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Geographi and history teacher of class ten behala

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Greece
In my opinion students can better collaborate than teachers ourselves to work on a project which should be  crosscurrular to school subjects.

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We should give a mission each students according to their skill and relevanceses in activities. So that we will evulate their skills according to their performances in their group

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Collaborative learning assumes cooperation and openess of students and teachers. Teachers as role models should be especially open-minded and ready to leave their comfort zone. I am in favour of promoting intrdisciplinary collaborative despite the problems that may be encountered in the initial phase.

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Collaborative learning assumes cooperation and openess of students and teachers. Teachers as role models should be especially open-minded and ready to leave their comfort zone. I am in favour of promoting intrdisciplinary collaborative despite the problems that may be encountered in the initial phase.

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Paulina

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Można by powiedzieć, że z nauczycielami współpracuje się najtrudniej. Każdy ma swój styl prowadzenia zajęć i trudno go przekonać do zmiany - nie widzą potrzeby, nie mają motywacji. Faktycznie, dożo w tym podobieństwa do trudności jakie napotykają uczniowie we współpracy. Nierównomierny wysiłek podczas pracy w realizacji zadania bardzo frustruje tych uczniów, którzy faktycznie włożyli dużo pracy w zadanie. To ich bardzo zniechęca.

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Younger students have yet to understand how they should work collaboratively. It is important that it be implemented throughout the students' school journey.
In relation to collaborative work among teachers, this is necessary for the school to be able to accompany the new students in order to develop their technological skills

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It isn't so easy to create a " good team teaching"  because you need to share enthusiasm , interest for  the topic you have chosen, and to create synergy with your colleagues but working together is very motivating.
It takes a lot of time to plan, find activities, material... but it's worth it.
Students too like working in teams even if it isn't easy to manage the class. Frequently the class become noisy.

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As a history teacher my experience using collaborative learning have been great usually I divide activities so every student is doing something different and at the end we resume the class by each group experience in the topic and do an assessment

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I think that before asking our students to collaborate we teachers must learn to collaborate between us, sometimes this is very difficult because we are all stressed about our programmes and exams, so we are not so willing to "waste" our times.

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Collaborative work is fundamental, especially in a social institution such as school. Learning is about understanding social relationships.
For example, when students are challenged to seek the solution to a given problem, it turns out that the solution is not given only by one subject but by the collaborration of various subjects. So in today's world, if we want to keep our students motivated, we have to collaborate with everyone.

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Collaborating with teachers from school is not always easy because most of them aren't used to it. However, we are making our way towards an effective collaboration. I have already collaborated in projects with local and European teachers and we didn't face any difficulties. Regarding the students, they really like working together, though sometimes the quality of the collaboration between them doesn't live to my expectations.

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I have had similar difficulties in collaborating with teachers, because they are "afraid" of getting involved in an environment they do not know. They resist change even when they think it necessary to do it.

It is not easy to guarantee the quality of the collaboration between the students and the evaluation may not be the most fair, but it is visible the satisfaction that collaborative work gives them.

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In my school, collaborative work is very difficult, because most of teachers use only traditional methods.
But for me collaborative working us very important and It was because that I have a projet in eTwinning with a Check teacher, and we used facebook, googledrive, padlet and oher ways of communication.
I think it´s difficult to guarantee the quality of the collaboration that takes place between my students, because some of them could work less than others.
However, I think that for students collaborative work isn´t a problem, although they like a lot this method.

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I think that one of the most frequent difficulty, when collaborating with other teachers, is to reach the agreed purpose of the activity. Each teacher has his own way of teaching and some of us tend to use only the traditional methods. Moreover, it is very difficult to guarantee the quality of the collaboration between students because some of them could work more than others .

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Eu participei do Projeto Eratóstenes desde 2013, com as Escolas da França, Itália e Grécia, medimos Onde Uma sombra de Uma vara, um Relógio solar.
Usamos facebok e Google Drive Para compartilhar Nossas medições e COMPARA seguindo OS Passos de Eratóstenes impactando SUA Cálculos e Tentando Encontrar um Lugar no Brasil, Onde a Sombra e menor e que SABE Como Encontrar um Lugar Como sombra igual Ao Bem da Cidade de Siena.
há APENAS era Comeco Na Primavera ágora Estamos medindo o ano Inteiro e comparando Durante Como Estações.

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When I decide to cooperate with other teachers, or I am invited to do so, we always agree about the approach to be kept. Since I teach a subject that is often difficult to match with, this has not happened so often. Anyway, I can say that we operated in a good atmosphere but in separate time and space. I think that it would be better to find a common time and space, but it's very hard to combine teachers' timetables. To avoid frustration from some students' side,. I tried to apply a peer tutoring system. By assessing different moments of the project, almost every student had the chance to challenge himself. In some occasions the most effective students might have felt themselves slowed down by the rest of the group, but they get in the end a role that repays this feeling.

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For me collaborative working is important. It is completly different of working alone it opens the doors. At school we are use to collaborate with each other but of course there are teachers that are not that open. I believe that will be the way it has to be in the future, people have to work together. It is normal that people used to be relutant in the beginning but at the end they will change their minds. It is a question of time. I think that for students collaborative work is not a problem, they like this challenge.

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Collaborative work between colleagues - Bella Montero (Indonesia

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Collaborative work between colleagues - Bella Montero (Indonesia

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In my school, there is collaborative work among teachers in lower primary. But this kind of work methodology is not present in upper primary nor in secondary. I must say that teachers in these levels are rather comfortable teaching in their own teaching styles and there is no real working relationship that is driven by school management that teachers can adapt into. It is true that the more able students would sometimes complain about being asked to do more for the group than the less able students. They do lament the fact that they share the same group grade as the other members of the group. Though this can't be helped at times, I, as a teacher, needs to explain the implications of group dynamics to all my students.

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Collaborative work among peers is very important, but it is very difficult in my school because we have many part-time teachers and traditional teaching methods are very ingrained. It is very difficult to get colleagues outside your comfort zone, yet have achieved the collaboration of colleagues in electronics, Portuguese and English.

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Collaboration between teachers is important to exchange experience and helping each other for a better education ; so sharing, create and finding new opportunities is the best

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I think that collaborative working between teachers is interesting because it improves the teaching practice. I’m usually available to work collaboratively, but I have already experienced difficulties in collaborating with colleagues for many reasons: not all teachers are available to share ideas and materials or to leave their comfort zone to change habits and implement new methodologies.I find it’s difficult to guarantee the quality of the collaboration that takes place between my students. Not everyone has the same level of competences, not everyone has the same degree of interest in the subject nor strives in a balanced way. That is why I try to share the tasks fairly and introduce several moments of evaluation during the work, individual and group, that require an effort, not only individual but collective, to avoid injustices in the evaluation.

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Unfortunately, it is not hard to find colleagues to collaborate... it is impossible! I can only organise collaboration between children but not between teachers for a purpose. Working collaboratively with children means even helping each other. This is not for teachers, too.

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In my school it is not so easy to collaborate with other teachers. Team work is unusual, only with some colleagues it is easy, but this is unfortunately not the standard. As for students they all love collaborative learning and even the weakest students get progress through this form of collaboration.

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The collaboration with other teachers is very important. The teachers are motivated to use technology but in our case we don´t have many tools for that. We work together all the time. We plan all the activities together in the same disciplinary group.

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Good question ... is it possible and feasible to encourage students’ active participation in planning learning activities, and what is the best way to do this?

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Even if it is very important and usefull to collaborate in projects between coleagues from school , there are always some limitations. First because not all teachers are open to new ways to work. Second because not all teachers have the necessary knowledge, confidence or skills to use the new technologies. Even if the teachers know they must be motivated motivated to use technology.

Therefore it is important to find out what is preventing the use of colaborative projects, attack what is preventing, and then start implementing new projects!

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It's not easy to create a " good team teaching"  because you need to share enthusiasm , interest for  the topic you have chosen, and to create synergy with your colleagues but working together is very motivating.
It takes a lot of time to plan, find activities, material... but it's worth it.
Students too like working in teams even if it is not easy to manage the class ... some of them , shy and isolated in the classroom, are very good at using ICT and suddenly, they become leaders, important and appreciated by the group

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My school is not sufficiently equipped for all teachers and students to use new technologies
Most teachers are disinterested about using new technologies and methods

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Yes, the major difficulty is to have the same perspective about the didactics used for teaching. For me it is not difficult to guarantee the quality of the collaboration between pupils. By the contrary, they like it! For the case of uneven efforts, I encourage my pupils to take it as an opportunity to learn how to be resilient.

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Collaborating with other teachers is very important. It is the way to find common solutions. Many teachers are reluctant about using ICT in the classroom. In my school there are traditional teachers and cooperation with them is difficult but there are also teachers open to new teachin methods.

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Not all colleagues feel the need to work collaboratively and think it is a waste of time.
In my experience of working with  groups, it is difficult to ensure that all students work with the same quality and involvement, that is why it is very important to distribute tasks, ensure that they are fulfilled and that the group manages conflicts that may arise.
The division of tasks is essential, however it can lead to problems of overlap, that the group members will have to manage by realizing that the result is a collective work and not just a sum of several individual jobs.
When groups are heterogeneous, it is normal for students with different levels of collaboration to see their effort recognized on a different note. Evaluation is not an easy task, but it should allow the distinction of different levels of involvement in the work

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Sometimes collaborating with my colleagues is frustrating.
This problem is something that we must put focus on and try to find some model that will engage all participants equally.

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Teaching and Learning Geography Through Small Group Discussions

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It is difficult to collaborate in the school with my colleagues.First of all, we give up our jealousy ,unnecessary ambitions and selfishness.Instead of it, we can achieve many perfect success together and teach each other effecttively,Unfortunately, I can usually obtain this interaction with project partners and foreign colleagues in MOOC courses or other organization.Collaborative web 2.0 tools are excellent to harmonize our abilities and opinions and have a satisfing collaboration.with this way, we can proceed our personal development,share responsibility , enchance creativity and enterpreneurial skills.

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I think collaborative work among teachers is the right way for students to succeed. However, it is not an easy job, as teachers are very accustomed to closing the door to their classroom and being their class 'owners', materials and strategies. And the most worrying thing is that it is not the more experienced teachers who do it, they are the new teachers who are halfway or early in their careers. In Portugal there has been a long tendency to "blame" the previous cycle, from where the students have transited, the lack of rules and methods of work. This has to stop and teachers have to become aware that they are working for students and for their success as individuals, they have to leave their comfort zone (behind the desk) and start working collaboratively.

Collaborative work among students is much easier and always possible.

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These are two different questions, that we must address separately...

In one hand, "collaborating with teachers" in CL may be tricky, because work can simply result in the sum of everybody's fears of underachievement or failure. We must make sure that collaboration is a way to strenghthen processes and anchor teacher's confidence on each other's support.

On the other hand, guaranteeing the quality of the collaboration that takes place between students is also a challenge. An obstacle that only good peer assessment can prevent from degenerating in severe group frustration.

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I have also found it more difficult to collaborate with some colleagues at my school/institution.
The teacher in the video stated it very clearly it is/can be a problem for some students when you assess the group as a whole. One option could be that the teacher or the group itself defines different workloads for the different memebers of the group (corresponding to/with the different competencies of the group members). But there will always be some members of the group who will gain more and some students will gain less from collaborating with others.

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The collaboration focuses on the tasks involved relations and cooperation in the process of achieving pregnancy.

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I think it's usefull but not easy. We're not used to work together. But I think schools are changing and the new supervision may change some things. Collaboration is not done by every teacher

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Collaborative work is not easy in schools. Teachers have their owk background and sometimes is not essay to change the way of teaching. But, little by little the things are changing and schools are introducing new methodologies.
It is true, that sometimes some students feel frustated by the results of the whole work. But, in this case we should take into account that everybody is learning form the others and a part from knowdledge, all of them are adquiring other important skills.

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Answering to Monica´s question, I do agree on having used both strategies: homogeneous and heterogeneous groups. In my opinion, I prefer having heterogeneous groups when working on a daily base tem work (that is, base teams), but taking into account their social skills. A gifted student with no social skills will have it difficult to help a solw learner, so you compensate it with a mid-high and/or mid student with good social skills that can act as the "helper" in the team. This mid student may not catch the idea at first, but by watching/learning from the gifted student, he or she will be able to help better the other students in their team.
I use homogeneous teams when working on "expert teams" activities, having them to be an expert in a specific subtopic within a topic, and then, they will present their findings to the rest of their base teams.
So, as a conclusion, social, interpersonal and leadership skills are also important to take into account when setting up teams and having them working efficiently. :-)

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In my school and as a teacher is very easy to colaborate with others regarding teaching or discussing methodologies. We work as a team! Sometimes we have time as an obstacle, that it's very dificult to transpose. It's true that with students sometimes the assessment of group work and collaborative learning is dificult, but if we can measure the engagement regulary during group work at classroom, and then using diverse assessment tools, we can avoid losing sense of evaluation of individuals.

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Collaboration between teachers has to be a priority but sometimes is not easy to find fellows that share your teaching style and are not scared of abandon their confort zone investigating and trying new methodologies.
In my opinion to introduce collaborative learning is much easier if a group of teachers work in the same way so students get used to apply the same strategies to approach a goal.

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Working in collaboration with colleagues is useful in what the students are concerned because teachers can help them more rapidly, their difficulties can be addressed in a more personalised way, disruptive behaviours can be better managed, etc. But there are still many teachers that don't like to have other people in their classes because they are afraid of ... no one knows but them. I have already worked in collaboration with a collegue in adult teaching and it was great. We worked really well together.

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I share the same challenges with collaborating with my colleagues, or at least some of them. I think we are so used to work on our own, in our 'comfort zone' that getting out of there is sometimes surprisingly difficult. Having said that, I still think that some of my best 'victories' as a teacher have happened when working in collaboration with other teachers.

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Collaboration between students is easier
collaboration between teachers.Students find their own ways to collaborate.Collaborating with colleagues it is hard.

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I think tha​t the best strategy to work in primary school is a team teaching.

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In my long career as a teacher I often worked in collaboration with colleagues, in a few cases it was very interesting, stimulating, enjoyable and productive. Unfortunately, it often happens that a teacher does not listen or does not approve the ideas of his colleagues and therefore do not actively participate in the achievement of common objectives.

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In my long career as a teacher I often worked in collaboration with colleagues, in a few cases it was very interesting, stimulating, enjoyable and productive. Unfortunately, it often happens that a teacher does not listen or does not approve the ideas of his colleagues and therefore do not actively participate in the achievement of common objectives.

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My role in the school I'm working at is to help my colleagues in the classroom work and also planning. So we have a collaborative relationship. Also there are various moments when different classes and teachers work together.

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Collaborating with colleagues isn't easy to happen in the usual school schedule. When it happens, it's productive, fun, and enriches the experience -and the learning outcomes as well. Moreover, it gives students a lesson of collaborative working. Collaborating with colleagues with the same mentality as yours, it's always easier.

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Taking a collaborative learning requires time and resources. Later they will work in a team, and we now have to mold them for the future.
Collaborating with colleagues is sometimes difficult. If the goal of the collaboration is common, you can find solutions in order to achieve the aim pursued.

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Unfortunately, the collaboration between colleagues is not always easy because, as Monica says, teachers need to come out of their shell of "healthy selfishness" to accept to work with other teachers.
A tool useful is for me  Google Drive. Just these days I'm using it for the first agreements of a possible Erasmus plus with some foreign colleagues

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I love collaborate with colleague, but it's not so easy! first of all because our week plan bring us in class and it's difficult have time for project together. moreover you had to share goals. when it happens students learn more

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I experimented that collaboration with teachers is easier with foreign teachers like via eTwinning projects or teachers from other schools working as a network. In the same school sometimes there is strong competition among teachers or old teachers who think innovating in this way is just nonsense. Fortunately there are colleagues who are willing to co- teach and learn. Some students don't like to work in groups because  they think they are better prepared and don't want to share. It is essential to let them know that the world of employment today sees as more eligible a person with the competence of being able to work in a team, rather than a person with a perfect CV .

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It is difficult to find time to collaborate but when I have collaborated with other teachers, the outcome has been very positive. Whatever the topic is, it must be of interest to everyone in the group. There must be a solid reason for collaborating. It should be for a short defined period in order for it to be most effective. Everyone must pull their weight.

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In my experience it's really difficult to collaborate with teachers: each ones wants to show his knowledge. Only starting from the same starting point and learning together it is possible

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I have experienced similar difficulties in collaborating with teachers.I find,it sometimes difficult to guarantee the quality of the collaboration that takes place between your students.

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In my country we have few classes of ,,step by step" and there working 2 teachers in group.We also working in group in many projects .Sometimes is difficult but it is also nice.To combining different personalities is not so easy but the results can be good.

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I belive that the experience of teachers working together reveal the best in each individual and the sinergy that comes with it brings a positive energy for students and for us, as well. The basic key is to select parteners properly and to be diplomatic.

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Wanting to work with other teachers and collaborate with common goals is not always possible. Many difficulties appear along the way, specially when it comes up to " giving up class time". Any way, I keep inviting other to join the collaborative teaching and learning.

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I understand the teacher in this video: collaboration with colleagues is difficult to take place because teachers do not want to leave their "confort zone “ and try new approaches, Most of them are not even trained to do so, but it is also a matter of mentality. Italian teachers, prefer to work individually, and do not like to share their ideas with colleagues, I have experimented collaboration with teachers from foreigner countries in E-twinning projects or L.L.P project, but not in my school, unfortuantely.

I use regularly digital tools in my classes,such as Learning designer, Blendspace, google class, but I have not been able to convince my colleague to join for example the virual class, They do not want to work more,they say. Indeed the real reason is that most of the collagues have no digital competence  for teaching their subjects. The textbook is their gospel and naming ICT is just like naming the devil!!!

As for collaborative work among students, as they  are  asked  to work individually, when I plan  group work, I find it difficult to ensure the quality of their learning, or better I am not sure that everyone is really learning equally. I find that the best students are those more willing to work and more flexible whatever the methodology, i.e. wethwer it is teacher centered or student centered, whether the strategies are the traditional ones or the new ones. They work anyway. The problem for me is to get the weak and lazier or shier students enganged in the same way as the others. Group work is not satisfactory for them because they say that ony one or two worked and contributed . This is because my students are not trained to work autonomously and to be responsible of their own learning. They study for  getting their own grdes, not  for the pleasure of learning . This is a shame, so they do not like getting a group grade, They want to get their individual grades. .�B�

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It's true that  it's not easy to find other teachers who work collaboratively. Many teachers are not available to share their knowledge or assume their gaps in certain subjects. On the other hand, many teachers do not recognize the advantages of working with other colleagues. ETwinning projects may represent a good learning base in this area, but most teachers do not know or are not able to attend due to difficulties in working with digital tools.
I also think it's not easy to ensure the quality of collaboration when our students work in groups. It 's not enough be in a group for collaboration happens indeed. It's necessary to closely monitor the work of each group to ensure that everyone has the same opportunity to contribute to the project and to learn from collaborative experience. The teacher should resort to various strategies to gather information about the quality of collaboration and learning.
The strategy of working with heterogeneous groups and after with homogeneous groups helps to balance the different levels of involvement and commitment to learning by the students. To balance the evaluation questions, we can adopt the peer review, self and hetero evaluation, thar is involve all  in the process and discussing these issues with students.

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I agree with the difficulties the teacher talked about when collaboration takes place. There are always stronger students who tend to dominate weaker ones. This leads to discontent when assessing groups because weaker students may contribute to the lower marks of the group as a whole. But then, this would occur in all the groups because teachers should make the distribution of strong/weak students among groups as homogeneous as possible. Criteria used for assessment of groups should take into account helping weaker peers in their tasks, and in this way real collaboration with peer learning could be ignited.

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In collaborative work we not always find colleagues available to integrate these projects. It is sometimes difficult that all group members (students) carry out tasks together because some students do not participate in the same way as the others, causing frustration to the whole group.

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Partnership working with other colleagues is very enriching both for students and for us teachers. tab of knowledge, experiences and strategies are very positive factors in the teaching-learning

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As far as collaborating with other teachers, I strongly agree with the difficulties mentioned in the video. Most of our coleagues are not fluent with modern technology and on-line applications. Also, collaborating with others during a complex learning project means more work, especially for the responsible teachers, which sometimes others are unwilling to fulfill. The different efforts made by individual studentswithin a group is a problem which rises when we should grade the work. In my opinion, in order to overcome this disadavnatge we should grade differently the work of the whole group and teh work of each member individually. On the other hand, some students are aware of this problem because of their experiences from sports like football or basketball, where the whole team may loose despite the effort of each single player.

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In my opinion the major difficulty is combining different personalities and make them see the beauty of exchaning opinions and learning to respect and value others. But that is the one of the main points in collaborative learning. Some of my colleagues don't have desire and will to work on anything besides their subject and there are others who are all to eager. Maybe it is because they don't wont ot change their working habits, methods... or,  they don't want to admit the lack of knowledge.
I believe that through coolaborative learning underachieve pupils can learn from better ones and vice versa, better pupils can learn to understand and help underachieve ones.

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I had few positive experiences of collaboration with colleagues: during Comenius projects collaboration was always high among partner teachers and sometimes also among colleagues from my school, but it’s not always easy to find motivated teachers to collaborate with inside the school where you teach especially at high school level (there was more collaboration when I was teaching in a vocational school). As we discussed before assessing is the most difficult part of group collaboration projects.

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Vila Nova de Cerveira - Portugal
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.
Google translation.

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I believe that the problem might be solved if we group similarly-able students together and each group gets a different task which reflects the skills and abilities of individual members. At the same time, some shy and less active members (or even all of them) can get a special sub-task which must be carried out if the group want to complete their task. Too difficult to manage, right? Then each member can get a different grade and it is fair.

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The main difficulty to work collaboratively with other colleagues is maybe due to communication skills and willingness to share pedagogical horizons more than contents. BUT this is a point why I do continue trying to work collaboratively, to MEET my colleagues' perspectives, which is so precious to go on my work with students. I NEED my colleagues and all difficulties are the most interesting part of the game

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I have had sevel opportunities to collaborate with other colleagues from different countries and my school too. Personally, I had more problem with my colleagues! At the junior high school most of the teachers are not interested in working in groups looking for common topics, strategies and activities. they are more concentrated on their subjects and they don't want to spend time in planning new projects! On the contrary, I have had the chance to cooperate with colleagues from diffrent countries of Europe in Comenius, Erasmus KA2 and etwinning projects and I have realised that they are more and more interested in looking for and acting new learning opportunities for our students!

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I find it hard to work collaboratively with other teachers. Many of them are not aware of new methodologies, the use of digital tools and don´t want to change the way they are used to teach. It´s a big problem. I have had some good small experiences, so i ´m not going to give up.

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I had been very positive experiences of collaborative work with colleagues.We work toghether a project for our body using wikispaces

http://3psevosmou.wikispaces.com

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I think it is an effective method and develops useful skills to the students

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Collaborative work is always a challenge not only to Geography teachers but to all teachers. Nevertheless, the difficulties teachers have to introduce it in their classes and make students work effectively and collaboratively.
To work with other teachers it is also not very easy. This work requires a lot of work to teachers in and out of classes and there are teachers who say they don't have time to new experiments and prefer to do always the same things in their lessons, they are not open to innovation.

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I have to say that the group of teachers I work with polarized so there are two teams - one that collaborates at any level and another one that prefers to join for some easy simple tasks if any.
It is connected with teachers attitude - always want to learn and make their work better and more meaningful or continue as it was years ago....
I agree that there are some students whose attitude to group work does not change and influences the whole group preformance - "lazy" do not want to contribute, "ambitious" are eager to do all the work alone.

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I had been very positive experiences of collaborative work with colleagues.
In this class has not been difficult to develop collaborative work between the childrens.  Since the 1st grade  they  are used to work in pairs, on  tutorials way and  in groups  help each other.
By create groups i´m  seeking  they will be  are heterogeneous groups in the way they would  help each other. As  far I have seen it has resulted.

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I get no well with my colleagues but getting them involved in what I would love to, especially collaborative learning is challenging, though after lots of years of European projects, this year at the initial school eachers'meeting, i was told "Cristina, when are the Spanish students coming for the students' exchange? ? I was so happy... it takes time, and lots of motivation to make interdisciplinary projects becaue most collegues think it is a lack of time and do not want extra troubles.

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We can use the same method in all subgects at school to guarantee a good learning.

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I work almost with teachers in my subject area and i don't feel that there are many difficulties, like Raul Coutinho said here, teachers who teachs Computers Programing have to develop a colaborative knowlege sharing.
How to ensure the quality of collaboration between students and also ensure that students who worked dedicatedly are not harmed by the remaining group is difficult...

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The experience I have had with projects of this kind, collaboration between teachers colleagues is not easy. Some of his colleagues do not want to change their working methods. To make these changes must be willing to learn new methodologies and new tecnologinas and this does not always happen.

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Sometimes I have collaborated with other teachers in eTwinning and Erasmus etc project. It can be difficult s

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As a lot of colleagues pointed out here, collaboration between teachers is difficult because a lot of them are not willing to leave the “comfort zone”. But when it happens, when we have interdisciplinary approach of a project’s topic, then the result is really good. I have this kind of experience either in National and eTwinning projects. I often collaborate with the gym, the music or the art teacher and pupils really enjoy it. We should make this question to ourselves: how can we ask from our pupils to collaborate when we, as teachers, don’t dare to risk it? As for the pupils I often notice that some of them are willing to do the task while others in the group are too lazy to follow. I think that the big challenge is to achieve equal contribution from all members participating in the group.

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This year I work with children of 9 years old. My collegue and I, tried to mix our class and working together. We formed seven little groups to write seven chapters of the tale of our school trip.
Tomorrow We will try to connect the chapter one to chapter two, to chapter three and chapter for and so on. To do this We need to unite two groups and to define new roles. Every child needs to start from his qualities to reach other new skills. So... I'm going to try tomorrow.

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In my school I always try to integrate other classes in my work, if I'm using writing that week I usually go to the English teacher so he can reinforce that skills and They practice in my class so we discuss later how effective this was, as an history teacher we usually work with maps and concept maps and we usually do it in groups and the class is divided in to topic groups so no one is working in the same thing at the same time this forced them to be the expertise in this topic and take a more serious approach on what they are doing

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In the teaching of Robotics and programming, collaborative work is very important. The sharing of knowledge and learning is fundamental to the whole workgroup achieve your goal. In my case, teachers who teach Robotics and Programming develop a collaborative knowledge sharing and project development. In your school, not all teachers share this collaborative idea.

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In my schooll we are begining to work collaboratively, using digital tools like Google Drive. It`s difficult to envolve other teachers but i try. When my students present their work it`s clear who worked and who didn`t work.

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Collaborating with colleagues depends a lot on the relationship you have with them and also on school culture. Sometimes it is because of our tradition of teacher isolation that teachers find collaboration difficult. Like all types of group work collaborating with colleagues takes practice for all involved

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In schools where I taught, as a rule, there is always some collaborative work, such as in the preparation of worksheets. However, it is not always easy to reach a consensus.
This type of learning requires a greater commitment on the part of students requiring a healthy environment. The teacher using collaborative learning must first create a good atmosphere among the students.

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I have collaborated with teachers from my school in many projects and we had some difficulties but  we tried to find common solutions for problems.

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In my school I can't really talk about collaboration between teachers in connection with projects or in an interdisciplinary manner. Subjects are considered separate 'compartments' and if a topic pops up with connections with other subjects it is solved within the domain of that particular teacher and his/her subject.
We have a yearly project in April or May, that's the only time when colleagues collaborate. It's always a lot of extra work, but it's always a great success and students both learn more and enjoy it more then traditional learning.
As for uneven efforts made by individual group members, it's a source of tension and frustration in my experience too, it's still something I have to improve.

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About the collaboration of teachers I think it is very important to set up in schools interdisciplinary teams to create and develop projects, so it is important that have hours for these teams to meet. In my school we have created an eTwinning team that promotes participation in eTwinning projects and helps and motivates new colleagues to participate and it is working! A major problem is that many teachers do not have enough digital competences to develop digital projects, but I think with a lot of will and patience they can do it.
On the evaluation of group students, I think the key is at the self-assessment and peer assessment, as well as the teacher evaluation, but to do that, first of all, students should be aware of the evaluation process, as they have to see it as a process where they can learn from what they do well, but also from the mistakes to do better next time. The assessment should not only focus on the final product, but also on the relationship between group members. I think that if we ask the students to do so in writing will help them see the progression here too...

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even making collaboration between teachers and students, when you achieve that, time of lessons and projects get enjoy and are more effective. Generally I use the method of collaboration between literature and history lessons. Also flipped method is more exciting and effective.

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The issue of trust is very important. This is one of the main reasons why teachers do not often have an incentive to use various modern technologies. The teacher should know all the new teaching methods, which are formed with the progress of technology. I'm sure that would translate to a better cooperation between students and progress in teaching.

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I had good experiences in collaboration among teachers. The evaluation of the quality of collaboration of each student of each group is challenging. It requires an effetive monitoring of the work in class (using observation tables, for example) and it is also interesting to use the self- evaluation and group evaluation of these items.

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The collaborative work between teachers is not always easy. But nowadays it is necessary. In my school, many teachers plan together in classroom activities, share resources, discuss performances of their students and conduct assessment tools together.
As the teacher of this video, put the students to work in groups but the major challenge is to ensure the quality of the collaborative work between all students and make an evaluation that does not leave the most committed students defrauded.

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Collaboration among teachers is a fundamental aspect for teaching. In my school we have been created a teachers group on Edmodo where we share different kinds of materials (blendspace/powtoon/ kahoot) to use in class. On that site we speak each other about teaching and when we meet ( we do about once a month to define better our ideas and designers).
I tried to propose the Learning designer platform, but my colleagues argued that they aren't interested in that because it is only in English

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Collaboration among teacher is not so easy. Nowadays time to collaborate is to short. Teachers feel lots of pressure ​by dealing with papers. Schools are organizations hyper bureaucratized and there is a sense that what matters are the results. We face a teacher-centered mania, instead of a student-centered competence based approach. In this case the use of collaborative tools can help a lot. Teachers must learn and experiment new technologies and face them as something very useful when working with other teachers our with students.

Like the teacher in this video we must guarantee the quality of the collaboration and the quality of evaluation. Students must trust teachers and be aware of the learning objectives. When assessing the whole group, frustration can appear in some students behavior. However teachers' attention on the matter can be the solution to solve the problem.