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PADLET LEARNING DIARY
https://padlet.com/fionnualalir/qbbdy19hgzcj
LEARNING DESIGN
http://learningdesigner.org/designer.php?uri=/personal/fifilir/designs/fid/bf960a30e6372ff451118e48ddc36bc40928dec2fb2f7812a3ac660c8a9d0c13

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Collaborative teaching & learning | How technology can facilitate teacher collaboration

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Collaborative teaching & learning | How technology can facilitate teacher collaboration

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The ethical dimension is around

:

Are you going to be a good team member?
Do you have the skills to be a team member ?

Are you going to contribute in a positive way to the work of the team?

Do you have a lot of personal skills: do you have the skills around communicating, or the skills around talking about conflict  or empathy or emotional skills, or psychological skills to work as a group.
There has to be a common task
Defined Roles
Leadership
Shared responsibility
We have to value each

individual, what they bring to the group
Teachers are often most

motivated by what their students

can get out of something. (REWARDS)

You actually need time to build the team skills and to get to know

the different members

of the team, and to build trust and trustworthiness.

.

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https://www.wikispaces.com/content/classroom/about
https://www.skype.com/en/
https://wordpress.com/
OneNote
VoiceThread
Padlet
Adobe Connect
MOOCs
real - time webinar https://www.schoology.com/

Professional Learning Network

(PLN)

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

Collaborate with students, peers, parents, and community members us

ing

digital tools and resources to support student success and innovation

.



Participate in local and global learning communities to explore creative

applications of technology to improve student learning



Develop and model cultural understanding and global

awareness by engaging

with colleagues and students of other cultures using digital age communication

and collaboration tools

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Cooperative teaching

experiences also provide mutual support and assistance for planning and implementing

lessons, assessing

students’ progress, sharing professional concerns, and addressing students’

learning needs

Successful teacher

collaboration begins with finding time to

connect with colleagues, remaining open, sharing thoughts, and being ready to provide

support.

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La France et les Pays de la Francophone
http://learningdesigner.org/designer.php?uri=/personal/fifilir/designs/fid/4c0e71c3b1d9b34f8c460d28478f613bf478019928ae0c27a24ea9fed85ed8e1

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Collaborative teaching & learning | Expert answers to teachers’ questions on assessment categories: Diagnostic assessment, peer assessment, differentiating individual participation, discrete assessment, and the use of Mind Maps, Concept Maps and Infographics. 

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Collaborative teaching & learning | Expert answers to teachers’ questions on assessment categories: Diagnostic assessment, peer assessment, differentiating individual participation, discrete assessment, and the use of Mind Maps, Concept Maps and Infographics. 

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Key message is the importance for teachers to value students’ work in its entirety.
Diagnostic assessment
use a rubric covering the following

four dimensions:

factual (facts, events),

conceptual (concepts, ideas),

procedural (how to do),

meta-cognitive (explanations). Peer assessment
Self - assessment and Peer-assessment could be considered as more authentic than other

assessment methods as they may help students to move away from seeing teachers as the main

source of judgement about the quality of their learning outcomes, to a more autonomous and

independent way of learning. Usually in peer-assessment, each learner assumes the role of assessee as well assessor; in other words doing the learning activity themselves, as well as providing feedback on their peers’ work.
Differentiating individual participation:

Group assessment versus individual assessment and self

-assessment

their ability to negotiate,-

their ability to persuade others,-

their ability to integrate

ideas from others,
including different or contrary ideas.

We can give value to:-

their respect of unusual viewpoints or inventive ideas

-

their originality

-

their individual handicaps

By assigning a percentage weight to individual assessment as part of the summative assessment

related to group work, we can achieve differentiation that, on the one hand gives validity to the

assessment and on the other hand becomes formative because it develops self-regulation.
Discreet assessment

Discreet assessment can be within collaborative practice when students are not aware that they are being assessed. They must know that they could be observed and assessed without advance warning.
The use of Mind Maps,=Concept Maps and Infographics

When we use non-standard assessment tools such as concept maps and mind maps or infographics,we are using extremely useful and versatile tools that are capable of valuing different skills from

what is usually assessed.

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Characteristics

The criteria are...

Explanation Appropriate

Each criterion represents an aspect of a standard, curricular goal, or instructional goal or objective that students are intended to learn.

Definable

Each criterion has a clear, agreed-

upon meaning that both

students and teachers understand.

Observable

Each criterion describes a quality in the performance that can be

perceived (seen or heard, usually) by someone other than the

person performing.

Distinct from one another

Each criterion identifies a separate aspect of the learning

outcomes the performance is intended to assess.

Complete

All the criteria together describe the whole of the learning

outcomes the performance is intended to assess.

Able to support descriptions along a continuum of quality

Each criterion can be described over a range of performance

levels

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Collaborative teaching & learning | Collaborative learning and student peer reviews

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Collaborative teaching & learning | Collaborative learning and student peer reviews

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Students who are more competent interact with the weaker ones in a way that the latter do not resent.
Students respond better if they are made responsible for their choices.
Leave them free to decide who they prefer working

with and what roles to have.
Ask students to peer review one or more digital products made by other students or small teams and set up groups in order to ensure objectivity and

freedom of judgement.
Encourage self-improvement through reflection on other people's work and the

exchange of constructive feedback among peers
Random Picker Tool

http://www.classtools.net/randomnamepicker/64_42Jcc2

http://www.miniwebtool.com/randomnamepicker/

Sometimes the involvement of a whole class is necessary in order to investigate, analyse and synthesize acquired contents

and notions in creative, original ways

https://www.tes.comlessons

Kahoot, Socrative or Quizalize are our favourite tools for quick checks.Using technology makes collaboration easier

I think the idea of using random name picking tools is an excellent way to move students out of their comfort zone hence encouraging them to make more of an equal effort within the group collaborative task. I agree with Anne in that it will ensure objectivity and is more likely to increase constructive feedback from peers.
However I am very interested in the following statement

Students as well as their parents usually take summative assessment more seriously than

formative assessment. How can we teachers persuade students that Assessing For

Learning can

be more relevant than Assessment Of Learning? How can we plan assessment

for learning as an

ongoing process without stopping the spontaneous flowing of ideas and creativity while

students are collaborating?
Effective strategies such as
Jig Saw Strategy
Think-Pair-Share
3-2-1
Assigning Group Roles
Anticipation Exercise
Mind - Mapping.............. for assessment for learning.
Final presentations
Peer Review Sheets
Self Review Sheets
for Summative Assessment
http://www.jct.ie/wholeschool/classroom_strategies

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Collaborative teaching & learning Collaborative learning What to assess and how?

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Collaborative teaching & learning Collaborative learning What to assess and how?

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choice of assessment model according to the project or

task at hand
assessment model

(a)Individual and collective learning outcomes;

(b) Teamwork and group goals including individual commitment;

(c) The methodological process adopted to implement and

complete the project or task;

(d) The product or;

(e) A mix of targets.

How to assess

To make an assessment at the end of a class. A checklist

in this case could be adequate

Our goal is to provide information to the learners about their progress . A choice

of instruments include Likert scales, checklists, rubrics and quizzes with detailed feedback

The use of rubrics is a speedy and

collecting information on students’ learning and can be used to provide feedback to

stakeholders.

Rubrics are very useful as they

are flexible and effective for both self-and peer-assessment.

Teachers can also use them to

give formative feedback if the descriptors are sufficiently

clear and objective
Goodrich (1996) states that "rubrics can improve student performance, as well as

monitor it, by making teachers' expectations clear and by showing students how to meet these expectations".

When constructing a

rubric make sure your criteria is based on characteristics of the learning outcome, and not of the task itself
Involving students in the design of rubrics is really effective
http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80

Using checklists
Checklists help us to identify

flaws of attention,memory and accuracy
Good checklists are accurate, efficient, well targeted and easy to use in all situations, provide clear clues on the most critical and important aspects and are, above all, practical.

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Did you devise a plan before starting to work?

What difficulties did you
experience that you didn’t expect? Is there something you

would change if

you could

start from the beginning?

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In collaborative

learning when students’ assessment is based on their personal performance it results in

a reduction of team spirit, whereas when evaluation is

based on teamwork,

some members become

disengaged and leave

the others to carry out the work I made sure that I informed students about the evaluation criteria at the beginning of the

activity.I had to make the

evaluation in each group

using three different factors

individual performance

group performance

the group’s functionality

Review Sheet

What point did you like most

in the other group’s

presentation?

Did you find some

thing different in the presentation?

What would you keep from

their presentation, which

would you like to use

yourself in a future presentation?
Student reflection through feedback through constructive criticism and positive affirmation.

Group functionality

Walk between groups

Take notes throughout the process of the team work

Restore functioning in assimilating and encouraging way

Self-assessment sheet to evaluate his/her personal contribution to the group functionality.

Did I participate in an active way

providing information and ideas

for my group?

Did I listen carefully to what the other members suggested?

Did I applaud and encourage the efforts of other members? Did I do something to alleviate the

tension and the conflicts within the team?
Pupils are asked to answer on a scale including the options:

YES – LITTLE–NO
Individual performance
Peer evaluation sheet with similar questions to above evaluating the individual performance.

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Formative
Formative assessment

can help to improve teaching strategies and students’

study because it

provides very contextualized feedback both to students individually and to groups,

as well as to their teachers. Feedback must be
immediate, to have direct effect

on the learning process, so

it’s important

to use assessment tools which are easy to build, easy to use and provide

easy data analysis.

Self

assessment should focus on individuals and their commitment, motivation, engagement

in teamwork and their ability to achieve personal goals.
Group goals can be formulated. Checklists or progress level scales applied over a pre-defined timeline systematically or at particular milestones while carrying out projects or tasks..

Summative
assessment aims to provide a formal academic record

of students’

learning progress and to establish proficiency levels
Often summative assessment is confined to tests only, which is not fair. If students are requested and expected to engage in group work, develop

projects and present results, build blogs

or other digital products, then summative assessment

should consider these type of “artifacts” as learning outcomes

to be assessed

.

Encourage students to learn collaboratively and not encourage competition

To teach students that we learn better in groups because we help one another As teachers we know that we come to understand something better when we are teaching ourselves

Assessment must make sense for those being assessed as well as those assessing

The benefits of assessment relate directly to how effective the assessment is

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7 PHASES LEARNING SCENARIO
PLANNING AND STRUCTURING LEARNING ACTIVITIES IN ADVANCE

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PROFESSOR DEIRDRE BUTLER
RUBRIC

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PROFESSOR Deirdre Butler
COLLABORATIVE LEARNING

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ASSESSMENT , COLLABORATION   The Teacher can ensure the student is learning to learn throughindividual performance group performance the group’s functionalityAssessment evaluates the effectiveness of teaching and the degree of student engagement and comprehension. Assessment has to relate Individual and group outcomes and practises. Peer review sheets Group presentation review sheetsIndividual review sheetsWalk about from Teacher

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ASSESSMENT , COLLABORATION   The Teacher can ensure the student is learning to learn throughindividual performance group performance the group’s functionalityAssessment evaluates the effectiveness of teaching and the degree of student engagement and comprehension. Assessment has to relate Individual and group outcomes and practises. Peer review sheets Group presentation review sheetsIndividual review sheetsWalk about from Teacher

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Reflecting on the work I’ve been involved in through eTwinning projects, I can identify

the following benefits of collaborative learning assessment:

1 It is a student centered process

2 Promotes students involvement in the assessment tasks

3 Promotes students responsibility and motivation towards the learning process

4 Promotes self -reflection and students argumentation

5 Students can learn socially from each other

6 Promotes digital literacy through the use of digital web 2.0 applications

7Promotes development of 21st century skills and competences

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The student researches the topic independently at home or in school with the intention of bringing their learning back into the classroom. They present these findings to their fellow students allowing for different perspectives. Here the student is the creator of their own learning.

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As a language teacher I use group work and pair work frequently and more so recently with the changes to the Junior Cycle Curriculum in Ireland. We are encouraged to use collaborative learning ensuring that the student is the creator of his or her own learning. By using this Rubric method I will keep to the forefront of my mind when planning,
the importance of whether the student has shared responsibility, whether the student takes part in making substantive decisions and whether the student is working independently, or all three. This is essential when both designing the lesson and assessing the learning outcome. I have learned something today!
https://youtu.be/aSj17W7kTgE

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RUBRIC SCALE                    LOW & HIGH  LEVEL COLLABORATIVE LEARNING https://padlet.com/fionnualalir/qbbdy19hgzcj   Low level learning activity I gave this a 2 on the Rubric Scale as Students do work together but do not have a shared responsibility.                       High Level Learning Activity      I gave the a 5 on the Rubric Scale as they are working together,they have shared responsibility,they making substantive decisions and they are working interdependently.

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RUBRIC SCALE                    LOW & HIGH  LEVEL COLLABORATIVE LEARNING https://padlet.com/fionnualalir/qbbdy19hgzcj   Low level learning activity I gave this a 2 on the Rubric Scale as Students do work together but do not have a shared responsibility.                       High Level Learning Activity      I gave the a 5 on the Rubric Scale as they are working together,they have shared responsibility,they making substantive decisions and they are working interdependently.

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I have really enjoyed listening to Dr. Butler giving her lecture on the four major questions we should ask ourselves as educators. Within the Subject Departments  all teachers should have common objectives, common processes and activities, common resources, common descriptors and equal responsibilities.  In order to achieve the best learning design. Professor Butler states that  we must all be aware of the quality of our work. The important thing for me here is to ask ourselves how can we mutually continue to improve our planning and achieve our aims through having a shared vision and working interdependently . A shared language.
The same applies to the quality of work of our students. Professor Butler asks whether they have they a common product, design or response? Is the content collectively owned and are they mutually responsible for the task? I have now reflected on my own Department meetings and can see failings in our collaboration...room for improvement. Also we must ensure when our students are engaging in pairs or in groups that they are clear on what type of work it is they are engaging in and to remember that feedback from one student to another is not collaborative in that the work is not owned mutually.

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The important collaboration skills of
Negotiation
Conflict resolution
Agreement on what must be done
Distribution of Tasks
Listening to the ideas of others
Integration of ideas into a coherent whole
Dr. Deirdre Butler
'We need a shared understanding and common language to describe what collaboration is and what skills are needed in order to collaborate...we need a meta - language...A shared responsibility and interdependence'

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LOW & HIGH  LEVEL COLLABORATIVE LEARNING 

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LOW & HIGH  LEVEL COLLABORATIVE LEARNING 

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ACTIVITIES

Low Level collaborative learning
This learning activity is a revision activity.
I had my class divide into pairs and use white learner boards. One student was asked to write a family member in french and the other person in the pair had to match the possessive adjective to the word. When ten completed nouns and their correct gender possessive adjectives have been completed the students then write their list on the main classroom white board to share their answers with the rest of the class. There is a time limit and the object is to complete the task while engaging in peer assessment and self assessment. This is low level learning as the content is not is not shared by both students during the process. The choices were not made collaboratively. The students were not working interdependently.

High Level Collaborative Learning
Jigsaw Learning Activity

Our students were going on a trip to Paris and they were asked to produce a travel brochure for the whole class.

In this activity students were divided into groups of 5.
Each group had a a specialist to research a topic suitable for the brochre examples being 'Les monuments de Paris' 'Le Transport'
Students changed groups to join other specialists so new groups were formed. Research took place and findings were reported back to their original groups. The six groups then created a brochure and had to present them to the class through the medium of Padlet.
Each group chose a preferred brochure presenting reasons for their choice.
This is high collaborative learning as the students share a common goal, they decide on the content themselves and they own their work.
Are they working together?
Do they have shared responsibility?
Are they making substantive decisions?
Are they working interdependently?

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Mind - map on progress

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Real world problems & challenges.
Cooperation & Collaboration dependent on Team members.
Different roles & competencies for student differences.
Creators of their own work, innovative, self organised learning.

1RESOURCE MANAGERS,
FACILITATORS,
RECORDERS/
REPORTERS,
TEAM LEADERS.
OR
CREATORS
EXPLORERS
ASSESSORS
PRESENTERS

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Create.       Generate.           Plan.           Produce

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Create.       Generate.           Plan.           Produce

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 Blooms Taxonomy revised Teaching  Learning Assessing

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 Blooms Taxonomy revised Teaching  Learning Assessing

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Benjamin Franklin                Tell me and I forget.                      Teach me and I remember.   Involve me and I learn.

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Benjamin Franklin                Tell me and I forget.                      Teach me and I remember.   Involve me and I learn.

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Teach me

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Difference between Co-operative work and Collaborative work. 

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Difference between Co-operative work and Collaborative work. 

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Cooperative Work
Dividing work among team members
Collaborative Work
All team members tackle the work together

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Small groups

Common goals

Learner centred approach

Relationship between learners, fostering positive interdependence

Individual accountability

Interpersonal skills

Developing student's ability to learn

A change from teacher transmitting information and serving as a facilitator for learning

Task clearly defined

Collaborative Learning Enhances...

Leadership competencies

Self - evaluation

Listening Skills

Presentation Skills

Skills of persuasion and negotiation

Team working skills

Academic achievement

Student engagement

Student attitudes

Student retention

Improve student's motivation
Participation
Achievement

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Additional Resources

- Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), pp. 7-55.

- Prince, M., (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93 (3), pp. 223–231.

- Jacques, D., & Salmon, G., Routledge (2007). Learning in groups: A handbook for face-to-face and online environments

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CCL GUIDE: LEARNING STORY COLLABORATION - What is the collaboration learning model and how to use it?

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CCL GUIDE: LEARNING STORY COLLABORATION - What is the collaboration learning model and how to use it?

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We have an excellent MFL department and we have a shared resource folder where we can access each other's ideas and class plans. Collaboration between teachers in subject department is paramount to successful classroom planning. Some teachers have better technology skills and are very willing to share their skills and knowledge...We are lucky. However, within a working class group I may have a very academically weak student working alongside a quite brilliant student . Here I find I must distribute the different group roles on a daily basis to ensure each student has a new task . They will be assessed individually as they have to fulfill certain criteria within their individual role in order to succeed as a group.

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We have an excellent MFL department and we have a shared resource folder where we can access each other's ideas and class plans. Collaboration between teachers in subject department is paramount to successful classroom planning. Some teachers have better technology skills and are very willing to share their skills and knowledge...We are lucky. However, within a working class group I may have a very academically weak student working alongside a quite brilliant student . Here I find I must distribute the different group roles on a daily basis to ensure each student has a new task . They will be assessed individually as they have to fulfill certain criteria within their individual role in order to succeed as a group.

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Today I begin a new journey with other like minded people

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I have been teaching French, Music, SPHE and CSPE to all levels within an Irish Secondary School environment. We have over 800 students of mixed gender with a staff of 72 teachers. My students have limited use of technology within our classroom itself but we do have an overhead projector where we use Youtube, Ted talks etc. We also upload our own personal role plays and powerpoints for review and assessment. Our language department use a shared folder system where we have access to online and offline resources. 

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I have been teaching French, Music, SPHE and CSPE to all levels within an Irish Secondary School environment. We have over 800 students of mixed gender with a staff of 72 teachers. My students have limited use of technology within our classroom itself but we do have an overhead projector where we use Youtube, Ted talks etc. We also upload our own personal role plays and powerpoints for review and assessment. Our language department use a shared folder system where we have access to online and offline resources. 