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http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/184EN.pdf

https://crell.jrc.ec.europa.eu/sites/default/files/files/JRC95601.pdf

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4.8a Module 4 Learning Activity in English

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4.8a Module 4 Learning Activity in English

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http://learningdesigner.org/index.php

My Learning Designer sent 23th November 2016

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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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http://www.europeanschoolnetacademy.eu/documents/1780780/2056102/4.7+English+transcript.pdf

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Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

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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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http://www.europeanschoolnetacademy.eu/documents/1780780/2056081/4.6+English+transcript.pdf
My experience  is "sending and displaying".
I think that CPD session using on Twitter is a great idea.

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Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

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4.5 Skills and conditions needed for teacher collaboration

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4.5 Skills and conditions needed for teacher collaboration

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http://www.europeanschoolnetacademy.eu/documents/1780780/2055620/4.5+%CE%95nglish+transcript.pdf

I agree with Majella Dempsey and i also think that skills can be developed with pratice.

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Collaborative teaching and learning | Skills and conditions needed for teacher 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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http://www.europeanschoolnetacademy.eu/documents/1780780/2055586/4.4+English+transcript.pdf

Teacher collaboration  is very important for our professional growte and can contribute  to the diversification of our pratices in the classroom.

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Collaborative teaching and learning | The benefits and challenges of teacher collaboration

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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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http://www.europeanschoolnetacademy.eu/documents/1780780/2055549/4.3+English+transcript.pdf
I use dropbox and recently Google Doc and Google Drive.
I was curious about the others.

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Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

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4.2 A primary school teacher’s experience of teacher collaboration

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4.2 A primary school teacher’s experience of teacher collaboration

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Collaborative teaching & learning | M4 A primary school teacher’s experience

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http://www.europeanschoolnetacademy.eu/documents/1780780/2055459/4.1+English+transcript.pdf

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Collaborative teaching and learning | M4 Introduction

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Module 4: How can teacher collaboration facilitate collaborative learning?

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Module 4: How can teacher collaboration facilitate collaborative learning?

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The learning objectives for this module are:

1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them

2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish

3. Understand how technology can facilitate teacher collaboration

4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.

5. Peer review the collaborative learning lesson plans of two course participants.

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3.9 Module 3 Learning ActivityStart working on creating one or more lesson plans integrating collaborative learning and assessment, which you intend to use with your students in the classroom before the end of 2016 or early next year. Module 4’s learning activity will be to continue working on your lesson plan/s so that you can submit your final one/s at the end of the course, and implement it/them in practice shortly afterwards.To design your lesson plan, please use the Learning Designer. Below is a list of criteria you should consider when creating your lesson plan and to use for your peer review of the lesson plans of two other course participants:1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills: For example, at least two of the following criteria are included (see module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios for further information and inspiration):Students are required to work in pairs or groupsStudents have shared responsibilityStudents make substantive decisions togetherStudents’ work is interdependentIt is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools: For example, one or more of the following are included as assessment tools (see module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom for further information and inspiration):Rubric to assess a group Rubric to assess group members individuallyChecklist for self-assessment of students’ collaborative skillsChecklist for peer-assessment of students’ collaborative skillsDigital tools facilitating self and peer assessment of collaborative learningMindmaps and infographics to assess group work and facilitate peer assessment3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

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3.9 Module 3 Learning ActivityStart working on creating one or more lesson plans integrating collaborative learning and assessment, which you intend to use with your students in the classroom before the end of 2016 or early next year. Module 4’s learning activity will be to continue working on your lesson plan/s so that you can submit your final one/s at the end of the course, and implement it/them in practice shortly afterwards.To design your lesson plan, please use the Learning Designer. Below is a list of criteria you should consider when creating your lesson plan and to use for your peer review of the lesson plans of two other course participants:1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills: For example, at least two of the following criteria are included (see module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios for further information and inspiration):Students are required to work in pairs or groupsStudents have shared responsibilityStudents make substantive decisions togetherStudents’ work is interdependentIt is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools: For example, one or more of the following are included as assessment tools (see module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom for further information and inspiration):Rubric to assess a group Rubric to assess group members individuallyChecklist for self-assessment of students’ collaborative skillsChecklist for peer-assessment of students’ collaborative skillsDigital tools facilitating self and peer assessment of collaborative learningMindmaps and infographics to assess group work and facilitate peer assessment3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

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"1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills:
2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools:
3. The lesson plan is well aligned with its learning outcomes:
4. The lesson plan is balanced."

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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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Important:
"Checklists can be useful tool for assessing collaborative learning.
-Checklists can be useful tool for assessing collaborative learning. "

http://www.europeanschoolnetacademy.eu/documents/1780780/2024208/3.7+English+transcript.pdf

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Collaborative teaching and learning | Collaborative learning - What to assess and how?

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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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http://www.europeanschoolnetacademy.eu/documents/1780780/2024194/3.6+English+transcript.pdf

When students don't know each other well or to use a random name picker tool which automatically teams them up, like this
http://www.classtools.net/random-name-picker/64_42Jcc2

Important:

- Google Forms to peer evaluate their classmates' presentations in class.
-checklists and a tool called Scrumy, which allows accurate planning and checking of work
progression.
-peer reviews with Socrative or Kahoot

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Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

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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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http://www.europeanschoolnetacademy.eu/documents/1780780/2024179/3.5+English+transcript.pdf

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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3.4 : A sports teacher's experience of assessing collaborative learning

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3.4 : A sports teacher's experience of assessing collaborative learning

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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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Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? Does the summative assessment of each student in your school/subject take into account the learning outcomes related to collaborative work (such as project work/results)?

http://www.europeanschoolnetacademy.eu/documents/1780780/2024144/3.3+English+transcript.pdf

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Collaborative teaching and learning | Assessment for improving collaborative learning

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3.2 TeachMeet - Collaboration: together and beyond!

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3.2 TeachMeet - Collaboration: together and beyond!

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Teachmeet on Wednesday 23rd November at 18:00 CET.

1. Participation in the teachmeet as a speaker works in the basis of "first come, first served", so we will not accept more applications after we reach the 10 participants.

2. It is COMPULSORY to attend a rehearsal before the teachmeet. The rehearsal for this teachmeet will be on 22nd November at 17:30, and as mentioned, this is an essential requirement to participate as a speaker in the teachmeet, so if you can't attend the rehearsal, there is no need for you to apply to participate in the teachmeet.

3. A very good level of English is required in order to participate in the Teachmeet.

4. All speakers get a maximum of 4 minutes each.

5. Apply here: https://goo.gl/ND6uUh

6. Deadline to apply: 11th November

7. Deadline to submit the presentations: 18th November

8. The link to attend the Teachmeet videoconferencing will be provided later.

9. The event will be recorded and the recording will be shared on the platform.

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http://www.europeanschoolnetacademy.eu/documents/1780780/2024129/3.1+English+transcript.pdf

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Collaborative teaching and learning | M3 Introduction

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Module 3: How can you assess collaborative learning?

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Module 3: How can you assess collaborative learning?

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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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The activities i described on the first module don´t do justice to what i now know is collaborative work. With all i´ve learned on this MOOC, i´m more well prepared.

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The scenarios are inspiring and they will certainlly help me on making activities . But i steel need to explore them more carefully.
http://www.europeanschoolnetacademy.eu/documents/1780780/1982124/2.5+English+transcript.pdf

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Collaborative teaching and learning | Collaborative learning scenarios

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Make this four questions when programming the collaborative work classes helps keeping the focus onour main goal.
http://www.europeanschoolnetacademy.eu/documents/1780780/1982083/2.3+English+transcript.pdf

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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I´ve never used this or similar rubrics.
This rubric will be very useful to program my next collaborative learninng activities.

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Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

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Collaboration Rubric:
http://www.europeanschoolnetacademy.eu/documents/10180/0/21CLD+learning+activity+rubrics_2012.pdf/22704c37-0998-4b96-ac74-f07da3150c6c
6 Example Learning Scenarios:
1. http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_collaboration.pdf/9b6424a6-0dcd-49f6-b4ae-0a6c09ac028a
2. http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_iGroup.pdf/625712f0-1043-46c6-87a9-d9ab1d1882cf
3. http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_personalization.pdf/3d14a971-382b-498c-86ad-79d68cf59042
4. http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_flipped-classroom.pdf/1bc0f8c3-9cab-4759-a8db-2f48fd0d0a27

5. http://www.europeanschoolnetacademy.eu/documents/10180/0/NCCA_Scenario_Art+music+and+exhibition.pdf/2b5579fd-f9d4-4018-85dc-e7d92148a363
6. http://www.europeanschoolnetacademy.eu/documents/10180/0/NCCA_Scenario_Asteroids+impacts+and+craters.pdf/e854377c-8471-4a00-b990-cc62ba089326
Resources for the 'Asteroids, impacts and craters' learning scenario:
http://www.europeanschoolnetacademy.eu/documents/10180/0/Asteroids+Scenario+Resource_Fact+sheet.pdf/90a221b6-de29-4440-9999-1aac4fa205c2
http://www.europeanschoolnetacademy.eu/documents/10180/0/Asteroids+Scenario+Resource_Glossary+of+Terms.pdf/5ceef41e-5f7b-4d33-b440-2d0e9f374e6c
http://www.europeanschoolnetacademy.eu/documents/10180/0/Asteroids+Scenario+Resource_Physics+PPT.pptx/72fb4159-1f99-4ab2-a164-7f4f0879139d
http://www.europeanschoolnetacademy.eu/documents/10180/0/Asteroids+Scenario+Resource_Peer+Assessment+Sheet.docx/eaeb04ad-a433-478d-8516-e04620919012

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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 the collaborative work capacities are easily achieved by practicing. And this practicing should begin at school, as soon as possible.
Technologies help on this because they facilitate the building of knowledge and make it more appellative. But, in order to be efficient, it requires motivation and a good capacity from us in programming adequate classes.

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Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

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Collaborative teaching and learning | Module 2 Introduction

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Module 2:  How can you design collaborative learning in the classroom?

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Module 2:  How can you design collaborative learning in the classroom?

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The learning objectives for this module are:

1. Understand how to embed collaborative learning into lesson design

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

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

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

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http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459

http://www.europeanschoolnetacademy.eu/documents/10180/0/Cooperative+collaborative+and+problem+based+learning/e096a8a3-5feb-4902-b1ee-89693ca7ac0b

http://www.europeanschoolnetacademy.eu/documents/10180/0/.+Does+active+learning+work+A+review+of+the+research/2711181e-5969-4f40-ba4b-2c73641fbc95

https://books.google.be/books?hl=en&lr=&id=BiI_oAA49SAC&oi=fnd&pg=PP1&dq=jacques+%26+salmon+2007+collaborative+learning&ots=l70JTtqZcf&sig=WJF1TmzTKNQrgzmXS_EiXmp3jKc
From facebook:
http://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

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Reflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration.

An activity which I developed in the classroom and at schoolyard, with high level of cooperation from students, was the Treasure Hunt with GPS, for the application of geographical coordinates and scales. I select students in pairs with different levels of performance. Two students hide the treasure (usually two pencils), indicate the geographical coordinates and another pair will look for. Subsequently they switch roles. In the second phase of the work they locate the school in Google Earth and compare the geographic coordinates. Then they locate their houses, record the coordinates and calculate the actual distance in a straight line from home to school using Google Earth. Students with less difficulty supports students with more difficulties and it is the latter that presents a summary of the work done by identifying the facilities and difficulties encountered. The pair achieves success, if succeeds on all activities, hence the importance of constant collaboration between the two students. This activity also promotes the development of social skills as you need to share the GPS and the computer, communicate clearly, help the colleague which requires responsibility. This activity is planned for 7th graders, averaging 12 years old.

Another activity I develop with students at the same level of education and age, is the flag construction of European Union member's countries, on an A5 size card. On one side they build the flag in the material of their choice and on the back they note some characteristics of countries according to the list I provided at their first class and should add a curiosity.

Has a low level of collaboration between the students giving them the opportunity to develop their work individually.

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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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"In this video an Italian, History & Geography teacher explains to us her experience of implementing collaborative learning in the classroom with students aged between 10 and 14 years old. She explains the challenges she has faced in terms of teacher collaboration as well as student collaboration, and how she went about setting up groups."
When I form heterogeneous groups, I also have difficulties with introvert students, which end up collaborating less, therefore becoming eager to plan an activity using the "Jigsaw" method, by creating specialist groups and so students may feel more comfortable and more participatory.

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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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I did not know the Scrumy tool. I researched it and looks to be very interesting in using during work development.

I also consider the evaluation to be difficult and subjective. Relative to competences evaluation, I normally use an observation grid, which I fill out during the activity and results are analysed at the end. In any instance I know very little about it and I am very curious in learning my colleagues experience, too.

https://scrumy.com/demo

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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 agree that "technology becomes useful in class especially when collaborative practices are used’. The students are more envolved. %
At the end of each activity a self evaluation group evaluation is made. In relation to activities of collaborative learning, the negative aspects are rare and I have to solve any problem occurrences, so they do not happen again.

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Collaborative teaching & learning | Collaborative learning through project-based learning

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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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The video shows a perfect example of collaborative work in a classroom where furniture adapts to the different steps of the process.

My classrooms have the traditional furniture a computer at the teacher's desk, a projector and some even an interactive board.

There are few laptops at the school with some experiencing performance problems, which may be requested and  few students owns a tablet but almost all have smartphones. Therefore for collaborative work at the classroom, not always I use technology, except for the final work presentations. Nonetheless I have been using them for formative assessment, using available online free applications and the loan of smartphones between students as they finish their work. Students also practice how to be patient as they wait for one another, peacefully and quietly.

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Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

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Module 1: What is collaborative learning?

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Module 1: What is collaborative learning?

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1.1 What is collaborative learning?

Collaborative work is a group task under the contructivist process. The process in centred around the student, where the teacher guides knowledge, creating conditions for their students to work and build their own knowledge, developing in parallel competences such as, leadership, self evaluation, communication skills and work as part of a team contributing its success.
Recently I have used the "pair verification" methodology for map's scales learning.

I start by grouping four students with different levels of performance, further grouped in two pairs.

To each pair I hand a problem solving paper. One of the students solves the problem while the second verifies and they alternate until all problems are solved. The next stage, now with the two pairs back together from each group, consists in comparing and discussing answers, noting in the list , the problems solved. One member of each team, will show the class how to solve the problem at the board, explaining at the same time, step by step. At the next class a test is performed.

Students receives the worksheets and check-lists with instructions about the activity and are evaluated during the process, at the board and individually on the test.

Students develops communication and team work abilities. Students engage themselves better in the activities and success is almost one hundred percent.

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Me

I am fifteen seven years old and I am a geography teacher. My students are between 12 and 16 years old. I like to try new apps and digital tools, which I love when they contribute to more dynamic and efficient classes.

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COLLABORATIVE TEACHING & LEARNING COURSE

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COLLABORATIVE TEACHING & LEARNING COURSE

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How do I complete the module?
By visiting every section of the module, watching the videos, sharing your ideas and experiences in the Padlets and completing the learning activity at the end of the module. You should expect to dedicate about 3-4 hours of your time per week for each module.

The course covers four modules over a period of 5 weeks. The final deadline to complete all parts of the course is the 27th November.
Please also keep a lookout for our Questions of the Day shared with you via social media and the forum and which provide an excellent opportunity to discuss with your peers

There will be two live events on this course. The first event is a Q&A session with Deirdre Butler, Senior Lecturer at Dublin City University and an expert on collaborative learning on the 15th November at 18:00h CET. The second event will be a Teachmeet on the 23rd November at 18:00h CET, hosted by course moderators Anna Laghigna and Nair Carrera, where some of you will be able to present your work to your peers

For each completed module you will be awarded a digital module badge that you can display on your profile and export to the Mozilla Badge Backpack. If you complete the whole course before the final deadline of the 27th November 2016, you will also receive a digital course badge as well as a digital certificate from European Schoolnet, acknowledging your participation on the course.

While using social media is not essential to complete the course, it is highly recommended. So join us also on Twitter using #Colab_eu or via ourFacebook group.

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My school

The school in Chamusca, is situated in a quite country side area with view to the river tejo, approximately seventy kilometres from Lisbon, the capital of Portugal.

The school has five hundred and fifteen students, from the fifth to the twelfth grade, with ages between ten and seventeen years old. The classrooms are within three blocks and are equipped with computers and projectors. In each block two of the classrooms, are also equipped with an interactive board.

At this moment, my school just completed a pedagogical plan, to apply for the transformation of two classrooms into "learning labs"

Learning Designer

https://youtu.be/nkxLkSaTdck?t=191

MY Learning Designer

http://learningdesigner.org/index.php