborative work with vertical classes, moreover, stimulates older students to participate more responsibly, to listen to the little ones, and all to work in a peer to peer mode.

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Team work is compulsory in our school for every class and every subject. But it is an ongoing work to train pupils to be actively involved in their teams. It is important that the topic is more practical and that they have some freedom of creation. But with that comes noise (mostly "productive noise;-)) and difficulty in sticking to English as communication language.

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Collaboration and teamwork are important in all aspects of life. That is why they should be encouraged in schools, but with clearly defined rules: who does what, when and how. Everyone in the community needs to know what their role is and how important it is for the whole community to be successful.

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First, I introduced the students to what teamwork is, what it is for and what its advantages are. We have adopted rules for teamwork that they adhere to. I motivated them first by choosing the topics they like: eg sports, singer, actress ... Now together we choose topics to work on projects and present their ideas, which motivates them a lot.

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I am an English teacher and I usually do things in groups or teams; the problem sometimes is that they get a little bit “too excited” and time runs against them. I’m trying now to involve students in the eTwinning philosophy and I think they are getting slowly there.

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Some teachers of my group of schools already do team work and use other kind of collaborative activities with the students. We just need to use it more commonly...

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To promote habits of mind and intellectual inquiry, and use a wide range of strategies and approaches.

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Collaboration, exchange of views and alternation of roles within groups of students promote their creativity and critical thinking.

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It is important to motivate students to work. The teacher should point out the advantages of teamwork and how to do it properly. There should be rules. Students can also participate in creating group work rules. Once the rules of group work have been established, which students can hang in the classroom (they can make a poster themselves), a discussion on a topic or activity can begin.

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First of all, there must be a work plan devised by all students together. In order for students to collaborate better with each other, I help them to divide tasks and assign responsibilities to each person in the workgroup. This does not mean that each student only does his part of the work, he also has to contribute to the other tasks. Then I present to you some platforms that exist on the internet that allow you to create products together and share documents. I try to convey to them that for collaborative work to work, there must be good communication between them and that the internet also has tools that make it easier.

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As a teacher of English and veteran eTwinner, collaborative work in my teaching practice comes naturally. Project work with or without eTwinning is the usual. Students do research, problem solving activities, creative writing, interviews, surveys, role play...

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The best way is to use web 2.0 tools. There are several available and they are easy to use. For those who work with very young students like me, the biggest barrier is language, but here the teacher will be essential to overcome this difficulty.
We usually brainstorm about the work we want to do, then work groups and, finally, a space where everyone can work. It could be a padlet, linoit, wakelet, mentimeter or of course, twinspace. Then there is the implementation of the work carried out by the different working groups, ending later in the evaluation of the same.

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Amaia Cortes, Pamplona/Iruña (Northern Spain)

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Amaia Cortes, Pamplona/Iruña (Northern Spain)

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In my school, students are not involved in decision making, but when it comes to collaborative working, sharing and teamwork, they are way ahead from teachers. We carry out in-class projects on a regular basis, in which they have to work in groups of three or four maximum. These groups are of mixed abilities and as balanced as possible. They assign roles, share the work and come out with a work plan to present the final product. With the proper scaffolding they can come up with nice results. Problems may arise when there are differences among them or they do not get on well. Some students may feel that they have worked harder than others and sharing may become a bit more difficult the next time we attempt to work in teams.

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Cohesive teams that work collaboratively imply that this spirit is promoted and to begin with, it is necessary to "break the ice" and discover affinities, let students take control of these moments and allow (within the rules of respect) to express their ideas and opinions; after this stage, it is necessary to give students freedom to decide what they want to work on and how they want to do it, making them responsible for both the organization and development, motivating them to maintain healthy communication channels and to strive to ensure that together manage to overcome the difficulties that arise; in addition, to allow the free use of digital tools, respecting the e-safety rules. Teachers, parents, staff and other people who join the students must guide, support and above all trust.

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I’d start building a collaboration mindset through easy routine activities, with clear aims, materials, and directions. As soon as the kids are more at ease with sharing the workflow and the materials, I’d introduce more complex, open activities.

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The best way is use ICT tools.
You can start with a brainstorming about the work you want to develop. second step is make groups with differents ideas to work with. Third step create a virtual space were students can work and shared ideas. last step distrubute the work and do it.

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Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

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Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

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Group work is one great opportunity to enhance collaboration, sharing and teamwork. When well organized and conducted it facilitates communication and discussion and students interact and involve themselves. The use of different Web 2.0 tools allows students to work together at the same time on the same topic, that is to say, they can be in groups, do some kind of research individually and for example have an infographic, a mindmap, a padlet or any other to gather information. Really important is a mentor-student, either in group or pair work.
This type of activity can be done online or in a classroom. The teacher is the guide and facilitator of the learning process and the students control their own learning process. I think I'm a bit lucky because I've been using digital devices in my teaching methods for some time ( even before the pandemic).
I can also use the methodology Flipped classroom to enhance the spirit of collaboration, sharing and teamwork. Giving them the tools to prepare for their study at home and then allowing them to be in the classroom testing their knowledge, in groups, solving problems and in the end evaluating.

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To help students at my school, there is a group of technicians and teachers who accompany students with more difficulties. The course's educational advisors also prepare assignments and test these students and the results are positive. In this school, students always have the opportunity to achieve their goals. Students do group work, collaborate with each other, share their ideas, discuss concepts and new work dynamics

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Generally, I think collaboration is established when students act and when they try to solve problems of real life. So, the better is to do activiies, and for better result outdoor activities where they can be free to talk, interact, move and act rather to be in classroom restricted. Also, a great opportunity for collaboration and to become a part of a wide community is etwinning projects, where they meet different cultures and need to adjust their personal habits or beliefs.

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As a teacher of English in the Primary school, teamwork/peer work is essential to develop the language understanding. Students usually work in teams to develop a curricular theme or to practise oral interaction and they really help each other by saying the words or sentences correctly.
One other strategy that is applied in this level of teaching is weekly assemblies where students have the opportunity to say what they like and agree and what they want to see changed. They also say what hurts them and what they don't like in their class and at school. These assemblies are held in classes and everyone can participate. This is a way to manage behaviour problems as each student is confronted directly with what he did and as a team they work out ways to overcome it.

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As I am a teacher of VET courses, in a school where we do not have equipment for individual work, I practice group work as a way to overcome this problem and also to stimulate collaborative learning among students. In clarifying doubts, in the development of practical work, I ask for help from students who have already managed to finish the activity in clarifying colleagues.

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Ana Magano - Agrupamento de Escolas da Damaia, Portugal

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Ana Magano - Agrupamento de Escolas da Damaia, Portugal

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Before the pandemic hit, I was doing something that was seen by most of my peers as NOT working at all.
As an English teacher in Portugal, I started to introduce my grade 7 students to a concept I had worked with at an International school with the IB program. I gave them the goals of the item they were studying, what they needed to learn by the end of a number of classes, several choices of how to present it in class and all the assessment I would be doing while they were working. From group work (collaborative work) to how they shared information, selected said information, put a presentation together to the actual presentation. Throughout the whole process, my students would have a worksheet that they could use to follow the steps leading up to the presentation in class.
At first they were so lost… In Portugal, most teachers still find it easier to just follow the textbooks and explain everything, repeat it and then solve exercises to see if students know how to apply theory into repetitive patterns. I agree that most students need some form of repetition to memorize new contents, BUT once they got used to controlling their learning process and work collaboratively, they never wanted to go back to the “old way”. I would give them quizizz.com tests. Not only to see if they had all understood what their peers had learned and presented in class, but also to make them repeat the exercises until they reached what I believed was their personal best. This would allow students with SEN to not feel exposed or left behind. It also brought up the best in students as they felt proud of their achievements. I always asked them to bring their cellphones to class and motivated my students to use them as powerful search engines. they had no idea their phones were mobile computers. Their digital skills improved greatly in a short period of time.
When the pandemic hit, they were one step ahead of their colleagues as they already knew how to get around technology for learning purposes.
Was this an easy task? Absolutely NOT. But I firmly believe that if we give our students the power to control their pace in learning and make suggestions on what the best way for them to learn is, our own work will be so much easier and pleasant.
Is it actually not working?
Well… try preparing CLIL lessons for 6 different classes divided into 5 different groups and I believe it answers that question.
Thankfully, this pandemic was not just a horrible time, it sped up the need for a change and to use the digital devices in our daily teaching methods.
After coordinating an Erasmus+ Project and bringing eTwinning projects to the school, involving 7 different classes, more and more teachers are now eager to participate and learn about these collaborative ways of working.
Teachers are sharing contents and practices as well on a frequent basis and asking lots of questions on how to best help their students.

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As I work in kindergarten with 4 year olds, it's rather difficult for children of that age to collaborate. As a teacher, I encourage team or group works for children to get used to peer or team work.

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To improve collaboration between pupils, it is certainly necessary to change the teaching method, make it more creative, not only use the frontal method but work in groups, facilitate communication and discussion, assign tasks that make the children interact and that stimulate their desire for research. .
During civics lessons I often have the kids work in groups, ask questions and listen to them - I have noticed that the pupils so much need to be heard, as soon as they understand that they can speak ... their mind starts, they become creative, they research , they offer to help, carry out research, collaborate both with each other and with other pupils / schools / institutions. Just let them do it. They have no limits.

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We can encourage the students to work in group and meet new people of another countries. Work in group is better and students learn better. Create projets in eTwinning is the best! Students and teachers learn with more willingly and more motivated.

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Collaborative work is foundamental for an inclusive school, I love to create and change groups, so stimulus are greater and greater. Every day for my students must be a challenge to pass in a group.

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Luísa Nogueira, Agrupamento de Escolas de Amares, Portugal

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Luísa Nogueira, Agrupamento de Escolas de Amares, Portugal

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Students benefit greatly: they meet students with a different school culture, they can train their English and citizenship skills and learn, learn, learn, ....

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To enhance collaboration we must first strengthen the connection among our students by implementing different kind of activities. Students of a team should also agree on some rules that will ensure that good manners are shared amomg all pupils. Activities that encourage respect, acceptance, inclusion are also needed.

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I think we can enconurage students to respect everyone's opinions and motivate to meet new people, work with them, and in grupo, and also lear more about other cultures and how is that important.

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Sarai Sánchez ( Torrejón de Ardoz-Spain).

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Sarai Sánchez ( Torrejón de Ardoz-Spain).

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At school we are used to working in collaborative teamwork among class student, we also carry out collaborative work between different stages ( accompanied readings between students of different stages ( Primary and Secondary). The students maje it very easy for us.

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As I work in support, in an aspect of groups of relative homogeneity, my students are very used to working collaboratively, because in my opinion, it becomes easier because they are smaller groups. However, when I work in moments of collaboration with colleagues in charge of the classes and the class is complete, we also do this type of collaborative work because we are more than an adult with the class, which also facilitates this type of collaborative dynamics between students, as well as like when we are developing activities within the scope of etwinning projects.

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In my current school, multiculturalism is a reality. Students come from different countries such as Brazil, Senegal, China, Ukraine, etc. hence it is necessary to implement a support system both in the learning of the Portuguese language and in the support in the classroom with assistance, especially in Mathematics and Portuguese, support outside the classroom and mentoring among students (peers). There is a real effort to leave no one behind and to promote values ​​and acceptance by the whole community.

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Students have to deal with the old desire of individualism and competition. Fortunately nowadays this is changing. Kids learn to cooperate and collaborate to build something together. Teachers usually focus on how to make students emphasize to others, help to overcome adversities and learn from others. There are good models to look at and they pursuit their benefits.

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Iñigo Morales - IESO El Cierzo (Navarre-Spain)

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Iñigo Morales - IESO El Cierzo (Navarre-Spain)

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IMHO, Cooperative Learning comes in handy in order to improve collaboration and teamwork. Once we've learnt how to work in groups, and see, respect and value what other teams do, we'll be more willing to share projects.

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I teach Spanish in a secondary school in Spain where pupils are between 12 and 18 years old., Before covid, I regularly work in class in collaborative groups. They were groups of four students (one advanced, two with average performance and one with study difficulties). When the pandemic arrived, this methodology was penalized. I was only able to do it in the eTwinning projects that we carry out. Normally students were very motivated and worked very hard.

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I work in a lower secondary school in Italy where pupils are between 11 and 14 years old. They are not involved in decision-making processes. But when we work with eTwinning projects, we can give them different responsibilities: as part of a group they have to share their ideas and fulfill their tasks on time in order to allow others to finish or carry on a planned activity following the initial schedule.
They can be agent of information not only in their families, but also in the school, where they can share experiences and expertise gained during past eTwinning projects (a peer-to-peer training on the use of the platform for example) . They can interact in order to find the best solution for their activities and each student can help others and also learn from others.

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I teach English and usually we do things in groups or teams, but I don't feel secure enough when my students do group work. In my eTwinning team at school I have volunteers and they always do their work. They do it because they are motivated and I often ask them about the things they want to do and way they want to do it. I give them more time if they need it and we can always negotiate everything.

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Involving students is the basic principle of eTwinning.
Regardless of the age of the children/students, we should always take into account the following aspects (the order does not necessarily have to be the one presented):
Understand the needs;
Listening ;
Propose;
Involve;
Allow choices;
Accompany;
Motivate.
I must say that I share the opinions of Carlos Chavarran, from Spain, Maria Isabel Santos from Portugal, and Zvejezdana Martinec from Croatia.

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For me, the need to promote teamwork and the development of project-based skills in order to improve the power of group-working became a priority because of a question posed by a student of mine  when I suggested forming groups in order to do an activity. The question was: What is the meaning of us doing so? I realised that the students in our school need to build trust in each other and develop collaborative skills before proceeding with any type of group activity.
In general, I believe that national groups need to be mixed, with moderate differences in ability and personality, a proper division of tasks to be carried out and a fixed timeline. Transnational groups are more complex to form and need a great thinking out beforehand by teachers who work as partners, so that a project can be successful.

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In general, I would say that collaboration among students is fairly 'normal' at my school. For eTwinning-projects, however, we would have to create structures, which enable students to collaborate on a frequent and fixed level. One way to ensure that would be to initiate something like an 'eTwinning school club' with an interdisciplinary approacj for students of different classes.

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Improving digital equipment in schools is absolutely necessary, as it is not possible to work with slow internet and obsolete computers.
Students must be motivated to work as a team and on a project, as most of them, in the last two years, worked alone, due to the pandemic.

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Helena Silva - Agrupamento de Escolas Santos Simões

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Helena Silva - Agrupamento de Escolas Santos Simões

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In my school the students range in age from 6 to 18. The voice of students and parents is heard frequently. Both sit on the General Council where their voices are heard. In our school we have the Peer Mentoring Program and we also have DACS where students work in groups.  The results have been quite satisfactory.

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Generally in class I use collaborative work, even during the pandemic I worked in groups making meeting rooms for students. It is more difficult to find methods to stimulate other classes to participate in activities or there are situations in which students want to participate but do not have technological resources.

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In my opinion the (slow) integration of technology into the curriculum has opened up the classroom and provided more flexible teaching methods that result not only in more engaged student learning processes, but also in the changing roles of the teacher and student. The problem is that this process is slow. We should make learning an active process, but most of us are not prepared for that change.
We have to motivate the teachers, who also have to motivate their students.
Improve the collaboration among students and teachers, encouraging and motivating students to new discoveries and different ways of teaching is the key to success!

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The students I have worked with for the last 5 years are between 5 and 9 years old and so the key is not to "introduce  students", but to talk to students about the task/work in perspective and why the carry out with this approach. It is very important, from the first moment:
Plan a teaching time for this conversation, particularly if it is new to the students.
Clarify the activity, clarifying all the details about the proposed task.
Delimit space and time for team activities.
Show availability to interact and give feedback to teams.
Create a space for each group to structure itself in the first session, allowing for the necessary time: students must share their reflections
about the task, discuss how they can contribute to the group, define roles and establish means of communication and organization.Engage students in the discussion of the question "why can collaboration develop learning?" - discuss with students the benefits that the collaborative approach can bring them, in terms of training and motivation to study.Create an open environment, where students can interact with each other without fear and develop team spirit.

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I completely agree with the opinions of colleagues Célia from Portugal and Lucia from Italy.
Although it is difficult, we must
involve students in the decision-making process. Make them understand that they are at the center of the whole process, so they must be involved and motivated.
- Motivate students to work in groups (collaborate, share their findings and act as a team)
- Define objectives/goals to be achieved - identify the problem -
- Encourage students to come up with different solutions and find ways to present them.

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In costume school, the collaboration between students, teachers and parents is excellent. For more than 20 years, the school has had a student council composed of one representative from each class and his deputy. The Student Council meets once or twice a month, depending on needs, we also have a Parents' Council, which also participates with students in decisions that concern themselves and the entire community.

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In my school students are from 6 to 11.
I think we could:
- more listen to students' voices
- involve students more in the decision making process
- work in group to stimulate responsability and make them protagonist
- share with them problems to solve

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If we let the students speak and we listen to them, you would be surprised with how many good ideas they come up with. The school should make a friendly and open environment for them so that they are not afraid to say what they think. I always ask them in a way of brainstorming when we start the project what they would like to do, how, etc. And they are excited and motivated. I highly recommend to share the leadership with them. If they meet new friends through the project, they want to collaborate with them and learn more about their country, habits, food, school, hobbies, etc. We set the goals together and they decide how much time they need for each activity- in this time they keep the deadlines which they basically set. And they know that they can rely on me as a teacher if they need help. I believe this is what helps to enhance teamwork, collaboration and a shared leadership.