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Metoda jakościowa: obserwacja;
narzędzie: arkusz obserwacji.
Każda z prowadzących była obserwowana przez 45 min podczas prowadzenia przez nią zajęć z dziećmi z klas 1-3 opartych na założeniach projektu Co-Lab, w którym głównym sposobem organizacji pracy jest praca w grupie.

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-  Jak prowadzący wykorzystuje wokalikę , dźwięki paralingwistyczne?

- Jaka jest kinezjetyka prowadzącego (postawa ciała, gestykulacja, mimika, dotyk (haptyka) i kontakt fizyczny, spojrzenia, ruch w przestrzeni i dystans fizyczny (proksemika)?

- Które elementy prowadzący wykorzystuje świadomie, a które nieświadomie?

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Projekt badawczy: Sposoby komunikacji niewerbalnej prowadzącego z grupą.

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Projekt badawczy: Sposoby komunikacji niewerbalnej prowadzącego z grupą.

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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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- Individual and collective learning outcomes;
- Teamwork and group goals including individual commitment;
- The methodological process adopted to implement and complete the project or task;
- The product or;
- A mix of targets.

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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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Formative assessment -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.

Self-assessment -
focus on individuals and their commitment, motivation, engagement in teamwork and their ability to achieve personal goals. Group goals can be formulated using checklists or progress level scales applied over a pre-defined timeline systematically or at particular milestones while carrying out projects or tasks.

Summative assessment - provide a formal academic record of students’ learning progress and to establish proficiency levels. Often summative assessment is confined to tests only. 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. For summative assessment to consider these learning outcomes, we need to assign a weight to each of them in the final summative assessment, so as to take account of students’ work as a whole.

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7 phases of Learning  Scenerio
- dream -  students can brainstorm, think freely and share ideas
- explore -  students collect information on a certain topic
- map - students  structure their thoughts and ideas and seek to understand how they are related
- make - students develop or create a product or practise an activity
- ask -  is to interview experts and stakeholders
- remake  -  students replan or revisit their product, on the basis of the feedback or further information they received
- show -   students publish and present the results of their work

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Interesting blogs and sites mention during the course

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Interesting blogs and sites mention during the course

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www.laproflaghigna.blogspot.it

https://spark.adobe.com/

http://www.classtools.net/random-name-picker/64_42Jcc2

http://www.miniwebtool.com/random-name-picker/

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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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-  knowledge,
- attitudes around wanting to collaborate,
- skills for communication,
- dealing with conflict,
- motivation,

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4.2 A primary school teacher’sexperience of teacher collaboration

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4.2 A primary school teacher’sexperience of teacher collaboration

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" Successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support. "
Valentina Marinova

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The first activity ( low level colaboration)  described in modul 1 has code 1. Students were asked to work togehter ony if they needed help.
The High Level colaboration activity has code 5.
Children had to work together on their project, share the responsibility, make substantive decision together and the work product were interdependent

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Low level colaboration
On the internship that I had in the 1st grade of Primary School ( children aged  6 ) we made a project about trees.
For the first activity we actually prepared 5 different activities. They earned a badge for each activity.  The aim was to do all the activites and collect 5 badges. Children were told what to do  in every activity before the lesson had started. So if someone still didn't know what to do, He or She must relied on their friends.
That's way i think it's a low level of collaboration activity. Because they were basicly  working individually, but if they had any problems with activities they were ask to firstly try to asked for help the other children.

High Level of colaboration
Children ( 1st Grade Primary School,6 years old) devided themselfs into 5 groups . Each grup "had" their own tree. At the field trip to the park, they were supposed to find  their tree by using a map and the qlues  on "how to find your tree?"  After that each group had to describe their tree by completing the activity page. It required colaborating and finding out  answers to some problems like for example " How to measure a  tree without any ruler or measure tape?" After that students had to  try  out their idea in practice and do the task.
I think it's a high level of colaboration because children were doing everything by themselfs. They had to find the solutions  together  by collaborating in every single task starting with usage of a map and ending with all activities on the activity page wich I think is quite a challenge at the age of 6. Morover no adults were involved. They were doing great without extra help!

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" Collaborative Learning is a process through which learners at various performance levels work together in small groups toward a common goal. It is a learner-centred approach derived from social learning theories as well as the socio-constructivist perspective on learning. Collaborative learning is a relationship among learners that fosters positive interdependence, individual accountability, and interpersonal skills. For collaborative learning to be effective, teaching must be viewed as a process of developing students’ ability to learn. The teacher’s role is not to transmit information, but to serve as a facilitator for learning. This involves creating and managing meaningful learning experiences and stimulating learners’ thinking through real-world problems. The task must be clearly defined and be guided by specific objectives. Sometimes cooperative and collaborative learning are used interchangeably but cooperative work usually involves dividing work among the team members, whilst collaborative work means all team members tackle the problems together in a coordinated effort "
Caroline Kearney