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Collaborative learning means working together,sharing ideas and knowledge and doing the task.The benefits of collaboration are manifold. Students are highly motivated and  creative and able to share original ideas with their classmates. It also develops social skills which are essential for the child's self-confidence .

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Low level of collaboration -students worked on practising some grammatical structures and tasks which were offered on my worksheets and the level of creativity was quite low,everything was determined in advance.It was a kind of competition among the groups.
High level of collaboration- topic- Elections - one group was a team who chose the president candidate and prepared the materials for the campaign.Another group were a group of reporters who prepared the questions for the candidates.The collaboration in this project was on a very high level because students had to be very creative, innovative,original.

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Module 2

My first activity described has CODE 3 because students worked together,had shared responsibility to do all the tasks  as quickly as possible,but didn't have to make any substantive decisions because the tasks were prepared in advance by the teacher.

The second activity has CODE 5 because students worked together, had shared responsibility because the candidate's success depended on the quality of their campaign.They made a lot of substantive decisions about the content, process and the final result.Their was interdependent because both the candidate's speech and the campaign material had one aim- to win the elections

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A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher to plan and structure your learning activities in advance. The 7 phases are Dream, Explore, Map, Make, Ask, Remake and Show.
The CCL Learning Scenarios we have selected present various learning activities often supporting a specific pedagogical approach, such as collaborative learning, personalized learning or flipped classroom learning

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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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3 - Learning objectives

1. Understanding the principles of assessing collaborative learning

2. Identifying the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available to them

3. Understanding the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciating the importance of involving students in the definition of assessment tools used for collaborative learning

5. Beginning work on one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

3.1 Assessment for improving collaborative learning

3.2 A sports teacher's experience of assessing collaborative learning

3.3 An ICT teacher's experience of assessing collaborative learning

3.4 Collaborative learning and student peer reviews

3.5 Collaborative learning - What to assess and how?

3.6 Answers to teachers' questions on assessing collaborative learning
3.7 Module 3 Learning Activity
3.8 Module 3 Resource Section

3.1 Assessment for improving collaborative learning

Assessment has multiple goals, but in this section we will specifically look at its impact on strengthening the improvement of learning collaboratively. In addition to helping students position themselves in the learning process and become aware of the extent of their efforts to achieve objectives, assessment also needs to make learners take responsibility for their own learning by helping to regulate their efforts, identify their strengths and weaknesses, and enable them to seek help in order to overcome difficulties.
It is crucial that assessment doesn’t discourage learners, but rather strengthens their commitment to learning. Assessment should encourage students to learn collaboratively and not encourage competition. It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another.
Feedback regarding assessment must be brief, clear and timely.
Assessment has to be useful for learning; it must make sense for those being assessed and not only for those assessing
Assessment self-evaluation with the use of rubrics focussed on collaboration, critical thinking, problem solving, negotiating and other life skills. I have also introduced more and more peer reviews for mutual feedback. But all these activities usually come into play only at the end.  If some of the key words related to collaboration are: Added Value, Respect for others and Negotiation, how can these items be evaluated within a group and then lead to individual summative assessment?  e flipped classroom, for guided study at home, and cooperative learning, for the research work at school on original documents coming from a local archive.  the main difficulty I found was in identifying how to guarantee the quality of the collaboration – participation of students

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 to work together with new information and solving unstructured problems

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 to work together with new information and solving unstructured problems

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enable the students to develop these skills as they are engaging with the content in a problem-solving perhaps way.
shared language
interdependence
1) work together
2)shared responsibility
3)decisions about the content
process ,product
4) interdependent
to work in pairs or groups to discuss an issue, to solve a problem or to create a product
You have set maybe the questions to be investigated, etc. shared responsibility, but they will decide on how they are going to do it; the process or the content and the product

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3.8 CO-LAB Guidelines for Assessing Collaboration

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Collaborative learning in a flexible classroom - Italy -debate
flexible classroom furniture

Project-based learning can facilitate effective collaborative learning
"circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what the positive and negative aspects were, and possible solutions for the future
To have control over work- students to end any working session with a short report in the form of a check-list or mindmap illustrating their work in progress. This helped to keep them on track.