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Lesson plan: he History of Logistics

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Do you agree that finding time within the school day for teacher collaboration is challenging? What are your experiences of this, and what solutions have you tried to overcome this challenge? Do you agree that working with teachers from different disciplines can be very useful, and what are your experiences of this? What are the conditions needed in your opinion for this to work?

To answer these questions I have to turn back to the nineties when I used to work in a secondary  school "Liceo linguistico Europeo" On those days we teachers from different subjects spent long hours at school to plan, share and organize projects together to enable our students to have a different views about a  specific topic. Very little technology was involved in those years, but cooperation among teachers seemed to be effective. But time passes and and in Italy lots of things have happened: two or more school education reforms and in the meanwhile  I moved from Liceo to a technological secondary school. These last few years have dramatically changed my approach to my discipline which is English, and the need to work together seems to be even more urgent. And here technology have come at handy. In my school there are 160 teachers, a huge number. Every year most of us change classes, students and colleagues, some of us move to other schools. But we are lucky, the school is equipped with many IT instruments and tools: computers for the ITC course, interactive white boards in every classroom, digital electronic register educational platform such as moodle. Despite this, cooperation and collaboration among teachers is still a challenge. I cooperate with few of my colleagues, some others  seem to be interested but somehow scared of the amount of time which this work necessarily requires. In my opinion the conditions needed to work together is more awareness of our talent and expertise, to talk with each other  at a reasonable pace even though in day-to-day life, it’s really busy.

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Do you use technology specifically for the purpose of collaborating with other teachers? Would you say that the nature of your digital collaboration with teachers is equivalent to ‘sending and displaying’, as mentioned in the video, or more about processing, analyzing and sharing? Why do you think this is and can you give examples? Which digital tools would you recommend for teachers to use for collaborating and why?

I use technology for the purpose of collaborating with my colleagues teachers, both in school and outside. The collaborative group in my school is not wide: it is made up of 3-4 teachers of the same subject. I do teach English in a technological secondary school in Italy.  So we have been collaborating together to organize syllabus,,lesson plans  and project works  for our students for 4 years now. We use our email or whatsup to communicate the day and the date of our meeting according to the different assessments we all have to carry out during the week. So after a kick off meeting at one of our places  we plan the different activities that can be developed in the classes and communicate our ideas through google+ or other platform like edmodo. We have been trying to apply a new methodology which enables us to lead our students to be more communicative and  collaborative with one  another: the Flipped classroom. To be honest our learning- teaching approach is a blended one: from the face to face traditional lesson to the cooperative learning approach. We also have an educational blog we use to post our lesson plans in advance or edpuzzle, thinglink, quizlet activities. Often we exchange our material, too, through Box

I would suggest we teacher can also use Skype to have video conferences with other colleagues or simply exchanging ideas. Finally attending these MOOC is a great opportunity for all of us to compare, share expertise and learn

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I found this videoclip really interesting and inspirational

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I found this videoclip really interesting and inspirational

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

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What do you think of the tips given for constructing rubrics and checklists in the video?

Surely  designing  rubrics appears to teachers a quite hard work, especially  when traditional techniques and methodologies are more instructional than students centered, based on delivering knowledge and facts. Despite this, even when teaching is centered on relationships, on inquiry, invention and creativity,  building up an assessment  grid is not that easy.

In the video there are a lot of interesting and stimulating tips that step by step guide teachers to be more aware of the objectives to bear in mind while approaching such a thorny field  if you would like  to create a rubric or to use a checklist.

As it is clearly said in the video: "To construct a rubric the first step is to decide on the level of knowledge that the rubric should assess. The next step is to establish assessment criteria and progress levels for each criterion.

Usually we use 4 levels of progress, assigning 1 as the lowest level furthest away from reaching the objectives, and 4 as the highest level, closest to reaching the objectives. Each level needs a clear descriptor to avoid any doubts. It’s important to bear in mind two important tips when constructing rubrics. The first is that as noted by the researcher Brookhart, the biggest mistake teachers make when using rubrics is that they focus on the task or product, and not the learning outcome or proficiency the task is supposed to get students to demonstrate. Therefore, when constructing a rubric make sure your criteria is based on characteristics of the learning outcome, and not of the task itself. Another tip is that involving students in the design of rubrics is really effective."

Therefore as for my experience I think I will try to use rubrics to assess the outcome of my students learning as well as checklists to evaluate formative performances either in pairs or in groups. This means my partner colleagueas  and I have to start rethinking the way to design and construct assessment rubrics

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Have you ever used existing rubrics and checklists to assess collaborative work?
Have you ever constructed your own rubrics or checklists for this purpose. Yes, I have. While working on a PBL with my students I use rubrics which were assembled and organized by three colleagues of mine, including myself , some years ago. Here are our rubrics:

https://app.box.com/s/tfcex1e24uxq8nliyb0lgfxhb5jebqf4
A rubric for evaluating a students'product

https://app.box.com/s/x3jo8tg2iru5k0f4ign3f4in0m5o4og0 rubric for evaluating groupwork (written in Italian)

https://app.box.com/s/3wl5sbdnq8pex6f55qgq84fmyre6ay9k  self assessment rubric (written in Italian)

We took inspiration from other rubrics we studied while surfing the net and tried to build up ours according to the general outlines for the Italian tools of assessment, including grades in 15th relating to the last three years of the Italian high school.

Unfortunately, after module 3 of this course I have realized that these rubrics look too complicated and may not be easily at hand while students are working together and this aspect deprives me from being present and more collaborative with my students. Indeed it takes long time to asses them. I find the idea of making students create their own rubric, especially a self-assessment one, effective and more useful because this can bring about students to be more aware of the process.

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How can you asses collaborative learning:
The learning objectives for this module are:

1. Understand the principles of assessing collaborative learning

2. Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available

3. Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning

5. Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

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MODULE 2..4 COLLABORATIVE TEACHING AND LEARNING : ASSESSMENT GRIDS

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MODULE 2..4 COLLABORATIVE TEACHING AND LEARNING : ASSESSMENT GRIDS

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Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

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ASSESSMENT GRID FOR LOW LEVEL-HIGH LEVEL GROUP WORK

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Module 2:                     2.5 Collaborative learning scenarios.  A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher 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 received. In the last phase “Show”, students publish and present the results of their work

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Module 2:                     2.5 Collaborative learning scenarios.  A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher 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 received. In the last phase “Show”, students publish and present the results of their work

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2.4 How can you design collaborative learning in the classroom?

The learning objectives for this module are:

Understanding  how to embed collaborative learning into lesson design

Appreciating  the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work

Understanding  how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities

Assessing  the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

The 4 Collaboration Questions -

1. what is the quality of  collaboration?

2. are they making substantive decisions?

3. is their work interdependent?

4. what does working together mean?

These 4 collaboration questions are a great guide for all teachers who just start to implement collaborative activities in their work. The main point is "You have to build up the students' expertise."

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Here is my third year students'blog created, organized and administrated by themselves under my supervision during last school year. They presented their projects their PBL and their activities done during the whole year. It is still

work in progress. The aim is to produce an organized container which may show their progress during their three last years of their Logistics course. It may be considered as a kind of Portfolio.

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http://marconi3blogistica.blogspot.it/

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LOW LEVEL OF COLLABORATION: students from the First year of a Technological High School have been encouraged to produce in class in pairs a Family Tree using their own device according to BYOD  Then they have been asked to present their own object in front of their schoolmates. Here is the link to the lesson plan they have been learning for one week (three hour- lessons) at the beginning of the current school year as revision activity:

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LOW LEVEL OF COLLABORATION: students from the First year of a Technological High School have been encouraged to produce in class in pairs a Family Tree using their own device according to BYOD  Then they have been asked to present their own object in front of their schoolmates. Here is the link to the lesson plan they have been learning for one week (three hour- lessons) at the beginning of the current school year as revision activity:

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https://app.box.com/s/8tt1o555fplhhbkwwrived171f79nvog

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MY TEACHING ACTIVITY:                    I'm a high school teacher of English and I've been teaching for 27 years now. I got a permanent job in the state school six years ago and before this I taught in different types of secondary education schools such as linguistic, scientific and classical studies, in an accountancy state institute and since 2011 I've been in a state computer studies and technological high school. I graduated in the far 1988, and soon after I started a career as a free lance translator ( from English and German into Italian). In the meanwhile I got employed as a temporary teacher in state schools and I sat in the national exam in 1999 so I've been included in the ranking list since then. I've always made an effort to keep myself updated. I'm interested in study skills, methodologies, multiple intelligences and cooperative learning. Finally, I am not a geek but I must confess I'm really fond of using technology in class, from pcs to tablets or Iphones because I think a 21 century teacher needs to create meaningful activities with his/her students and encourage them to be creative and indipendent in an innovative and engaging environment. So this is why I've got involved in this great experience of flipping the class. Last but not least I really like sharing materials and experiences with other teachers. I have been using an Apple IPad for nearly six years now and my life has dramatically changed both personally and professionally. Using technological devices will be my challenge in the next coming year

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MY TEACHING ACTIVITY:                    I'm a high school teacher of English and I've been teaching for 27 years now. I got a permanent job in the state school six years ago and before this I taught in different types of secondary education schools such as linguistic, scientific and classical studies, in an accountancy state institute and since 2011 I've been in a state computer studies and technological high school. I graduated in the far 1988, and soon after I started a career as a free lance translator ( from English and German into Italian). In the meanwhile I got employed as a temporary teacher in state schools and I sat in the national exam in 1999 so I've been included in the ranking list since then. I've always made an effort to keep myself updated. I'm interested in study skills, methodologies, multiple intelligences and cooperative learning. Finally, I am not a geek but I must confess I'm really fond of using technology in class, from pcs to tablets or Iphones because I think a 21 century teacher needs to create meaningful activities with his/her students and encourage them to be creative and indipendent in an innovative and engaging environment. So this is why I've got involved in this great experience of flipping the class. Last but not least I really like sharing materials and experiences with other teachers. I have been using an Apple IPad for nearly six years now and my life has dramatically changed both personally and professionally. Using technological devices will be my challenge in the next coming year

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Who I am