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Has using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case in your Learning Diary and in the Padlet below. In your Learning Diary, and in the Padlet below explain what is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.
Considering the 21 CLD framework and rubric, the activity considered low leve is positioned at level 3, the high activity is at level 5.

I think my little collaboration activity corresponds to code 3, because students:
A) Work as group;
B) Share responsability;
C) Do not make substantive decisions;
D) Do not work has interdependence.
The high collaboration activity is code 5, because students:
A) Work as group;
B) Share responsability;
C) Make substantive decisions;
D) Work has interdependence.
Google translation

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Check out the scenario template and 6 example scenarios in the resource section of this module. What do you think of the template? What do you think of the example scenarios? Do you find them inspiring? Can you see how you might adapt some scenarios to create collaborative learning activities for your own context? What do you find useful or less useful about these scenarios?
The model provided is a good working document to use or adapt according to our understanding of the lesson plan / activity, obeying the scientific area of each teacher. The examples presented are very interesting and demonstrating a high degree of deepening and concern in dynamizing / implementing activities of this kind. As mentioned, the document can be used with due adaptations in the elaboration and planning of collaborative activities, that is, with a greater or lesser adjustment in its format! The greatest disadvantages may initially be the time required to appropriate this scheme and methodology of work, because the plan includes in my opinion a very broad set of details!
Google translation.

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How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are the advantages and disadvantages of it?
The contents involved in this section are in my opinion very interesting from a pedagogical point of view, providing guidance that helps teachers in the planning and development of collaborative learning. The major advantage of this type of classification is to provide the teacher with a more accurate view of the type of development and responses that can be applied and collected with students.
Google translation.

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What do you think of the 4 major questions presented by Professor Deirdre Butler? Are they useful in helping you design a collaborative learning activity? Have you asked yourself these questions before when designing collaborative learning activities?
I consider that the questions raised by Professor Butler are interesting and should be taken into account in the planning of collaborative learning activities. Most of the time when I plan activities involving collaborative learning, I have the awareness that I did not direct myself and these questions directly and objectively, but that they were subconsciously involved in a certain way. However, from now on these issues must be taken into account when planning such activities.
Google translation.

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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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Do you agree about the importance to have a shared language concerning what we mean by collaborative learning? Do you agree that having collaborative skills is not a personality trait and that you can design learning activities to develop these skills in your pupils? Professor Butler mentions that ‘Technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces’. Do you agree, and what are your experiences of this?
In fact, it is extremely important that teachers create between them a common vision about the concept of collaborative and shared learning. Since the transmission of the associated learning collaborative skills are items that must be presented / developed with all students and not depend on the individual characteristics of them. I also agree with Professor Butler, however, I consider that yet I dont hold a degree in sufficient depth experience to fully feel comfortable with this kind of teaching, but try to develop more and better tasks / activities framed with this purpose.
Google Translation

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Very important!
(from facebook co-lab

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Description:

Activity with a low level of cooperation

The teacher has a specific educational theme to develop in group work with a driving record. This worksheet the teacher indicates what tasks to develop. These tasks need to go through an initial reading set, where different steps that should operate and form / shape the work should comply produce are shown. Each step is accompanied with working suggestions, sources for consulting and tools that can be used. After discussion and implementation of the requested tasks, all groups present their work in large group. This type of collaboration is fostered through a more focused work, in which the collaboration of the group students is limited practically to what is requested by the teacher.

Activity with a high level of collaboration

The teacher presents a text referring to a fact of mathematics history. In this paper the different working groups discuss its contents in perspective that interest them most. Can approach / analyze the content of the text regarding the symbolic language Mathematics used or not at that time, or the contents / setting / theorems presented, or the applied resolution methods, or the degree of description and theoretical improvement worked out by the authors, or Mathematical areas studied by the authors, or other approaches.

Thus, students must first understand themselves and group text and exchange different points of view, and reach consensus on their interpretation.

Later, should decide the area to address the need to complement the selected area with other sources to choose from, and can use the smartphone, computers, library, textbook, etc.

In the end, each group presents its final product in large group, justifying what they did and why, the sources used, reasons for the relevance of their choice and other decision-making in small groups.

This activity in addition to providing a collaborative learning as a group also fosters the same in class context (large group).
Google Translation.

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A experiência de 1.5 A História e Geografia professor da aprendizagem colaborativa

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A experiência de 1.5 A História e Geografia professor da aprendizagem colaborativa

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Have you experienced similar or different difficulties in collaborating with teachers, and if so why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members resulting in frustration for some students when it comes to assessment of the whole group?

As school principal, the harder it is to create and promote conditions for the collaborative process, motivate teachers to work together, convincing them that either the project has to embrace this way of working, or that there are more advantages to work team. Regarding the students, there is sometimes difficult to organize working groups in order to promote effective collaboration between them, reconciling the different personalities, learning rhythms and motivations.
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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 your experience of collaborative learning, is behavior management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?

As indicated, one of the biggest difficulties for teachers is the behavior management of the various elements of the groups and ensure that students achieve the proposed objectives. Thus, activities that use collaborative learning are not drawn according difficult to assess, the most important will be the teacher prepare instruments to verify the different steps of the work developed by the students. This review may contain different forms, such as peer review, self-assessment, filling intermediate reflections and final discusões and exchange of views between group, to thereby allow the remaining students from other groups appreciate the work by others. However, even with this preparation by the teacher, not all activities are developed according to our perspectives, which will make it difficult to review. Monitoring should continuous, circulating among different groups by checking the work produced and answering questions, opinions and other approaches made by the students.
Google translation

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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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Have you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what were the positive and negative aspects and what could be solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?

I fully agree with the teacher, it is very important to implement a time called "circle time" as it allows students to discuss between the different working group about the products produced in their small group. One of the positive aspects that can present is that within the same group some ideas do not move on, but after a discussion among the group, or large group, some of the ideas become accepted by groups that initially did not agree. This happens sometimes, as with other students involved are also other arguments and rationale for the proposed theme. Regarding the use of technology, consider to be one of the essential elements to foster and implement a teaching-learning process more consistent, on the other hand, in a world but global and technologically developed, the teaching process can not escape realiadade the contrary, real life must join and so captivate our students, aiming to introduce deeper learning and shared possible. Finally, these days, society does not value the knowledge alone, but is increasingly giving relief the powers of the twenty-first century, such as sharing, collaboration, creativity, etc. Thus, the technology can function as an enhancer element in the success of teaching in general and in particular students.
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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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Is your classroom set-up flexible and interactive like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to see how you might make your classroom environment more collaboration friendly? What about the technology and online tools used by the students; have you used these with your students and have they effectively facilitated collaborative learning?

In my opinion, collaborative learning means developing a collaborative work where each student is able to learn, share their views, discussing with its partners. In the end, the process of collaborative learning must allow all students involved more siginifcativa learning, in which the concepts and processes involved allow all to attain the goals successfully.
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What do you understand collaborative learning to mean? In your experience of implementing collaborative learning in the classroom, have you witnessed academic achievement, student attitudes, engagement and retention being enhanced? What about the skills mentioned in the video – have you witnessed your students develop these as a result of collaborative learning?

In my opinion, collaborative learning means developing a collaborative work where each student is able to learn, share their views, discussing with its partners. In the end, the process of collaborative learning must allow all students involved more siginifcativa learning, in which the concepts and processes involved allow all to attain the goals successfully.
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Imagens das escolas do nosso agrupamento.
Images of the schools in our cluster.

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Good morning, my name is Artur Teixeira, i am the principal of the cluster school of Vila Nova de Cerveira - Portugal. My initial training is in mathematics - teacher. I and three school teachers participate in this training and hope to learn and share ideas about collaborative learning among students-students, students-teachers and teachers-teachers. Thank you all for allowing start this training trip together.

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Bom dia, chamo-me Artur Teixeira, desempenho as funções de Diretor do Agrupamento de Escolas de Vila Nova de Cerveira - Portugal. A minha formação inicial é em Matemática - professor. Eu e mais três professores da escola participamos nesta formação e esperamos aprender e partilhar ideias acerca da aprendizagem colaborativo, seja entre alunos-alunos, alunos-professores e professores-professores. Muito obrigado a todos por permitir iniciar esta viagem formativa em conjunto.