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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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4.7 Irish teachers’ reflections on teacher collaboration

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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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4.7 Irish teachers’ reflections on teacher collaboration

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We also found that the great challenge for collaborative work among teachers is to achieve "real time" within a teacher's work day. The vast majority of us are happy to accept the perspective that collaborative work is a huge asset but the problem, however, lies in the fact that for reasons of school organization collaboration between teachers of the same disciplines often summarized to an exchange of e-mails, materials, restricting work to a division of tasks and sharing worksheets. It is urgent and necessary to find physical spaces and time schedules for each of us of the same or different disciplines to work within schools walls collaboratively. In order to overcome these difficulties, it is essential to be open to new learning, the use of new technologies will facilitate our work and also, it is important to realize that it is essential that you leave your comfort zone to experience a change. Only in this way can we create a true collaborative network, using information technologies, so that the work is no longer cooperative and this collaboration will then be able to be inter-disciplinary and inter-schools.

Finding a common time to implement a true collaborative work should not be a luxury but rather an effective need to debate with other teachers.

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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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We all agree that the use of the technology is absolutely necessary. It is common practice in our school community use e-mail, google drive, drop box and the Moodle Platform for sharing documents and information mostly, as it is said in the video for “sending and displaying”. However, it is already becoming common, among some teachers and students, the use of platforms for a work oriented to processing, analyzing and sharing subjects. For example, among teachers, some classroom presentation tools, worksheets, checklist for assessment are already built online based on collaborative work. Some research papers and small projects proposed to students also follow these guidelines.

With this MOOC we have discovered an important tool – “Edmodo”, which we are already experimenting to make and share documents.

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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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Collaborative work among teachers is not always a simple task.  It is not easy to put together all the skills that are effectively needed for true collaborative work to occur. But even when we have a group of teachers  who bring all the skills together, most of the time, the schedule to carry out the collaborative work isn´t always sufficient, there isn´t a comfortable creative space that allows work together and the technological assets aren´t always available.

But we all agree that if teachers can work collaboratively, that will be an asset to students and will be an inspiration.

Achieving successful learning outcomes will be the key to changing mindsets and making collaborative learning a current practice.

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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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Without a doubt, collaborative work among teachers is fundamental to the success of an educational community. To do this, it is necessary to know if in a school we have a volunteer set of teachers to perform this type of work. Secondly it is indispensable to create a space in the teachers' schedule to carry out the different collaborative activities. Finally, it is vital to find a group of teachers that will be comfortable to co-observe other teachers in the classroom.

It is interesting to note that in addition to the collaboration between teachers in the same area, there is also a call for articulation between disciplinary areas, which makes the work and the tasks to be applied in the classroom much richer.

This will be the ultimate goal in terms of collaborative work, to enable teachers at a school to jointly develop tasks by articulating knowledge and developing in students a taste for this type of work.

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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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As we read the account of this experience, there is no doubt that it is something very interesting and could generate ideas, creative and appealing material.

However, as mentioned, this type of work cannot always be done, but rather it will be exceptional, because although many teachers like to work collaboratively in the implementation of projects of this kind, it is not always possible to take into account. We sometimes are overloaded with different tasks in schools (e.g. designing lesson planes, preparation of instruments to apply in the class and bureaucracy) this prevent us from doing this kind of work as often as we would like.

One experience in which some of us have participated in the collaborative work involved math’s teachers from all over Portugal. Some of tools that we privileged were Skype and Messenger. At this informal meetings we discussed the tasks and what strategies to be used and then applied the same rubrics to all classes. Later we discussed the different reactions, results, difficulties ... in this aspect the technologies were fundamental, because they suppressed a constraint, the distance.

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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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Alentina Marinova, who teaches children between the ages of 7 and 11 years old at Vasil Levski secondary school in Bulgaria, presents us in this video, the teaching experience she applies ‘co-teaching rotation’ collaboration model. Without a doubt, it is a model in which teamwork leads to an expertise of skills and focus on teaching for all. We also found the idea of role rotation among older students very interesting. It has been an experience that we have also done in our schools and that has led to very positive results regarding both the development of autonomy and the management of conflicts between students.

As for this ‘co-teaching rotation’ collaboration model it seems to us, as it seemed to Valentina Marinova, that can originate some problems when designing and coordinating the works. Once again the key note endured that it is important to motivate teachers to be open to change, to adapt to new technologies and to work according to this model. Perhaps a way to do it may be the diffusion of the results of experiments of this model in other school. It looks as if motivating students has been easier.

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1. For foreigner languages collaborative work is, indeed, the best pedagogical approach to teach both culture and vocabulary. But we have doubts about what to do with the grammar work. What are the appropriate tips to create resources that promotes team work (collaboration) versus personalization (individual work)?

2. Our uncertainties concerns assessment (e.g. types and instruments). How to implement Solo Taxonomy and Anderson’s Taxonomy without creating a sense of (in)security and (in)parity both teachers and students? If we do not follow the taxonomy what rubric should we follow to construct the instruments?

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3.8.
Expert answers to teachers’ questions on assessing collaborative learning

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3.8.
Expert answers to teachers’ questions on assessing collaborative learning

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In 2008, with the implementation of the New Mathematics Program of Basic Education, the methodology privileged in the classroom was the collaborative work. Students through the work done by the group they investigated tasks provided by the teacher, discussed ideas and the processes among themselves establishing conjectures and building their own knowledge. Students and teacher validated their learning, reaching consensus. In addition, all members of the group worked together without a designated leader.  All the students contributed to the outcome of the group work. All helped one another.

This type of work revealed to be quite interesting and provided effective assessment of results, since the students’ performance/outcomes/practices were effective.

Regarding the evaluation, if all the members of the group performed similarly tasks, shared the same goals and define steps to make them overcame obstacles evaluation should be of the group without privileged an individual component.

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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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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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We do not implement regular collaborative work since the mainstream followed is the cooperative therefore the rubrics and checklists or other assessment used are to provide information about the cooperative skills. The tips provided by Brookhart will avoid future mistakes such as: “when using rubrics is that they focus on the task or product, and not the learning outcome or proficiency” and we will guaranty the involvement of students in the design of rubrics.

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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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We agree that peer review has many advantages such as the focus on developing the student's judgment skills it also is a fundamental process in the construction of learning and leading to greater autonomy of the students. However, it also has some disadvantages in the accuracy of the process as the friendship between the students can influence the assessment.

The solution based on random choice presented by Anna is quite interesting. The proposed tools for the process (http://www.classtools.net/random-name-picker/64_42Jcc2; http://www.miniwebtool.com/random-name-picker/) appear to be very stimulating and appealing throughout the process, although we have not yet used them for the same purpose.

Finally, we share the same doubts raised by Anna at the end of her presentation. “Students as well as their parents usually take summative assessment more seriously than formative assessment.

How can we teachers persuade students that assessing for learning can be more relevant than assessment of learning?

How can we plan assessment for learning as an ongoing process without stopping the spontaneous flowing of ideas and creativity while students are collaborating?” (Anna).

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3.5. An ICT teacher’s experience of assessing students’ collaborative learning

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3.5. An ICT teacher’s experience of assessing students’ collaborative learning

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3.5.
An ICT teacher’s experience of assessing students’ collaborative learning

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3.5.
An ICT teacher’s experience of assessing students’ collaborative learning

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The projects described in this presentation are quite interesting and promote collaborative work. Antonio provides seven benefits:

a) It is a student-centered process;

b) Promotes students Involvement in the assessment tasks;

c) Promotes students responsibility and motivation towards the learning process;

d) Promotes self-reflection and students argumentation;

e) Students can learn socially from each other;

f) Literacy through digital promotes the use of digital web 2.0 applications and

g) Promotes development of 21st century skills and competences;

This type of activity promotes the acquisition of all those skills.

The challenges we face in the classroom are at all similar to Antonio:

a) Changing role of the teacher / students in the classroom;

b) Group dynamics: students must have the attitude and receptivity towards positive Their Involvement in the assessment;

c) Group assessment versus individual assessment;

d) Management of teams / groups of students so everyone que participates and collaborates in the activities and

e) Time available to prepare and apply assessment of collaboration in the classroom, the latter being the most difficult to achieve because it involves different variables in most of the time, are almost impossible to combine.

Although we agree with the benefits and challenges provided our classrooms are not yet equipped to carried them out. We have constrains in the facilities but we have constant and regular communication between peers (face to face or networking).

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3.4.
A Physical Education teacher’s experience of assessing students’ collaborative
learning

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3.4.
A Physical Education teacher’s experience of assessing students’ collaborative
learning

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The experience reported in this video is very interesting, especially because it leads us to think about the assessment of students through collaborative learning. According to Chrysa Tsamopoulou:  “Assessment is an integral part of the learning process, since it evaluates the effectiveness of teaching and the degree of student engagement and comprehension”. We agree but we also consider that the difficulty is adopting or developing a method that report faithfully the self-assessment of individual and group practices. Chrysa also says: “Collaborative learning provides many opportunities for metacognitive analysis, which contributes to the self-assessment of students' thinking on the quality configuration of the team work.” Then, the challenge is to put, in the correct articulation, the individual evaluation of the student versus the evaluation of the collaborative work of the group. The purpose of this teacher goes through precise clarification of what is intended, timely feedback, and periodic reviews with moments of self and hetero evaluation. This is a two-way learning between teacher and students and students with each other, which allows learning to manage criticism positively and that implements the progress of 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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The criteria are previously discussed and approved at department meetings, and then taken to the approval of the Pedagogical Council. Each department will draw up an evaluation grid to be used in the following school year. We always seek an assessment of the three types (formative, self-assessment and summative) that are brief, clear and opportune. This deliberation is a result of the application of clear and well-defined criteria, which are made known and explained to students at the beginning each school year. Self-assessment always carried out with the participation of the student and the feedbacks timely given by the teacher focuses on personal reflection, commitment, motivation, participation, and peer group participation, among others. The analysis of information gathered over the periods assesses the progress of individual goals.

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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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3.2. - TeachMeet - Collaboration: together and beyond!

Wednesday 23rd November at 18:00 CET.

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3.2. - TeachMeet - Collaboration: together and beyond!

Wednesday 23rd November at 18:00 CET.

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Looking forward for this informal way of participating and sharing ideas amongst teachers.

We enjoy working together and learn collaboratively!

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How can you design collaborative learning in the classroom? This is one way to do it

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Resource section
To brainstorm ...

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Collaboration Rubric a great document to assess the levels of learning activities

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The rubric is a valuable tool to guide and evaluate the collaborative work, either as a teacher or as a student. The analysis of the information in the document “21CLD Learning Activity Rubrics” allows us to clarify in detail what kind of real collaborative work we are developing. It is an enabling document for the conception and implementation of our future activities.

Low Level activity:

After introducing the topic to be explored by sciencestudents they first watched a short video and answered individually to a quiz.

According to the 21 LCD Learning activity rubrics our assessment for the low level activity is:

Collaboration: decisions steps – 1 (Students are required to work in pairs or groups?);

Knowledge construction: decisions steps – 2 (Main requirement is knowledge construction?); Real-world problem-solving and innovation: decisions steps -1 (Main requirement is problem solving?);

use of ICT for learning: decisions steps – 2 (ICT supports students’ knowledge construction?);

Self-regulation: decisions steps – 1 (Long-term activity AND students have learning goals and success criteria in advance?);

and Skilled communication: decisions steps – 1 (Students are NOT required to produce extended or multi-modal communication).

High Level activity: “CreatiV3”

Students stared to research about environmental science poetry and then they distributed these poems among them. After that short videos were produced while which student of the class was reciting poems with a background soundtrack created and played by a colleague using a classic guitar. All these videos were joined together creating a single film by using the movie maker entitled by the class “CreatiV3”. This movie was presented to the school community during our “Open Week” (a period of time dedicated to the exhibition  of project works, debates, poetry declamation, contests and many other extracurricular activities that takes place before Easter Holiday). As we learned in module 1: What is collaborating learning? In this collaborative activity “CreatiV3” students enhanced: openness to diversity; developed a sense of respect among each other as well as team work and leadership competence; listening and presentation skills.  Even though they have worked together not as a small group but as a class group they managed to tackle the problems to reach the common goal – that art can be found not only in museums, art galleries, libraries, research articles, textbooks but also in science.

According to the 21 LCD Learning activity rubrics our assessment for the high level activity is:

Collaboration: decisions steps – 5

Students have shared responsibility, make substantive decisions together and work interdependent in all process by researching and selecting the environmental poems, deciding how to organize short videos into a single film and presenting the final result to school community.

Knowledge construction: decisions steps – 5

This learning activity requires knowledge construction about environmental poetry, ICT (by creating a film using movie maker), requires apply knowledge in a new context (e.g. associating poetry to science, learning to recite, writing for the school journal), and results have learning goals in more than one subject (e.g. Portuguese, Science, IT, Music, Art).

Real-world problem-solving and innovation: decisions steps -4

The learning activity’s main requirement was problem-solving in the context of the Environmental Sciences and the problem was a real-world problem that aim to raise awareness in the school community and students did innovate (e.g. Logo creation for the poetry program incorporating the name of the class CV3 - CreatiV3, creation of the soundtrack and news for the school journal). They implemented their ideas in the real world they organized to the school community a "Tertulia Ambiental” – “Environmental literary gathering” in order to promote the interaction between generations. The “Tertulia” comprises a musical session, magic show, poetry recital and the viewing of the created film “CreatiV3” followed by snacks.

Use of ICT for learning: decisions steps – 5

Students used ICT to support knowledge construction and the ICT was required for constructing this knowledge and students did create an ICT product for authentic users – Film entitled Creativ3 and invitation and brochure to the "Tertulia Ambiental” – “Environmental literary gathering.” Writing a news for the school journal entitled “CreatiV3: We no longer want mobile phones used in vain.”

Self-regulation: decisions steps – 4

The learning activity was a long-term (durations two semesters) and students had learned goals and associated success criteria in advance of completing their work (e.g. weekly they write down their thoughts about the progress of the work, they shared in the classroom their thoughts about environmental problems implied in the poems). Students had the opportunity to plan their own work with different teachers applying different subjects. Students had the opportunity to revise their work based on feedback. They collectively owned the work so feedback happen daily face to face.

Skilled communication: decisions steps – 4

Students design their communication for a particular audience – the school community.

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The seven steps learning scenario template will be a valuable tool in the preparation and implementation of our collaborative learning activities. It gives us an overview of the entire process of how to structure a collaborative learning activity. The different learning scenarios are quite motivating and leading us to have a clear vision of how to apply the model to a particular subject.

They also allow us to have an accurate view of all the collaborative work done by students, step by step, and at the same time, monitoring and make an accurate assessment of the process.

The collaborative scenarios presented and the template, are quite interesting and inspiring. It will be a tool to use in the future!

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With this format, it is the first time we viewed a rubric collaboration, however, when we plan lessons that collaborative work is the methodology used for the preparation of planning, these aspects were designed but not coded in order to show whether there was collaborative work. This system can validate the existence of this type of work in the classroom (e.g. enhances the evidence to assess shared responsibility). Therefore, we consider it a valuable resource that will be used when planning our class.

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Questions:

Are they working together?

Do they share responsibility?

Do they make substantive decisions?

Is their work interdependent?

Let’s check the path teachers and pupils need to constantly develop when employing the 4 collaboration queries:

-          The decisions made should be pinpointed to the content rather than on the format.

-          The pupils must share and find together what type of activity they want to work by discussing an issue; solve a problem or create a product.

-          They also can work face to face (that is what happens in the majority of times), using technology or even with people outside school.

-          Share responsibility occurs when they collaboratively work.

-          Own the work means to collectively own the work and be responsible for the outcome.

-          It helps when teachers selecte one of the following tasks for the students: Content – Process – Product. Making substantive decisions together helps to drop the levels of anxiety.

Therefore the four questions are a perfect way to evaluate whether there was collaborative work or not. If the teacher positively rates, each question may have confirmation that this occurred. In classes where this methodology was chosen, similar questions were designed and placed to a better choice of tasks to be presented to students.

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Modulo 2: How can you design collaborative learning in a classroom?

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Modulo 2: How can you design collaborative learning in a classroom?

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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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We totally agree that it is important when designing the foundation of a collaborative learning ambiance that all the participants share the same understanding of the linguistic apply. However according to Professor Butler the path to reach an understanding of the language in the collaborative speech is complex. At schools teachers and students work together be communicating with others using digital technology or other methods but the majority of times implementing a cooperative design not the collaborative one. The collaborative work spaces emerge when key skills such as: the need to be proficient, literate, creative but also capable to manage oneself and managing information & thinking are implemented in the curriculum. Therefore we agree that collaborative skills are not a personality trait and teachers can design learning activities to develop both of these skills in their students.

With the constant use of information and communication technologies in our daily lives, it is natural that the computer has become an indispensable tool for our day living. In this context the school can not be apart of this new technological reality, having to adapt and relate what it is learned in school with what actually happens in the life of every citizen. So we can say that this will be an important tool for collaborative learning, as this is defined as a methodology learning, in which, through group work and the exchange of knowledge among peers, the people involved in the process learn together, and, being the "language" shared by students, it is natural to feel comfortable and natural to use it as main job feature. With the integration of new communication information technology in schools, installing computer labs; interactive whiteboards, it is clear that the use of these resources in the educational process will enrich for better learning, provide greater ease in performing any activity and promote interest in students in every subject. However, despite the preference that students give to these resources, they are not always available in schools, a reality that is no obstacle to the development of collaborative learning. It occurs because the most important in collaborative learning is the development of tasks that can provide the following skills: the students must be able to negotiate, to be able to solve conflicts, be able to decide and to reach consensus on what is the discussion of ideas of the group members and be able to integrate their ideas consistently in the whole work.

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Useful review

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Great reading :)

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Very helpful

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1.4. – A foreign language teaching experience of collaborative learning

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1.4. – A foreign language teaching experience of collaborative learning

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Once again the video exposes an inspiring collaborative task to develop with students. The challenge in performing this activity consists of developing in students the necessary skills to acknowledge their cognitive capabilities, as well as, creativity and critical thinking to effectively help their fellow colleagues throughout the challenges they face to accomplish the project. Assessing collaborative work can be and is a challenge but with discrete guidance without coercion such as: dialogue, constant checking of tasks, reassurance on their group achievements, respect for others by creating moments of brainstorming and negotiation of different ideas and visions.  Charts can be created and developed as online tools by groups, considering that all these documents can be updated.

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Low Level activity:

After introducing the topic to be explored by sciencestudents watched a short video and answer individually to a quiz.

High Level activity: “CreatiV3”

Students stared to research about science poetry and then they distributed these poems among them. After that short videos were produced while which student of the class was reciting poems with a background soundtrack created and played by a colleague using a classic guitar. All these videos were joined together creating a single film by using the movie maker entitled by the class “CreatiV3” (see photo below). This movie was presented to the school community during our “Open Week” (a period of time dedicated to the exhibition  of project works, debates, poetry declamation, contests and many other extracurricular activities that takes place before Easter Holiday). As we learned in module 1: What is collaborating learning? In this collaborative activity “CreatiV3” students enhanced: openness to diversity; developed a sense of respect among each other as well as team work and leadership competence; listening and presentation skills. Even though they have worked together not as a small group but as a class group they managed to tackle the problems to reach the common goal – that art can be found not only in museums, art galleries, libraries, research articles, textbooks but also in science.

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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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To work collaboratively is to assume that the community of learners have to leave their “comfort zone” and start building new networks that in the majority of times must reach outside the classroom and embrace the “real” world. The difficulty starts in establishing a frame time to work as groups and build a communication that allows a democratic sharing of different speeches about collaborative work which has been very difficult throughout the years to put into practice. In our professional experience collaborative has been a reality now and then but when implemented it proved to be a well succeeded experience.

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The video illustrates a wonderful learning environment that we would love to implement but our school lacks most of technology tools. We consider group brainstorm and group discussion very important moments in our daily work with students. The classroom should be a place that all knowledge matters and students should implement tasks in a democratic setting. A lesson plane does not exist because it is reveled at the end of the project it combines several subject of different disciplines and students can implement different cognitive approaches.

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What is collaborative learning?

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This introductory course will help us to better understand:

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This introductory course will help us to better understand:

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What is collaborative learning?
How can I carry it out effectively in  my classroom?
What tools can I use to assess collaborative learning?
How can I collaboate with fellow teachers to facilitate collaborative learning?

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In our school the furniture is displayed in a “classic way” although in some situations (laboratory activities; music and art classrooms; library; oriented group studies) teachers and students agree to rearrange the classroom space. We have one computer per classroom and the textbook still plays a major role. However the majority of us implement other instruments to create flexible and interactive classes. As teacher it is most of the times impossible to create a new class environment because first we are trying to develop a new approach “to how to acquire knowledge.” It means a development of new skills, of a different way of posture in class, a change of approach in the way we work with one another. The video reflects a change of mentalities, a reality still in work and still far from us.

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In our opinion collaborative work is one in which all members share the decisions and are responsible for the quality of what is produced together, according to their possibilities and interests. Studies that focus on group work sometimes use indiscriminately the terms collaboration and cooperation, alternately to designate it. Although the terms have the same prefix (co), which means join action, the terms are different, because the verb cooperate means operate, run, run according to the system - while the word collaborate means to work, produce, develop activities to reach the same goal. To work cooperatively means a division of tasks. In collaboration, on the other hand, by working together, the members of a group rely on one another to overcome obstacles in order to reach a common goal firstly negotiated by the collective.

In the classroom collaborative work, follows different activities to develop and foster in the students the following skills: a) leadership; b) self-assessment; c) respect for the opinions of his colleagues; d) production capacity; e) persuasiveness and negotiation, and finally f) working group capacity.