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D.W. Johnson and R.T. Johnson have written extensively about collaborative learning. Their study
since 1989 has been researching 193 cases, comparing the different effects of collaborative learning
compared to so-called "traditional" learning techniques. Only in 10% of cases, the results
individual methods were more effective. Teamwork develops students' ability to
to work together an important competence for the life and activity of future citizens.

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MARÍA DOLORES CHACÓN BLANCO.CEUTA, ESPAÑA

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MARÍA DOLORES CHACÓN BLANCO.CEUTA, ESPAÑA

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It is difficult for me to collaborate with some of my colleagues because, either due to mistrust or ignorance, they do not end up being encouraged to change their methodology. And yes, many times I have a feeling of frustration but I like to try it and the more I try that feeling diminishes and another of personal satisfaction emerges.

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I was faced with the problem of teachers and students refusing to change.

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Students' readiness can be insufficient.

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I am a Social Information teacher. Everything is part of a whole. It is linked. With a good planning, I have no difficulty.

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I find too that getting teachers to collaborate is much harder than getting students to do. Like Roberta from Italy, in my school there are some colleagues, even the older ones, who are willing to try out new methodologies and to experiment with technology. However, these are 'happy exceptions' in an education system, such as the Italian system, where  despite recommendations to implement competence-based learning, collaboration among tecahers is not encouraged or supported: the syllabi are not updated and many teachers are not upskilled, or they are overwhelmed by bureaucratic requirements and workload. We are not yet in the 'competence-based learning mindset' which is required to ensure collaboratonmong teachers which is systematic and not occasional. I also agree with what other colleagues have said about time available for teachers to discuss ways to collaborate and to implememt new teaching and assessment methodology, which is very hard to manage.

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Hatay / Türkiye
It is not expected that everyone will be equally open to cooperation among teachers, it is really enjoyable to have joint activities with friends who are open to cooperation.

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I am a physical education teacher in the 1st cycle of a School Group

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Collaborating with teachers can also be difficult at times, but not impossible! If we want students to be collaborative it's our responsibility to make them experience the benefits of it.

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I find that getting teachers to collaborate is much harder than getting students to do so! In my school there are some colleagues, even the older ones, who are willing to try out new methodologies and to experiment with technology. However, these are 'happy exceptions' in an education system, such as the Italian system, where  despite recommendations to implement competence-based learning, collaboration among tecahers is not encouraged or supported: the syllabi are not updated and many teachers are not upskilled, or they are overwhelmed by bureaucratic requirements and workload. We are not yet in the 'competence-based learning mindset' which is required to

ensure collaboratonmong teachers which is systematic and not occasional. I also agree with what other colleagues have said about time available for teachers to discuss ways to collaborate and to implememt new teaching and assessment methodology, which is very hard to manage.
Monica says: "Another challenge I often come across when implementing collaborative learning is that the more confident and competent students are conscious of their larger efforts in the group and they complain and are dissatisfied when the group receives one unique grade, as they don’t think it is fair or reflects their individual input." I hace find a way to tackle this issue is using rubrics where the individual contrbution and the group contribution are separated, like this one: https://i.pinimg.com/originals/39/45/69/394569d09209fb782558fd0cf7031b34.jpg
So, for example, if the individua l got 4 and the group got 9, his/her own mrk will be a mean between the two: 6.5
If another member got an indidual mark of 10, his/her own mark will be 9.5.

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Teacher should collaborate with each-other to have their professional benefits. Like each teacher should do his or her work with their heart

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I believe that if we teach the little ones to work so they become responsible.
Each method also has drawbacks, but long-term effects are beneficial.

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My main problem when collaborating with other teachers is time. The way the curriculum is distributed doesn´t make it easy for us to have time to plan, implement and assess together.

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Yes, it is difficult collaborating with other teachers. But this is exactly what our students face, isn´t it? People who think in different ways having to negotiate. Quite funny to be on the other side, uh? We usually forget how it works, how difficult it is to accept that people are different, think different. So, time to put theory into practice. No easy, though. Well, linking the second question to the check-list idea of the previous activity, I think the check-list would be a good way of checking quality. For the third question, we all have to learn how to deal with frustration at some point and it can be used as a tool to motivated teamwork and encouraging each other in the team.

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Vincenza C., Italy
I agree it's difficult, it can be frustrating but it's also a great effort and a challenge students like. Collabotating with teachers is difficukt but it's necessary, it's the latest challenge in teaching!

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I especially pay attention to low-level students in team work. I do not prevent them from feeling independent, but by facilitating them, I make sure that roles are distributed more approvingly. for example, the task of low-level students in a two-week eventI can suggest a method, tool and workshop help to bring it.

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I have not experience difficultiesworking with other teachers  because we had worked under a well designed European project.
It is difficult indeed student to make even efforts but I belive that team work must be measured for this

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I think that the best way to made productive the cooperative learning is to leave the students to choose their role in the group. in this way all the students can be active and motivated.

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The students read a literary text and in groups of 3 they answer questions related to the field they are assigned (biography, persons, time-place of action, etc.)
Every group shares the results of their work in the class with the rest of their peers. The level of collaboration is low

They make a digital narrative (video) where it is necessary to consider all the above elements in order to present the thoughts of the persons in the text. In this activity the degree of cooperation is higher, because they need to cooperate and decide on various issues ((images, music, what people will say, etc.)

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I've also faced some difficulties when creating groups, but I think I can say I think it's best for students to choose by themselves. First, I used tools like TeamUp, but they didn't seem to be that effective.
At the beginning of all projects/activities, I make it clear for my studets what's at stake. This means that they know they are going to be continuously evaluated for their classroom work. So, those who are more competitive give all they have, and the ones who struggle more try harder. And because our students tend to be good at at least one thing in particular (writing, editing images, presenting, etc.) they have the chance to show us that. I believe this can be easier when you teach 15-20 year old students, which is my case.
Regarding evaluation, I don't give my students group marks, each one has an individual grade, depending on the he/she has developed during the project/activity.

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Teacher and student collaboration is effective only if accountability is ensured for every participant. it is also very important to distribute roles and responsibilities based on their abilities

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The evaluation of collaborative work can be simple and difficult at the same time. If we rely on product evaluation, it does not seem to me difficult to evaluate the completeness of the product. Evaluating relationships in collaborative work becomes difficult if the group is large: three are a limit for my group idea, I prefer the couple. In the pair each member knows what he has done, how he did it and the commitment he has made to reach the goal, so he appreciates success as a failure and accepts the resulting assessment. In the big group find the alibi to apologize for the poor contribution of the other. Also for the teacher to be able to evaluate the single in the big group is difficult. Collaborative working, but in tight groups also to ensure the fairness of evaluation.

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According to my opinion, in nowadays the collaboration between teachers across Europe is a necessity. New approaches in teaching should be our first target and collaboration among teachers in nation and european level facilitates a lot this purpose. Of course, there are lots of difficulties because each country has its own system in education and teachers should be able to overpass these difficulties and to do their best so they can have effective results.
Secondly, it is quite difficult to find the best way to evaluate students through a team work. I usually try to evaluate their team work and, at the same time, the personal effort of each children. It is not an easy task but I always try to overpass the problems that occur

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Collaboration is a strategic key for education success. I think that is important to work in synergy: Teachers, families and students

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I believe that collaboration between collegues is fundamental and necessary, too. Personally I cooperated effectively with local and European colleagues. I believe that collaboration is a fondumental teachers' school. I communicate by google tools.

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I am lucky because so far I have worked with other teachers who are happy to collaborate. The case of students is different. Sometimes it has happened that some students are not really able to engage in the activity. In this case it's very difficult to involve the student, sometimes it's useful to give him/her a specific task or help him/her choose the preferred topic to avoid isolation and lack of interest.

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Ana, Romania                It is very difficult to find a colleague willing to participate at such an experience of collaborative learning. Here in Romania, most of them are suspicious. As for the students, they always enjoy new ways of teaching because they search not to be bored by their teachers.

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Ana, Romania                It is very difficult to find a colleague willing to participate at such an experience of collaborative learning. Here in Romania, most of them are suspicious. As for the students, they always enjoy new ways of teaching because they search not to be bored by their teachers.

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I agree with Sonia: I must be lucky to work with collegues who support my work and with which I can compare. This makes gratified me, them and above all has positive effects on our students.

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I think at first there will always be some difficulty in working collaboratively. We were not prepared for it in school...
But teachers have to face many challenges, this is just one more.
The quality os collaboration between students has to be supervised, guided by the teacher. Implementing self and peer assessment along with frequent teacher feedback and assessment will help. It is better if every student is assessed individually even if they also get a group assessment.

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i have not experienced difficulties in collaborating with teachers in my school. Collaborative activities have their role, there might be some week points in using it but this is not all that matters. We have to look at the best part in it and never be discouraged and try to adapt and find the best solutions for the problems which might occur.

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It's difficult to work collaboratively with colleagues at school, but, once a while we can find a clleague with whom we can work and share experiences, fears and accomplishments. When it happens it's really an effective learning and rewarding experience. With students, though not so difficult, there are some issues I'd like to learn how to deal with: group dynamics, control, get them on task, fair assessment... I must confess that when I ask them to do group work I usually focus on the final result presented (making sure that all the group members have an active role on the presentation, rather than on the process. Therefore I grade them individually according to their presentation. Not a good startegy, but the one I could find to soften my fears of an unfair assessment ,

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It is dificult to work with coleagues.

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It is difficult to work with colleagues because they do not all share this way of working

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Frequently, student  collaboration is uneven when working in a group. This is how most frustrations appear, and this can influence the learning process. Therefore, the teacher must also teach his students collaboration skills.

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Frustration is always possible, and we have to ensure the learning process using IT and making possible the collaboration between teachers.

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Together with my colleague, professor of religion, we implemented "The 3 I" Erasmus +  project in our school during the school years 2015-2017. It was a hard work, as we were the European coordinators, but the difficulty was not felt at maximum by collaborative work.

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To my mind, if the teacher wants to teach her/his students to collaborate, then one has be good at doing this oneself. That is why it is crusial for teachers to work together as a team. However, from my own experience, I can say that I am eager to share the methods and experience, but I nearly never get the same. Teachers thank for sharing, but never do that themselves, which sometimes demotivates. I believe the quality of student and teacher collaboration can be improved by ensuring accountability of every participant, which can be achieved by distributing roles and responsibilities of everyone depending on their abilities and strengths.

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Ismailli, Azerbaijan
I must say that all teachers have to colloborate, because there is integration between the subjects during we work with the students. I try do do it all times according the integration of subjects to my lesson.

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I feel lucky because I found it very easy to work with other colleagues, especially in our etwinning projects. This has happened  not only with my fellow students, but also with my colleagues in Europe. First of all we usually project our work through many collaborative tools such as google docs, titanpads, padlet, then we work together by leading  our students to their collaboration through class groups and international groups.

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Also teachers to collaborate have to negotiate their ways, same goes for students, so I usually let them choose their group, trying to make the aim of the work clear, so they can be aware of possible consequences to their attitude towards other members of the group.

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Yes I have encountered a similar difficulty with high-achieving students who become frustrated by less-capable students who don't care/try as much as the others. It is always difficult to dealt with these situations but I find if the students are encouraged to see the overall project and how important their role is they generally come on board.

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I agree, the collaboration between teachers is difficult, there may be limited projects

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I tech French, but in french class, I teach also history and geography. It's important promote the collaborative learning for encourage students sharing their experiences.

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I share the same difficulty as my colleagues to collaborate. Evan that we had in past collaborative learning projects it is not easy to do it

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I'm agree that teacher collaboration is difficult.

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I'm agree that teacher collaboration is difficult.

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Teacher collaboration is often difficult.

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Teacher collaboration is often difficult.

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I share the same difficulties that our colleague. It is dangerous to fustrate good students when they receive low marks because of the teamwork. In my opinion we have to use good tools, like rubrics to be accurate.

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In my school we have two projects that promote collaborative work among teachers. It has not been easy, but all the teachers involved motivated to change their methodologies, to get out of their comfort zone. Unfortunately, this group is very small. The vast majority of teachers still prefer to keep their methods, are not yet ready for change ... or do not want to.

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Ask students to sit in groups of three.

Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice.

Debrief by calling on a few groups to summarize their discussions.

We usually linked physics and math.

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Vincenza C., Italy                                                      I agree with a lot of teachers of this course, it's really difficult to collaborate with other teachers, you need to be friends or to share a common humanity view....We teachers are often very good at complaining but when we have to find solutions and try to solve problems we don't like to share practices, it's easier to go on as usual, without a real sharing... As to students it isn't easy for good students nor for bad students to be in a group and work together. The real problem arises fro the gap...

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Vincenza C., Italy                                                      I agree with a lot of teachers of this course, it's really difficult to collaborate with other teachers, you need to be friends or to share a common humanity view....We teachers are often very good at complaining but when we have to find solutions and try to solve problems we don't like to share practices, it's easier to go on as usual, without a real sharing... As to students it isn't easy for good students nor for bad students to be in a group and work together. The real problem arises fro the gap...

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It seems to me that it is still quite complicated in Italy to talk about true collaboration, especially in the primary school where an individual, sometimes gregarious and other predominant attitude persists.

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In Italian secondary schools collaboration among teacher isn't very frequent. Theachers discuss frquently about the classroom and the students' behaviour but they don't frequently set up collaborative activities among different disciplines.

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In my school, groups of teachers of the same subjetct have 50' per week to work colaboratively. But once a month these 50' are for departament meeting. In Portugal, all classes have a "Class work plan (Plano de trabalho de turma) and in my school we have to plan and articulate activities with other teachers of that class.

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I think that, according to my own experience, it is important that first of all teachers themselves strive to develop a spirit of team-working and are willing to share their best practices. Starting is difficult because first you have to know your colleagues, but once you start then it’s of great benefit to both teaching and learning. After a first attempt, then you fine-adjust the whole teaching process on the basis of the previous experience and the subsequent collaboration will work just fine, provided that teachers are in a position to continue their experience together, which, at least so far, in Italy has not always been the case, unfortunately. Assessment is another critical issue, so a rubric can greatly help in stating priorities and the aspects of the learning process that we want to assess.

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I have been trying to collaborate with teachers throughout my career but it seems to be very complicated to do this on a satisfactory level. In my opinion it can only work really well if you and your colleagues are friends. If not, colleagues often feel threatened or say they will collaborate but they don't.
This observation does not imply that I wouldn't like to collaborate with colleagues, on the contrary I would like to.

The uneven efforts in groups are an issue. As mentioned in the video, it is often the better students who complain about this and who have the feeling their mark will be lower because of the group work.

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Because I don't have to collaborate with fellow teachers, I chose if I want to collaborate with them and with whom I will work with. Since I get to chose, I have never faced difficulties during the collaboration with fellow teachers. Indeed, many times I cannot guarantee about the quality of the collaboration between my students.

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I have never experienced colaborating with teachers.It is surely difficul to guantee  the quality of collaboraion wich takes  place beween  the sudents. The strongest will take over the weekest.Eveyone can contribute as much as he can perfom , I particulrly like the idea is staring a checkleast.
it will definitely devlop students' resonsibility

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Collaboration with other teachers is a challenge, yet. Some teachers do not appreciate it because they don't want to move outside of their confort zone. However, I usually plan some lessons with other teachers of another subject, teaching different contents from the same theme. This classes are very enriching. We sharing our knowledge / ideas and the students have awareness that its possible to learn about something from many perspectives and they appreciate a lot. Its very interesting and enjoyable. I think it would be an excellent idea if happened an international meeting with the participants teachers to talk in person about these subjects and maybe a great opportunity to plan sharing our experience in our classroom.
Collaboration between students its hard to assessed and sometimes can't avoid frustation because they have uneven efforts and they not always think the work as whole, or as a team.
To evaluate each student I use checklists and the self and hetero assessment.

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Jeane de Fatima - Rio de Janeiro - Brasil

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Jeane de Fatima - Rio de Janeiro - Brasil

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I participate in the Eratosthenes Project since 2011
We measure the shade of a stem and change the measurements over the internet so we calculate the circumference of the Earth and the students are impressed by the difference in the size of the shadow in several countries proving that the Earth's inclination causes each hemisphere to receive the solar rays of different way.

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I completely agree with Rosalba form Italy. I would say the same words.

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In my school I and my colleagues of the same discipline we had collaborative work.

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Collaborating with other teachers isn't hardest job and students benefit greatly

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At my school we have 1 hour per week for collaborative work within our discipline group (Physics and Chemistry)  which is not enough, so this depends on the commitment of both ourselves and the colleague we are working with (we usually work in pairs or sometimes small groups of 3 teachers).  The best collaborative work so far has been that involving teachers from other discipline group, in the present case, with collegues teaching Biology.
I also noticed that my students are improving the quality of the collaborative experience as we have been working together for 3 years and those who initially didn´t like to have the same mark as their background was higher (or so they think) now are supporting the team and everybody is gettin involved. Of course, not all days are the same, we have forward and backward  "movements".
I do think the most difficult thing is "me" as teacher. I /we have to be willing to change my /our practice because change is always a risk. I hope I can be able to handle "positive" risk and avoid the "negative" ones.

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Perhaps it should work like a football team... each player with his role. Each student should be aware that the aim of the whole team is to score. Perhaps telling them that collaboration will be evaluated too may prevent the best students to do all the job while the others get disengaged. As for colleagues I perfectly agree that most of them "don't want to leave the comfort zone of traditional methodology" either because they just don't believe in the flipped classroom method or because they feel they are not paid enough to make the effort of changing...

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in the context of classroom different background and ability of students create problem. (cfr Caterina Arezzo)

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Well I exactly understand what the teacher in the video means: collaboration between Italian teachers is not easy  for various reasons: first of all we are not used to work in team except in the primary school; most of the teachers are still jealous of their work and certainly the new school reform does not help. However things are changing and teachers are more aware of the importance of collaboration. If we start teaching our students to work in team we'll probably understand the positive effects of this teaching strategy and its values.
As to the assessment I think that even if evaluating the final product is important, the most important aspect of this teaching strategy is the whole learning process which involves many competences.

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In the school where I work, I have a very good collaboration with my colleagues, but because everyone has classes with different specializations, we can not expect to propose to do the same thing at the same level of classes.
Indeed, collaborative learning also has negative aspects, but they can be diminished if there is at least one student in each group who can motivate the other members of the group. However, it is clear that the students involved thoroughly learn, feel complete satisfaction when they see their final products.

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To involve the whole team in a research project, for example, I believe that monitoring is needed both by the teacher and the pupils, as follows:
an initial discussion with the class trains students, graphic designers (shows them what students know about a subject), student-teacher conferences, investigation grids (between colleagues).

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In my school we plan lessons with other teachers with the same subject/level.

Assessing students in collaborative learning is difficult and  I usually find that  shy students work better in small groups.

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Teacher's collaboration should be mandatory but it is so difficult sometimes because we are all so different. Perhaps because we're just so full of work and it is so difficult to spend more time trying to collaborate with other teachers and coordinate free time for this.

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In my school it is not difficult to collaborate with other teachers and I am fortunate because I also have an extra mother tongue English teacher for some of my classes so we can be quite ambitious when planning activities and have a lot of fun comparing notes

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Italy
Luckily, I work in a very motivating and collaborative context. Everything is easier and we know that we can count on each other because we are working to reach a common goal.

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In the context of classroom different background and ability of students create problem.

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In my school it is very difficult to work collaboratively with colleagues

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I think that teaching Italian's difficulties are universal. Knowing their students, it is up to the teacher to follow closely and check how each one gets involved in the tasks. Strategies as self-testing and intermediate hetero-evaluation works as regulators of this contribution.
Considering the limited time allocated to PE, I usually ask students to explore (via moodle) small videos (usually in English) Discussed by students group, this task increase the skills of communication in a foreign language and, at same time, facilitates the  forward content's explanation in class. After being discussed in class,  a semi-structured questionnaire is used to evaluate the level of  student's understanding of the subjects covered - presented to the group via Google Forms.
Without EF history in Portugal, these approaches lead to an unusual enthusiasm among students (especially younger students). This strategy has been an important contribution to the personal development and self-esteem of shy tudents.

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In my work I have worked with another chemistry teacher. maybe it was the hardest job of my life. There were many differences between our teaching methods and our understanding of education. so I took the bulk of the workload in it. Cooperation between teachers is a difficult situation. On the other hand, our informed teacher supported this work from outside. I have not experienced the same problems with him. on the contrary, it made things easier.
I think the teacher of the video has to do the task distribution and fair approach is quite good.

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Yes, I've had this difficulty. Google doc and drive helped me overcome this difficulty. I also make individual assessments to ensure fairness among the group members.

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I have been very lucky with my collaborating Teacher, both of us are from the same subject matter and both of us see the benefits in using Collaborative Learning. I do see the different approaches by some students and I feel it is still up to us as Teachers to help guide those students of the benefits of Collaborative Learning with their peers. We as Teachers have to realise that Students may find Collaborative Learning if it is not the norm in the Students life. In other words, Collaborative Learning should be a whole school approach. When it comes to Assessing the whole group I get my students to do a Group Presentation of their findings

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My biggest problem has not been choosing the elements of the group but is that same she said: “the more confident and competent students are conscious of their larger efforts in the group and they complain and are dissatisfied when the group receives one unique grade, as they don’t think it is fair or reflects their individual input”.

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I miss the real collaboration with colleagues, and I think that schools have to implement those practices effectively. That's the only way to evolve and improve, learn with each other. This is why i enrole this course too.

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Not all teachers are open to these experiences, some think they do not have sufficient digital skills, others are afraid of leaving their comfort zone. But whenever we establish collaboration with other teachers, students benefit greatly from these partnerships. I also find it difficult to ensure the quality of learning whenever I put collaborative work into practice, I am always afraid that I can not properly assess my students' performance. This was one of the reasons that led me to enroll in this course!

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Digital competence is sometimes a big obstacle especially when working with older collegues. When assessing students, I take into consideration both their individual effort and group work.

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Collaborating with other teachers seems difficult but it is very interesting and it can be fun.

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The first collaborations I had with teachers who had my own vision of the school and the same motivation, often did not work in the same classes or in the same institute. Only recently in my Institute there are forms of collaboration and sharing with all the teachers. Our first tools were email communications, Dropbox, WhatsApp, Electronic School Register. In this school year we will start using the Gsuite. Collaboration with the pupils was much simpler because the students are attracted to forms of technological sharing.

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I have similar situation with my colleagues and with students.
I think that I can't explane with good motivation my aim with different task. But it is sometimes. Sometimes I have good support from my colleagues and interesting students' results.

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Collaborating with another teachers seems somewhat difficult, but also interesting

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Never ever did not collaborated with other teachers, I think some of my colleagues are affraid of innovation in a lesson.
of course always there is a risk that team members ar not even, but then I step up as a coordinator, and make and arrangement.

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For instructors:

Extensive revision of syllabus to account for increase in group work

Revision of time allocation for assignments

Adaptation to changing role that includes increased student responsibility for own learning

For students:

Adjustment to group work format

Time management issues involved with working around group members’ schedules

Increased responsibility for own learning

Classrooms set-up for teacher-centered/lectures

Conversion from competitive to cooperative nature

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i am impressed and I make such collaboration with my coleagues.

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Colaborating with other teachers isn’t hardest job and the students benefits are notable.

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One of the difficult factors to face in any professional field is the attitude of rejection of change and, if an individual does not accept suggestions or worse, he does not even want to hear opinions different from his own, the most certain thing is that there will always be the question about What could have been but was not.

Particularly I can say that I do not find among my memories to have had problems or inconveniences with colleagues, either because it is in the university field or in the field of attention to companies advising or training their intellectual capital. On the contrary, every time I have asked for help I have counted on her and vice versa, when someone has come to me she has always found, and she has had my support and positive disposition to collaborate.

The technology is to take advantage of it and, from the educational point of view, is a resource to facilitate the teaching-learning processes. The great detail: learn how to use it. Whoever wants to teach must be the first to take a step forward and that is why it is necessary, indispensable, to keep up, active. I feel convinced that being a teacher demands to be a student permanently.

On the other hand, students are in everything, are curious and perceive beyond the unimaginable. I think that in general they are individuals with an open-minded disposition. However, when collaborative work teams are usually formed, there is some disagreement, or it is easy to let a colleague who takes initiatives without the need to tell him how to do the work who carries the load of it. Logically, the teacher who has learned to develop the sense of smell to realize the situation acts and, in the end, all the members of the team are affected, generating the usual frustration. It is against this possibility that the teacher must be prepared and must prepare the students: what to do, in advance, so that it is clear to all participants in the course the affectation that this type of situations poses to the team, and how to avoid it.

Popular saying manifests: clear accounts and thick chocolate ... keep friendships! Clear rules, from the beginning for all, when directing instructions on the activities to be carried out not only in the individual works but  particularly, as far as collaborative learning is concerned.
Thank you for your attention. God bless you

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In the program I teach we are two grade school teacher. Cooperation between us is the key to the whole process. We are role models for our students. Working together for almost 10 years, we complete very well. I got lucky. I love working in a team and to learn from those around me

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To solve the problem of assessment is important to give each member of the group a particular role, in order to develop students' engagement and responsability in the project. Collaboration among students is easier than that among collegues. I have negative experience because some collegues for example don't want to use ITC or LIM, they refuse the new technologies and it's not easy to collaborate or some others don't believe in the power of sharing and growing together. If you find younger collegues is collaboration easier, the older ones find it difficult and unuseful.

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Collaboration with teachers is very difficult. There are many teachers that still do not like computers and that do not want to change what they already know, because it is hard to keep up with the technology and their lower digital competences do not allow them to try and leave their comfort zone.

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I enjoy working with other teachers. Although I do not use technology when doing it.So far, we have just planned and presented the final results of the group work. Having different levels of commitment among students is a usual problem when doing group work.

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Colaborating with other teachers is definitely the hardest thing to do.

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Yes, I have experienced similar difficulties in the schools where I worked. Sometimes collaborating with teachers is the hardest job. As for group work assessment, I always pay attention to my students' participation and this makes a big difference. That is, my students know that participating into activities and helping others is important for their evaluation.

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For several years, I have always sought ways to persuade my colleagues in my school to use collaborative ict tools like Google Doc and padlet. But i couldn't manage to do it. There can be some students outweighing the other group members in projects. but i haven't been able to eliminate this problem yet.

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It is very difficult to teach students about how to work in group when you, as teacher, do not work in group at school and you don't even have a group. In my school, almost all my colleagues promote and practice traditional teaching. All of us are so different and we have different interests and needs. It's difficult to come together and work for the same purpose. I'm almost the younger in my school and I have to face the belief that if I'm younger I have less experience and I have to apply those methods that were used for centuries and worked. But I'm optimist because technology brings people closer and brings good ideas closer.
I've faced the same problem in work-group: uneven efforts made by some members and learning a student-born-leader to listen and engage others. Assessment it's to central in our system, I think and takes a lot of energy and resources. It would be more beautiful and useful to have learning and the learners in the center of education (and less assessment).

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Italy
Working with collegues is not always easy! I work in 9 different classes with lots of them! I try to collaborate with each of them, but I have t do it in dfferent ways because their teaching styles are different. Planning together is a very good way to improving teaching!