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DONE

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My lesson plan!
http://learningdesigner.org/designer.php?uri=/personal/sandraleite/designs/fid/35182061c3606d72ff5a505be2504086271f50c6c34c5721dfcd7283596a83ad

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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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The learning of collaboration and negotiation, which is intertwined with it, is thus an inescapable dimension of today's world. Helping to overcome obstacles and dealing with vulnerabilities and frustrations, increased thinking skills, opportunities for mutual learning and security enhancements to initiate new paths that collaboration enables, make it a particularly promising strategy for outlining research professional practices in a world characterized by uncertainty, change and complexity, as is the present postmodern world. Going to Luís Valente suggesting that self-evaluation and peer evaluation can help students move away from seeing teachers as the sole source of judgment on the quality of their learning, helping them to become more independent learners. I consider, and as I mentioned in previous items, that I am an apologist with 100% of self and hetero-evaluation because only then do we acquire bases of future, bases of work, conscience, responsibility and respect for the mutual work. However, the group of students I teach tend to bribe the work of their faithful friend. Even if they consider it less good, they say it's too good not to hurt your friend. From experience in this area it is of crucial importance to work on this competence so as not to fall into this error. We are training children who will be adults in the future! We want more and more of a better world with respect to difference!

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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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Collaboration is an important strategy for conducting investigations into practice. I have already built some rubrics and checklists to evaluate the collaborative work, however when watching the video and after reading some documents I realized that they were not elaborated in the proper way. I will have more attention after this course. Students are increasingly involved in project headings, checklists or other assessment tools because it meets their needs. The guidelines and examples given in the CO-LAB Evaluation Guidelines have been very useful.

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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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In a complex profession, such as being a teacher, there is a need to exchange experiences and knowledge, to ask questions, to reduce worries and overcome fears, fears and conflicts. In this way, collaboration among teachers is important and essential for success. Collaboration between teachers is a way of working better, more supportive and less competitive, hence my passion for work on the eTwinning platform, like Antonio. I advocate several advantages of collaborative work through personal experience: an improvement of learning in school, interpersonal relationships, self-esteem, skills in critical thinking; greater ability to accept others' perspectives; greater intrinsic motivation; higher number of positive attitudes towards the subjects studied, the school, teachers and colleagues. Fewer disciplinary problems are advocated as there are more attempts to resolve the problems of personal conflicts; acquisition of the skills needed to work with others and less tendency to skip school. A cooperative learning group reveals positive interdependence, individual responsibility, heterogeneity, shared leadership, shared mutual responsibility, concern for the learning of others in the group, emphasis on the task and also its maintenance.

The crucial element of active participation is the exchange of experiences through dialogue. The dialogical interaction between individuals and the exchange of ideas promotes the cognitive development of the student, since the knowledge is socially defined and the student depends on the social interaction for construction and validation of the concepts. The resulting reasoning of the collaborative interaction will be enriched by the different perspectives and experiences with that each of the students contributes to the task. Of course, each of the students does not think in the same way and these differences of thought can create new knowledge through reciprocal teaching. This is the main contribution of collaborative learning: the synergistic interaction between individuals who think differently, the experience of this process and the construction of a product that can only be achieved with the contribution of all those involved.

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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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In collaborative work, students take responsibility for their own learning in the classroom and develop metacognitive skills to monitor and direct their own performance. When there is interaction between people in a collaborative way, through an authentic activity, they bring their own schemes of thought and their perspectives to the activity.
It is up to the teacher to ensure that his student knows the good answers. It is important to emphasize the importance of the participation of the students in the evaluation process and the teacher structure the learning in such a way that allows the evaluation of the process. I suggested that one should take into account the assessment of interactions in the group; constant feedback; the time for reflection; the evaluation of the group group process and the demonstration of satisfaction by the progress. There are many modalities of formative assessment and I agree with Chrysa Tsamopoulou. Maybe, I do the same and I will make a video with this information, to show the students.

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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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This contribution from Ana is great,is WONDERFUL. Thanks for all this tolls and suggestions. In fact, the mode of formation of groups depends on the type of activity. Sometimes I let them choose freely, sometimes I also make a random choice, but most of the time I do the groups. I try to make heterogeneous groups so that there can be more mutual support, more cooperative support.

I consider the digital tools an added value for the formative and summative evaluation of the students with whom I work - students with special educational needs. I have used some suggested applications. Students are interested in the tools and teachers should change some of their educational practices for the benefit of students and education.

Social networks have the tools to create the necessary context for collaborative learning because they allow the sharing of content in multiple media. Students' familiarity with social networks may facilitate their use in school learning contexts, as it is not necessary, for most students, the initial learning that occurs on other types of platforms. The greatest power of social networks when used in learning is the immediate identification that students have with the process and the feeling that the construction of knowledge depends on the contribution of each and every one of them and not just the teacher.

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3.1. Assessement for improving collaborative learning

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3.1. Assessement for improving collaborative learning

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As I teach a class with 8 students with special educational needs, I usually propose simple tasks, step by step very calmly. I carry out "jigsaw" work - it is only when one student finishes one task that the other can start, so that all the students feel part of the whole and in the end they can get a common job. I recognize and advocate in this type of activities an improvement of the learning in the school, of the interpersonal relations, of the self-esteem, of the competences in the critical thought; a greater ability to accept the perspective of others; a greater intrinsic motivation and a greater number of positive attitudes towards what is studied, the school, teachers and colleagues. Regarding the evaluation, I always privilege moments of self-assessment with 3-color registration (red, orange or green) in a proper frame. They become aware of what they have done, both for the student and for the rest of the group, and are being evaluated without realizing it, encouraging "healthy" competitiveness.