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The learning design of the project I have created

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The learning design of the project I have created

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https://v.gd/IuBhVN

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4.7 Irish teachers’ reflections on teacher collaboration

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4.7 Irish teachers’ reflections on teacher collaboration

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No doubt that finding time is the major obstacle for me to collaborate with other teachers. I don't have good solutions. But the MOOCs are an excellent form of collaborate. I think the world really needs to sit and think what do we want ofr our students: contents or skills.

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4.6 How technology can facilitate teacher collaboration

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4.6 How technology can facilitate teacher collaboration

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I use google docs and the drive to collaborate with other teachers . I also use facebook but more to send and display.

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http://www.schrockguide.net/assessment-and-rubrics.html

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The 50 Best Smartphone Apps For Teachers Arranged By Category

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The 50 Best Smartphone Apps For Teachers Arranged By Category

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http://www.teachthought.com/the-future-of-learning/technology/the-50-best-smartphone-apps-for-teachers-arranged-by-category/

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60 Things Students Can Create To Demonstrate What They Know

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60 Things Students Can Create To Demonstrate What They Know

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1. Audio Recording (try Vocaroo)

2. Acceptance Speech

3. Advertisement

4. Avatar (try Voki)

5. Blog (try Edublogs)

6. Book Jacket

7. Brochure

8. Bulletin Board

9. Cartoon

10. Class Book

11. Collage (digital and non-digital)

12. Comedy

13. Comic Strip (try BitStrip)

14. Commercial

15. Dance

16. Debate

17. Demonstration

18. Discussion (try Voicethread)

19. Diorama

20. Drawing

21. Experiment

22. Flow Chart

23. Games (digital and non-digital)

24. Google Earth Tour

25. Graph

26. Graphic Organizer

27. Infomerical

28. Interview

29. Photo

30. Portfolio (try Evernote)

31. Puppet Show

32. Learning Log

33. Literature Circle

34. Magazine

35. Maps

36. Mind Map (try bubbl.us)

37. Mural

38. Music

39. News Report (try Fodey)

40. Poetry

41. Reenactment

42. Role Play

43. Scavenger Hunt (try QR codes)

44. Scrapbook

45. Sculpture

46. Show & Tell

47. Simulation (digital and non-digital)

48. Slideshow

49. Socratic Discussion

50. Song

51. Story Map

52. Speech

53. Tag Cloud (try Wordle)

54. Theatrical Play

55. Timeline (try Timegrinder)

56. Video

57. Webpage (try Weebly)

58. Word Splash

59. Word Wall

60. Wiki (try Wikispaces)

(http://www.teachthought.com/)

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The 20 best tools for online collaboration

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The 20 best tools for online collaboration

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http://www.creativebloq.com/design/online-collaboration-tools-912855

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6 Ways to Foster Collaboration in Your Workplace

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6 Ways to Foster Collaboration in Your Workplace

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https://www.americanexpress.com/us/small-business/openforum/articles/fostering-collaboration/

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https://knowhownonprofit.org/organisation/collaboration/what_is_collaboration/top-tips-for-collaboration

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4.4 The benefits and challenges of teacher collaboration

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4.4 The benefits and challenges of teacher collaboration

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I totally agree with Professor Butler. Moreover I think that the extension of curricula are an obstacle for some teachers that are always focused on teaching the curricula has they have planed. I have a very good and  different experience in the last 3 years. I am a biology teacher and I have founded an office in scholl (with 2 language teachers and, from this year on, also a sports teacher) and we help students from 15 to 18th years old to decide what university and course they should go (in Portugal and abroad). We also coach some students to get better grades or to solve some problems in their lifes outside school (that sometimes influence their performance in school). We also work whith partners in universities and institutes. We also have a project in the use of tablets in all subjects of two classes and we organize the teaching for this teachers. We have other projects, some in social causes. You can see our page in https://www.facebook.com/Guia-228455417292732/

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4.3 A secondary teacher’s experience of teacher collaboration

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4.3 A secondary teacher’s experience of teacher collaboration

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I have used some digital platforms but I hadn't heard about ePals before. I will explore it. I think many teachers are afraid of use something new and "relearn" how to teach in a different way. But I think everyone has the skill to do it. The social media networks have been very useful for me.

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3.11 "Questions and Answers" Session with Prof. Deirdre Butler!

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3.11 "Questions and Answers" Session with Prof. Deirdre Butler!

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I would like to have several examples of rubrics and checklists to inspire me.

I also would like to propose to European Schoolnet Academy to propose to the governments a teaching method more focused on the key competences for the XXI century and less focused on the contents and the exams. For me this is the main obstacle for having more collaborative work and it's right assessment.

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3.8 Answers to teachers’ questions on assessing collaborative learning

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3.8 Answers to teachers’ questions on assessing collaborative learning

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I agree that self and peer assessment can help students to move away from seeing teachers as the only source of judgement while helping them to become more independent learners. Form my experience students are quite fair in their evaluations and they can learn form each other mistakes and competences. What I think that sometimes fail is the time to do this in class.

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3.7 Collaborative learning - What to assess and how?

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3.7 Collaborative learning - What to assess and how?

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I usually make my own rubrics and checklists to assess collaborative work. I confess that I have never involved the students directly but I take into acount their suggestions for the next year students. But it seems a good tip so I am going to try it.

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3.6 Collaborative learning and student peer reviews

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3.6 Collaborative learning and student peer reviews

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I agree with Anna approaches. I have used some of the apps presented but some I will have to explore. It is a reality that there are many tools than can help us in group work.

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3.5 An ICT teacher’s experience of assessing collaborative learning

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3.5 An ICT teacher’s experience of assessing collaborative learning

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I really enjoyed this presentation. It summarises many aspects that I agree with. Personally, I have two aspects that concern me a lot. One, the redesign of our classroom space. Sometimes the classes are so small in space and so big in number of students that difficults the rearangment of the class for group work. Other problem I see is that our schools (at least in Portugal) are very obcessed with the final exams and, therefore, we spend to litle time preparing students with the competences they need for real life, and too much time preparing for the exams.

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3.4. A sports teacher's experience of assessing students’ collaborative learning

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3.4. A sports teacher's experience of assessing students’ collaborative learning

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I use a process very similar both in assessing individual and group work. And I have the same problem with the individual assessment. Sometimes, I feel that the group evaluates each member better than me because they were there all the time and usually they are quite fair.

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3.3. Assessment for improving collaborative learning

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3.3. Assessment for improving collaborative learning

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I think a good assessment always encourages students but I also think that sometimes it encourages competition. It depends on the students and the teacher has a key role here discouranging this behaviours. In my school, the summative assessment take into account the learning outcomes related to collaborative work but sometimes teachers don't use it.

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For the low level activity (students cross Drosophyla melanogaster in small groups, make and excell alltoghether and discuss it with the whole class) I classify it with code 2 .
For the high level activity (organizing a science coffee "from head to toe")  I classify it with code 5.
I knew there was a big difference but, with this tool, I can quantify it.
I intent to use it in the future when planning and evaluating the work.

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The template is very usefull and to see examples of different kind of scenarios is also usefull. Sometimes we only realise we have dificulties when we start to implement it. I wll look to them again when planning my work.

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I have never use it before but I think it can be very usefull because it structures my work and I can easily see if what I want from the students to achive is taking place.

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I have thought about this issues in a non organized way. Here all is very clarified and Professor Deidre Butler adives will be very usefull for me. I confess that sometimes I give students to much responsibility and some of them get lost. From now on I will use this questions.

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2.2. Embedding collaborative learning into lesson design

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2.2. Embedding collaborative learning into lesson design

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I agree that planning classes where students use collaborative skills prepare them for their future life. Many times, I prefer to focus on this than to focus on having all the curriculum covered. And we have many applications for collaborative work. Like this ones
http://www.creativebloq.com/design/online-collaboration-tools-912855

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LOW LEVEL ACTIVITY

Name: Studying the transmission of a characteristic in a family

Groups : 4 or 5 students of 17th-18th years old.

Activity: students cross males and females of Drosophyla Melanogaster with different characteristics. In the next generation they count the descendents and register their characteristics. I did a worksheet in google docs and all students wrote their results. In the end we analyse it in the class.

HIGH LEVEL ACTIVITY

Name: Builting up a science coffee.

Groups : The whole class. Students of 17th -18th years old

Activity: Students choose a subject by exploring in the internet. They have chosen genetic improvement. Then they read about this subject and share articles with the other students. Some students write the invitations for the scientists, members of the church, parents, teachers and other students. In class we analyse the letter from the students and improve it. Altogether we visit places to decide the best place to do the Science Coffee. Also dabating with the whole class we decide the details, the questions that should be asked to the scientists and to the member of the church. Several students propose a logo for the event and with the whole class we decide wich is the more adequate. Together we decide wich is the role that each one will have during the activity (who receives the guests, who is the moderator, who presents the activity, who distributes certificates of presence.

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1.5 A History & Geography teacher’s experience of collaborative learning

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1.5 A History & Geography teacher’s experience of collaborative learning

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I have experienced this difficulties. Specially with younger students. But I find more easy towork collaboratively with students than with teachers.

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1.4 A foreign language teacher’s experience of collaborative learning

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1.4 A foreign language teacher’s experience of collaborative learning

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In collaborative learning classes the behaviour management can be a problem with the younger students but not with the older ones.
I always have the feeling that I am not being very fair in the individual assessment. I use checklists, continuos feedback (form one class to the other) and peer assesment in each group. But I have never used this tools. I have to explore them!

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1.3 Collaborative learning through project-based learning

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1.3 Collaborative learning through project-based learning

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I have teached using project based learning using feedback and even without technology it is possible. But I agree that tecnology can me a catalyst here. The main obstacle is the extension of the programmes that don't leave time for the teacher to have this approach.

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1.2 Collaborative learning in a flexible classroom

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1.2 Collaborative learning in a flexible classroom

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In some classes I have the technology but with 30 students per class and without furniture that adaptes to the work in groups, and with very long programmes to teach,  it is not very easy to do this kind of work.

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Collaborative work is a group way of learning that stimulates the XXI century skills in students.

I confess I don't use it in every class but whan I use it, I see that students grow and became more competent, critical, supportive, hard workers, and they increase they capacity to solve problems while they are more immaginative.