# data[].attributes.body
Hi, everyone. My name is Zeynep Özdoğan. I'm from Turkey. I teach English  at Yayla Primary school in Bahçelievler in İstanbul.  I've been teaching for 16 years. I like following and learning innovative approaches in education. I'm really curious about them. Last year I joined in etwinning family.  I am interested in coding and robotics. I'm so happy to be here. My students are aged between 6-11.  I want to improve my educational skills  I am keen on attending online courses to learn new methods. That's why l'm here. I hope I will finish the course successfully.

# data[].attributes.body
http://bahcelievleryaylailkokulu.meb.k12.tr/
There are approximately 1500 students including preschool. Each classroom has an interactive board.

# data[].attributes.headline
My Robotic class (last year) Kumport Secondary School

# data[].attributes.subject
My Robotic class (last year) Kumport Secondary School

# data[].attributes.headline
Collaborative Teaching and Learning online courseSyllabus – 2nd Edition – 2017

# data[].attributes.subject
Collaborative Teaching and Learning online courseSyllabus – 2nd Edition – 2017

# data[].attributes.headline
MODULE 1.2  Collaborative learning in a flexible classroomIs your classroom set-up flexible and interactive like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to see how you might make your classroom environment more collaboration friendly? What about the technology and online tools used by the students; have you used these with your students and have they effectively facilitated collaborative learning?

# data[].attributes.subject
MODULE 1.2  Collaborative learning in a flexible classroomIs your classroom set-up flexible and interactive like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to see how you might make your classroom environment more collaboration friendly? What about the technology and online tools used by the students; have you used these with your students and have they effectively facilitated collaborative learning?

# data[].attributes.body
I wish we could have these classes. In Turkey especially in public schools we have traditional settings. Depending on a  subject or a project sometimes we move the desks for group working. When we change the position of the desks it creates different enviroment and improves students' motivation . In our classes we have smartboards but we couldn't use effectively. Students tend to use technology  and love using technology but teachers are using smartboards for watching videos or online educatıonal websites. Web 2.0 tools are new for us. Also we haven't got a Computer lab. Maybe we let students bring their working. Sometimes it can be difficult to organize the classes but we should try.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

# data[].attributes.headline
MODULE1.3Collaborative learning through project-based learningHave you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what were the positive and negative aspects and what could be solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?

# data[].attributes.subject
MODULE1.3Collaborative learning through project-based learningHave you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what were the positive and negative aspects and what could be solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?

# data[].attributes.body
I used it when I was secondary school. I divided students into groups and gave them performance and project work. Also I gave them evaluation form . After the presentation they wrote the thoughts about project or performance work. Sometimes during the project work , we talked about the project . If there was a problem, we tried to solve the problem together. So it could be solutions for the future. This has improved our students' collaboration skills. I absolutely agree that technology is very useful , especially for the group work. Students do love using technology .It is so motivational in every lesson.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | Collaborative learning through project-based learning

# data[].attributes.headline
MODULE1.4In your experience of collaborative learning, is behaviour management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences with this? How do you monitor teamwork? Do you find the methods mentioned in this video (e.g. self- and peer assessment) useful? What about the online tools mentioned?

# data[].attributes.subject
MODULE1.4In your experience of collaborative learning, is behaviour management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences with this? How do you monitor teamwork? Do you find the methods mentioned in this video (e.g. self- and peer assessment) useful? What about the online tools mentioned?

# data[].attributes.body
The video is really informative and inspiring. In collaborative learning, behavior management and getting students to stay on track is a big challenge. It takes long time. Self assessment and peer assessment should be used for identifing the results of the project or activity. During the learning process The teacher guides students and monitors teamwork and uses teacher assessment. I use tools which are mentioned in the video. Especially on etwinning projects, padlet is widespread. I know online tools mentioned. Using these tools is  different, engaging and motivating for the students .

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 A language teacher’s experience of collaborative learning

# data[].attributes.body
A History & Geography teacher’s experience of collaborative learning

Have you experienced similar or different difficulties in collaborating with teachers, and if so why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members resulting in frustration for some students when it comes to assessment of the whole group?

Collaborating with teachers at  my school is sometimes difficult for me. Many teachers use traditional methodology and they have difficulty in using technological tools and applications. They are not willing to give extra effort. Then I decide to do something individually or I choose teachers who are really supportive.Like the teacher in this video I find it difficult to guarantee the quality collaboration that takes place between the students. The uneven efforts cause frustration for some students. It breaks down the balance of the group dynamics. Assessing both group and group members individually may be the solution.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 An Italian, History & Geography teacher’s experience

# data[].attributes.body
Low level collaboration activity: I divided the class into  4 groups. I gave the title " Countries and flags" Each group members prepared posters. Almost all was the same.
High level collaboration activity: I divided the class into   4 groups. Firstly we discussed the project. Students shared their ideas about the project. Each group  discussed all the possible activities and assign tasks. At the end  each group brought well prepared one poster as a final product of the project. Each group presented the projects.

# data[].attributes.attachment_link.title
Tablets Course | M3 Why students enjoy group work

# data[].attributes.headline
Module 2.1 Embedding collaborative learning into lesson design

# data[].attributes.subject
Module 2.1 Embedding collaborative learning into lesson design

# data[].attributes.body
Do you agree about the importance to have a shared language concerning what we mean by collaborative learning? Do you agree that having collaborative skills is not a personality trait and that you can design learning activities to develop these skills in your pupils? Professor Butler mentions that ‘Technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces’. Do you agree, and what are your experiences of this?

I agree about the importance of "speaking the same language", of understanding the same thing under collaborative learning. Sometimes teachers are more academic in lessons and students couldn't
understand the subject clearly so students couldn't speak academic language and they prefer listening.This is  easy for them. At this point technology usage is important. Technology make them happy and force them to participate actively

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

# data[].attributes.body
What do you think of the 4 major questions presented by Professor Deirdre Butler? Are they useful in helping you design a collaborative learning activity? Have you asked yourself these questions before, when designing collaborative learning activities?
Are they working together?
Do they have shared responsibility?
Are they making subtantive decisions?
Is their work interdependent?

In order to achieve successful collaborative learning I think we should ask ourselves when we designing collaborative learning activities. I haven't designed such a collaborative learning activity before. While I was watching the video I understood the importance of it. It will ease the process of designing learning activity for  teachers and also for students while they are working together.

# data[].attributes.body
How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are its advantages and disadvantages?

I haven't used this rubric before I think it's useful for designing and assessing.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

# data[].attributes.headline
Module 2 Learning ActivityHas using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case in your Learning Diary and in the Padlet below. In your Learning Diary, and in the Padlet below explain what is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.

# data[].attributes.subject
Module 2 Learning ActivityHas using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case in your Learning Diary and in the Padlet below. In your Learning Diary, and in the Padlet below explain what is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.

# data[].attributes.body
Module1 Learning Activity
Low level Code 1 :
learning activity that you have designed requires the students predominantly to work alone.(students prepared posters individually)
High level Code 5
tudents are working in pairs or groups, they have shared responsibility, they are making substantive decisions and their work is interdependent. So it is a nice way of being able to classify the type of learning activities that you are doing. Not all learning activities need to be coded at a 5. It depends on where the student is at, what you are trying to do, what is the learning outcome, and you have to be in charge of your learning design. And as you work with others in the staff, what is the priority.

# data[].attributes.body
Check out the scenario template and 6 example scenarios in the resource section of this module. What do you think of the template? What do you think of the example scenarios? Do you find them inspiring? Can you see how you might adapt some scenarios to create collaborative learning activities for your own context? What do you find useful or less useful about these scenarios?

They are really inspiring. I have prepared a learning plan with  seven faces method in an online course,  but I couldn't work with my students.  I found  the scenarios very useful.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Collaborative learning scenarios

# data[].attributes.body
1st activity- Code1 (students worked individually)
2nd activity- code 5 (Students are working in pairs or groups, they have shared responsibility, they are making substantive decisions and their work is interdependent.)
Rubric is useful for supporting students' learning. It develops students' abilities. It is useful for teachers to evaluate students' performance.

# data[].attributes.headline
2.6 Module 2 Resource Section (version 2016)

# data[].attributes.subject
2.6 Module 2 Resource Section (version 2016)

# data[].attributes.body
Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics

Learning_Scenario_template

Collaborative work - Towards a healthy city (CCL, Europe),

iGroup - Collaboration and Assessment in a group (CCL, Europe),

Personalisation – Topic: friction (CCL, Europe),

Flipped Classroom (CCL, Europe),

Art & Music - Creating an exhibition (NCCA, Ireland),

Asteroids, impacts and craters (NCCA, Ireland),

# data[].attributes.headline
2.6 Module 2 Resource Section (version 2017)

# data[].attributes.subject
2.6 Module 2 Resource Section (version 2017)

# data[].attributes.body
Collaborative work - Towards a healthy city (CCL, Europe)

Assessment in collaborative learning (CCL, Europe)

Personalisation – Topic: friction (CCL, Europe)

Flipped Classroom (CCL, Europe)

# data[].attributes.headline
Module 3: How can you assess collaborative learning?

# data[].attributes.subject
Module 3: How can you assess collaborative learning?

# data[].attributes.body
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

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M3 Introduction

# data[].attributes.headline
3.1 Assessment for improving collaborative learning

# data[].attributes.subject
3.1 Assessment for improving collaborative learning

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

Maybe sometimes it can discourage students because of that students should divide into groups equally. Also it can encourage competition naturally. Students love competitions. Assessment should be objective.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Assessment for improving collaborative learning

# data[].attributes.headline
3.2 A sports teacher's experience of assessing collaborative learning

# data[].attributes.subject
3.2 A sports teacher's experience of assessing collaborative learning

# data[].attributes.body
What do you think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning? Do you think the questions she asked her pupils were helpful in getting them to reflect on their collaborative skills? What do you think about prescribing peer assessment to pupils of a young age (6- to 11-year-olds)?

Are there special considerations to be taken into account? What about the final question she asks us and our expert to reflect on: do you find it challenging to gauge how best to assess the individual participation of a student in a collaborative activity?
Chrysa's methods are very useful. Also questions are helpful. I think age scale is wide. Peer assessment can be problem at age of 6,7. Instead group assesment may be the solution.  Self assesment or summative assessments can be thought. Firstly students should be informed and Criteria of the assessment should be explained or mentioned.

# data[].attributes.headline
3.3 An ICT teacher’s experience of assessing collaborative learning

# data[].attributes.subject
3.3 An ICT teacher’s experience of assessing collaborative learning

# data[].attributes.body
What do you think about the projects described by Antonio, from the perspective of student collaboration and from the perspective of teacher collaboration? Do you agree with the 7 benefits Antonio associates to assessing collaborative learning? What about the challenges he mentions concerning group dynamics, team management and the time needed to prepare and implement assessment of collaborative learning in the classroom – are these challenges you also face? Antonio mentions the use of collaborative digital tools, reorganising the classroom space and introducing more interdisciplinary teaching and the sharing of materials amongst teachers as useful tips. Do you agree, and what are your experiences of these suggestions?

I totally agree with the 7 benefits Antonio associates to assessing collaborative learning. In my country due to the traditional methodology and curriculum we couldn't  make time for these activities. I am a member oF etwinning . I have three projects this year and ıt is really difficult and tiring. I think group dynamics, team management and the time needed to prepare and implement assessment of collaborative learning in the classroom are big challenges. I use collaborative digital tools. It's really encouraging for the students and teachers. Etwinning projects are collaborative, cooparative, technological, forcing and inspiring to use digital tools. In our education system it really takes time. It needs extra efforts.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Assessing students’ collaborative learning

# data[].attributes.headline
3.4 Collaborative learning and student peer reviews

# data[].attributes.subject
3.4 Collaborative learning and student peer reviews

# data[].attributes.body
When setting up student groups to work on a project, Anna often leaves it up to the students to decide who they would like to work with and what each member’s role should be. However, when it comes to peer assessment Anna prefers to use a random name-picking tool, as she believes this helps ensure objectivity and is more likely to encourage useful and constructive feedback among peers. Do you agree with these different approaches? Anna mentions a variety of digital tools which are helpful in implementing and assessing collaborative work, such as Edmodo, Scrumy, Tackks, Padlets, Google Forms, etc. What are your experiences with these tools?

Big Congrats to Anna and her students for the big efforts. It is really collaborative and inspiring.
Anna mentioned in her video, parents want summative assessment but we should persuade them for formative assessment, too. Because, It gives us data for the learning process. Digital tools are very useful. I am using some of them in my etwinning projects.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

# data[].attributes.headline
3.5 Collaborative learning - What to assess and how?

# data[].attributes.subject
3.5 Collaborative learning - What to assess and how?

# data[].attributes.body
Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What about involving students in the design of rubrics, checklists or other assessment tools? What are your experiences? What do you think of the tips given for constructing rubrics and checklists in the video? Are the guidelines and examples given in the CO-LAB Assessment Guidelines useful?

I have never used rubrics and checklists in my classes. I have prepared a learning plan for the online course once

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Collaborative learning - What to assess and how?

# data[].attributes.headline
3.6 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.subject
3.6 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.body
Dr. Luis Valente suggests self- and peer assessment can help students to move away from seeing teachers as the only source of judgement on the quality of their learning, thereby helping them to become more independent learners. Do you agree, and what are your experiences with this? He also notes that research shows that self-assessment combined with peer assessment reduces the trend of ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. Does this match with your experiences? What do you think of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work? Any other thoughts on Dr. Valente’s suggestions?

I agree with Dr. Luis Valente. He suggests self- and peer assessment can help students to move away from seeing teachers as the only source of judgement on the quality of their learning, thereby helping them to become more independent learners. It contributes to students for acting induvidually. In our main course books for 3rd grades there are self and peer assessments at the end of the units. I see that students answer the questions honestly and they enjoy.

# data[].attributes.body
How to create your lesson plan

1. To design your lesson plan, please use the Learning Designer. More information on how to set up and use the Learning Designer in Course Introduction - C.

2. Download and revise the 21CLD Learning Activity Rubrics, the Learning Scenarios and the examples of lesson plans by previous participants in Module 2.6.

3. For the Assessment activities, download and revise the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom in Module 3.8.

4. Read and follow the guidelines at the end of this page. You should consider the guidelines when creating your lesson plan and when peer-reviewing the lesson plans of two other course participants (Final activity - Part 2).

5. Please create your lesson plan in English.

# data[].attributes.headline
Guidelines for designing a lesson plan implementing collaborative learning1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills. For example, at least two of the following criteria are included (see Module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios – for further information and inspiration):Students are required to work in pairs or groupsStudents have shared responsibilityStudents make substantive decisions togetherStudents’ work is interdependentIt is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools. For example, one or more of the following are included as assessment tools (see Module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom – for further information and inspiration):Rubric to assess a group Rubric to assess group members individuallyChecklist for self-assessment of students’ collaborative skillsChecklist for peer assessment of students’ collaborative skillsDigital tools facilitating self- and peer assessment of collaborative learningMindmaps and infographics to assess group work and facilitate peer assessment3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

# data[].attributes.subject
Guidelines for designing a lesson plan implementing collaborative learning1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills. For example, at least two of the following criteria are included (see Module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios – for further information and inspiration):Students are required to work in pairs or groupsStudents have shared responsibilityStudents make substantive decisions togetherStudents’ work is interdependentIt is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools. For example, one or more of the following are included as assessment tools (see Module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom – for further information and inspiration):Rubric to assess a group Rubric to assess group members individuallyChecklist for self-assessment of students’ collaborative skillsChecklist for peer assessment of students’ collaborative skillsDigital tools facilitating self- and peer assessment of collaborative learningMindmaps and infographics to assess group work and facilitate peer assessment3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

# data[].attributes.body
CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom (Luis Valente, University of Minho) (Polish translation)

The guidelines include:

General Guidelines (purpose, what to assess, how to assess, description of rubrics and checklists)

Specific guidelines for assessing collaborative learning (by purpose: formative assessment, self- and peer assessment)

Example of tools (rubrics and checklists)

Additional resource

Luís Valente & Maria João Gomes, Instituto de Educação, Universidade do Minho, Creative Classroom Lab Project (2014). COLLABORATION & ASSESEMENT: THEORY AND PRACTICE -

Collaboration and Assessment: Theory and Practice (Luis Valente, University of Minho)

# data[].attributes.attachment_link.title
Collaborative teaching & learning | Course Overview

# data[].attributes.headline
Module 4: How can teacher collaboration facilitate collaborative learning?

# data[].attributes.subject
Module 4: How can teacher collaboration facilitate collaborative learning?

# data[].attributes.body
Learning objectives

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

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

3. Understanding how technology can facilitate teacher collaboration

4. Using the Learning Designer to finalise the development of one or more lesson plans integrating collaborative learning and assessment, along with elements of teacher collaboration

5. Peer-reviewing the collaborative learning lesson plans of two other course participants

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Introduction

# data[].attributes.headline
4.2 A secondary teacher’s experience of teacher collaboration

# data[].attributes.subject
4.2 A secondary teacher’s experience of teacher collaboration

# data[].attributes.body
Have you heard of all the platforms and digital tools mentioned by Reyhan in the video, and have you ever used them for teacher collaboration? Do you agree that not all teachers have the required skills to take advantage of digital technologies? Reyhan mentions social media networks, such as Twitter, Facebook and LinkedIn, as particularly useful spaces for teacher collaboration and professional learning. What is your experience with social media networks as they relate to teacher collaboration and professional learning? What emerging digital technologies are you aware of that can help teachers collaborate more efficiently?

Last year I started to join in etwinning projects. I know Reyhan teacher and follow her works. In etwinning projects generally we use dijital technologies which are mentioned by Reyhan teacher. We use Social media networks especially facebook for teacher collaboration and professional learning. However except etwinners the other teachers are not aware of dijital skills literally.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

# data[].attributes.headline
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.subject
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.headline
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.subject
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.body
What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience with? Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this, and what are your experiences of acting on the constructive criticisms of other teachers?

I think it is a very good way of collaboration and cooperation and it is good for the students who are especially in crowded classes. Two teachers with different skills are really beneficial for the students. In Turkey in some pre-schools, there are co-teachers or trainee teachers who are students from vocational schools, help teachers prepare for lessons by getting materials ready or setting up equipments, help reinforce the lessons by working with individual students or small groups of students. They help with educational activities. They also supervise the children at play and help with feeding and other basic care.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A primary school teacher’s experience

# data[].attributes.headline
4.3 The benefits and challenges of teacher collaboration

# data[].attributes.subject
4.3 The benefits and challenges of teacher collaboration

# data[].attributes.body
Do you agree with the benefits and challenges highlighted by Professor Butler? Which benefits and challenges would you add based on your experiences? What opportunities have you been able to take advantage of in your own context to collaborate with teachers both in and out of school? Do you collaborate with teachers in your own subject group, across age groups or across themes relevant to the whole school, and if so, how?

I totally agree. Teachers in the same projects or have the same level of students meet from time to time and share ideas and experiences. These meetings are useful, inspiring and motivating. Also we have whatsapp groups .

# data[].attributes.attachment_link.title
Collaborative teaching and learning | The benefits and challenges of teacher collaboration

# data[].attributes.headline
4.4 Skills and conditions needed for teacher collaboration

# data[].attributes.subject
4.4 Skills and conditions needed for teacher collaboration

# data[].attributes.body
Do you agree with the list of skills and conditions cited as necessary for teacher collaboration to flourish in schools? What would you add to this list based on your experiences? Does the leadership in your teacher training institution or the current school in which you teach model collaboration? If so, how, and do you think this is motivating and beneficial for students? Do you work with teachers who are sceptical about collaboration, and what have you tried - or intend to try - to help them see the advantages of this way of working?

I totally agree. Good leadership is motivating and beneficial. In my school most teachers are collborative and cooperative so we can run projects easily

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Skills and conditions needed for teacher collaboration

# data[].attributes.headline
4.5 How technology can facilitate teacher collaboration

# data[].attributes.subject
4.5 How technology can facilitate teacher collaboration

# data[].attributes.body
Do you use technology specifically for the purpose of collaborating with other teachers? Would you say that the nature of your digital collaboration with teachers is equivalent to ‘sending and displaying’, as mentioned in the video, or more about processing, analysing and sharing? Why do you think this is, and can you give examples? Which digital tools would you recommend teachers to use for collaborating and why?

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

# data[].attributes.headline
4.6 Irish teachers’ reflections on teacher collaboration

# data[].attributes.subject
4.6 Irish teachers’ reflections on teacher collaboration

# data[].attributes.body
Do you agree that it is challenging to find time for teacher collaboration within a school day? What is your experience with this, and what solutions have you tried to overcome this challenge? Do you agree that working with teachers from different disciplines can be very useful, and what are your relevant experiences? What are the conditions needed for this to work, in your opinion?

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

# data[].attributes.headline
4.8 Module 4 Resource SectionCurry School of Education, University of Virginia, 2014. Co-teaching formats: http://faculty.virginia.edu/coteachUVA/5formats2.htmlTan Huynh, Empowering ELLs blog, 2017. Collaborating for ELLs Serie – Teacher Collaboration: www.empoweringells.com/category/collaboration/In particular, we suggest: 51. The Models of Co-TeachingEuropean Commission/EACEA/Eurydice, 2015. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union. Eurydice Report (2015). The Teaching Profession in EuropeEuropean Commission Joint Research Centre (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education. Luxembourg: Publications Office of the European UnionCRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

# data[].attributes.subject
4.8 Module 4 Resource SectionCurry School of Education, University of Virginia, 2014. Co-teaching formats: http://faculty.virginia.edu/coteachUVA/5formats2.htmlTan Huynh, Empowering ELLs blog, 2017. Collaborating for ELLs Serie – Teacher Collaboration: www.empoweringells.com/category/collaboration/In particular, we suggest: 51. The Models of Co-TeachingEuropean Commission/EACEA/Eurydice, 2015. The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union. Eurydice Report (2015). The Teaching Profession in EuropeEuropean Commission Joint Research Centre (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education. Luxembourg: Publications Office of the European UnionCRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education