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Skills and conditions needed for teacher collaboration

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Skills and conditions needed for teacher collaboration

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Learning from others is important, challenges us, motivates us Sharing tasks and getting feedback from the same tasks is a shared responsibility, but constructive trust and uncriticality are necessary for effective, collaborative work among colleagues.

Collaborative work is difficult and depends on the skills and conditions mentioned in the video. The basic obstacle to this collaboration is the resistance that we teachers have in changing methods and practices. This is a major obstacle, it will take a long time before our mindsets change and we realize the advantages of working collaboratively.

At my school and with my work group we have already worked in this direction. We sit down, talk to each other, decide, plan together, reflect, discuss, analyze, and find different strategies. Working as a team makes our daily life easier and more motivating.

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The benefits and challenges of teacher collaboration

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The benefits and challenges of teacher collaboration

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Learning from one another is undoubtedly challenging and enriching. Engaging colleagues in collaborative learning activities is an example to follow, it is not easy, because we still have to build a school for an environment supporting the collaborative culture. But nothing is impossible, we must try and fail to start over again.

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How can teacher collaboration facilitate collaborative learning?

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How can teacher collaboration facilitate collaborative learning?

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I use some of the social media networks such a facebook, twitter and e-twinning. I consider that these platforms are very useful for the collaboration of teachers and students and most of them are easy to use. It is also certain that some teachers can still offer some resistance against their use but in Portugal there have been many formations in these areas and practically just do not learn who does not want. On a personal level I have participated in E-twinning projects and I have also already been training in the area of ​​skills for the 21st century, I have already participated in formations under the Erasmus + program and I consider that all these experiences were very enriching for me and consequently for my Students.

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A Bulgarian teacher’s experience of collaborating with other teachers

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A Bulgarian teacher’s experience of collaborating with other teachers

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The model of "co-teaching rotation" is quite interesting, it is a different way of teaching and collaborating. I fully agree with the message that Valentina conveys when she says that collaboration is a wonderful teaching tool. In my school, we also have some classes in which the teachers collaborate in projects of the class or in the teaching of some disciplines, mainly in the areas of arts and ICT. I think that students have a lot to benefit from this contact and this teaching model.

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Q&A Session with Prof. Deirdre Butler!

Date: Tuesday 15th November Time:18:00 CET

In this webinar, Deirdre Butler  presented an informal "questions and answers" session where participants  had the chance to ask her any questions related to the topic of collaboration or to any specific topic of the course.
It has been very nice to assist this webinar with my colleagues Cristina Paliotes, Jesus Leão and Teresa Pires

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How can you assess collaborative learning?

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How can you assess collaborative learning?

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I completely agree with Dr. Luis Valente and believe that peer review can help you reflect on your own work and also fight the idea that the teacher has the sole power to assess. This view corresponds to the experience I have of my practices.

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Collaborative learning - What to assess and how?

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Collaborative learning - What to assess and how?

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Although I've used checklists to evaluate collaborative work, I've never used any of those listed in the video or training.
I have also never involved my students in building these tools (the register is for future experimentation). I liked the tips given in the video as well as the CO-LAB Evaluation guidelines.

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How can you assess collaborative learning?Collaborative learning and student peer reviews

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How can you assess collaborative learning?Collaborative learning and student peer reviews

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When I create working groups I do not usually let students freely choose their peers and the same happens when it is done peer assessment, because I prefer to make sure that the groups are heterogeneous enough so that everyone can contribute with their skills and that the evaluation is not made by affinity.

As for the digital tools that are referred to, I only know the Padlet and Google forms however I not particularly like the Padlet graphic design and I usualy  prefer  Google forms.

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How can you assess collaborative learning?

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How can you assess collaborative learning?

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I really liked the projects described by Antonio and agree to the 7 benefits that are associated with collaborative learning referring to:

1 - It is a student-centered process;

2 - Promotes students Involvement in the assessment tasks;

3 - Promotes students responsibility and motivation towards the learning process;

4 - Promotes self-reflection and students argumentation;

5 - Students can learn from each other socially;

6 - Digital Promotes literacy through the use of digital web 2.0 applications;

7 - Promotes development of 21st century skills and competences;

As for the challenges consider that the greatest and also those who I face are:

Group assessment versus individual assessment; Management of teams / groups of students so everyone participates and

collaborates in the activities; Time available to prepare and apply assessment of collaboration in the class

I also consider that digital tools can be very useful, I have participated in projects e-twinning in which I used tools such as creating blogs or multiple applications

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How can you assess collaborative learning?                     A sports teacher's experience of assessing students’ collaborative learning

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How can you assess collaborative learning?                     A sports teacher's experience of assessing students’ collaborative learning

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I consider that the methods used by Chrysa to assess collaborative learning are very relevant and certainly effective, in some ways they are similar to those that I use in my practice. Peer assessment can and should be used from any age and the sooner students begin to create this kind of routines the better they will work. I think it is difficult to assess individually a group methodology but it is not impossible.

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 Assessment for improving collaborative learning

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 Assessment for improving collaborative learning

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Evaluating collaborative work is a rather difficult task and sometimes it tends to become a little bit encouraging in competition, but I tend to encourage some competition in the classroom as I try to make it as healthy as possible. The assessment of the collaborative work that I usually do is mostly based on the evaluation of peers and the evaluation of the final outcome of the process.

Avaliar trabalho colaborativo é uma tarefa um pouco dificil e por vezes tende a tornar-se um pouco encorajadora de competição, no entanto costumo encorajar alguma competição em sala de aula, na medida em que tento que essa competição seja o mais saudável possivel. A avaliação do trabalho colaborativo que costumo realizar passa na maior parte das vezes pela avaliação de pares e pela avaliação não do reasultado final mas do processo.

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The 4 Collaboration Questions
                                           

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The 4 Collaboration Questions
                                           

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I think that they are really important the 4 issues that are presented by Professor Deirdre Butler . I do not usually use them  consciously or methodically but I hope to start doing it and certainly my work and the students will be more productive.

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1.4 A foreign language teacher’s experience of collaborative learning

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1.4 A foreign language teacher’s experience of collaborative learning

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The evaluation of colaborative work is very difficult as well as behavior management in the classroom when performing this type of work.
Usually i use direct observation grids to evaluate the results and all the work process.

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1.3. Collaborative learning through project-based learning

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1.3. Collaborative learning through project-based learning

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I use the "circle time" quite often as a way of reflection/ discussion after the work is done in the classroom.
In this discussion the group evaluates the work and discusses the positive and negative aspects in order to improve the work.
I've used the PBL methodology at various times, both in e-twinning projects either in class projects and i noticed that the 21st century skills are developed more easily with the use of technology.
However my school doesn't have an ICT room or the ideal resources for the development of big projects, in addition to this difficulty, classes are usually large and studenst don't have access to this technology at home

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1.2. Collaborative learning in a flexible classroom

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1.2. Collaborative learning in a flexible classroom

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My classroom usually has a table distribution in the U form, although i usually arrange the tables according to the type of work i do with students.
It has only a desktop computer that has a internet connection, and i use some apps on my mobile.
At this time i am using the class dojo app, and i try to use as many technologies as i can, because i think that they are very useful in the development of skills.

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Collaborative work is a methodology that involves sharing of knowledge and capacities.
In the classroom, it doesn't have to be necessarily in work group and i believe that technologies can make a difference in how students develope their skills.