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My review of Lucrezia Di Molfetta's Lesson Plan

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My review of Lucrezia Di Molfetta's Lesson Plan

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Peer Review Rubric – Collaborative Teaching and Learning Course Lesson Plan

Great ideas and well developed.

I was not aware of the existence of TES (and if I had ever been aware, i believe that I managed to forget it!)

I would surely give a 5 (the highest grade) for each and every component of the Peer Review Rubric because it seems to me that everything is clearly presented and carefully planned. It will be interesting to see outcomes if you document them.

Posted by Eduardo Lina at 7:34 AM
Tuesday, November 29, 2016

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Peer Review Rubric – Collaborative Teaching and Learning Course Lesson Plan

Teacher name: ____DomenicaSPERANZA_________                                            Learning Designer link: __https://v.gd/8fCQHO___     (please write here the name of the lesson plan author)                                                                                                                            (please paste here the link to the lesson plan you are reviewing)

Peer reviewer name   ______Arnaud PERRIER_____

(please write your name)

| CATEGORY | Code 1 | Code 2 | Code 3 | Code 4 or 5 | Assign a code from 1 to 5
| a) Is the Lesson Plan complete? | The lesson plan is incomplete with little information provided. Peer reviewer is unable to proceed.   | The lesson plan is complete. Description of learning activities is very basic and/or at times difficult to follow. | The lesson plan is complete and presents a good variety of learning activities. Descriptions are clear and easy to follow. | The lesson plan is accurate and engaging. It presents a detailed/rich description of learning activities. | 3
| b) Is the lesson plan well aligned with its learning outcomes?   | Learning outcomes are not specified.   | Learning outcomes are partially mentioned. Learning activities are only partially aligned with the learning outcomes.  | Learning activities link with the defined learning outcomes.  | Learning activities explicitly link with the defined learning outcomes. The rationale for the link between activity and outcome is clearly mentioned. | 4
| c) Is the Lesson Plan well balanced? | Learning activities are not well balanced. Just one type of the Teaching Learning Activities (TLAs in the Learning Designer) is used (see the pie chart for this). | Learning activities are not well balanced, because some of the Learning activities planned take up most of the time. (see the pie chart for this). | There is an OK mix of activities with at least three different TLAs, even if some of the activities take up more than 35% of the time (see the pie chart for this). | There is a good mix of activities with at least four different TLAs 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). | 2
| d) Does the lesson plan include learning activities specifically designed to develop students’ collaborative learning skills? | Students are NOT required to work together in pairs or groups. | Students DO work together BUT they DO NOT have shared responsibility. | Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together. | Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent (Code 4) OR: their work is interdependent (Code 5). | 4
| e) Does the lesson plan incorporate appropriate assessment activities and tools to assess students’ collaborative learning? | The lesson plan does not incorporate any forms of assessment. | The lesson plan mentions some form of basic assessment which does not specifically assess the depth of collaboration. No tools are mentioned. | Assessment activities focus on collaborative skills of students and includes at least one of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment. | Assessment activities focus on collaborative skills of students and includes at least two or more of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment. | 2

| Please add below your considerations / appreciation of your colleagues’ work. Explain what you like about this lesson plan. Use the above rubrics and the codes you have assigned as a guide.
| Dear Colleague, Writing a comic strip is a good way to work on collaboration. This is a good way for pupils / students to create something real. Furthermore, students use ICT tools to do it. That's a good point. The learning designer could have been more well balanced. Production and collaboration are almost 70% and "investigation" and "practice" inexistant. Take care, there is a difference between your learning time and your designed time. Unfortunately, tools are missing to assess. Moreover, there is no place for self or peer assessment. Work is just assess by the teacher.
| Please provide some constructive feedback / possible suggestions to improve your colleagues’ work. You can recommend a tool or an optional activity / group work technique that might add to the effectiveness of the collaborative learning activities.
| If this was my lesson plan, I would have added investigation TLA ; What king of comics can we find (English-language comics ; Franco-Belgian and European comics ; Japanese comics) ; What can we find in a comic ? What are the most common speech balloons (speech, whisper, thought, scream). To do that, it maybe would have been better to manipulate, instead of just watching videos. I would have put a practice TLA too with creation of short comics before a final product. Students could work on specific subjects or why not emotions, work on speech balloons completions. And after having done that, they could work on a final project.

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Click   here   to see my Lesson Plan
The addressees of my lesson are Italian 10-12 year-old students. The Lesson is centred on the creation of a comic strip in English.

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by Luis Valente

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Assessment, self-assessment and peer assessment

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a)      The learning activity with a low level of collaboration I carried out with my students is a code 1 because the whole class discussed an issue.

b)     My learning activity with a high level of collaboration is a code 5 . Firstly the students worked in small groups to develop a common product (they prepared a survey with questions about teenagers’ habits in relation to use of cellular phones). Secondly, they shared responsibility while carrying out  the lab experiments on cell phone radiation. Then the students made substantive decisions together when they decided the content of the poster for teens and parents (they decided the basic safety rules for cell phone use). Finally, their work was interdependent because each student gave his/her recorded material for the final video presentation and they worked together to determine how to edit the final video.

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The  dimensions of collaborative learning 

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The  dimensions of collaborative learning 

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- group work,
- shared responsibility,
- making substantive decisions,
- interdependent work

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a)     Learning activity which required a low level of collaboration  →  After reading a few articles from newspapers and watching a film about cyberbullying by using the interactive whiteboard in our classroom we started a discussion about the topic. The students, guided by some stimulus questions proposed by me as a teacher, shared their own experiences and exchanged opinions and impressions on the topic. This is an activity with a low level of collaboration because students discussed and shared ideas but did not work together striving for a common purpose.

b)     Learning activity which required a high level of collaboration  →  The aim of the activity was to make students aware of the health hazards associated with cell phone use. The students worked in small groups and the activities included the preparation of a survey with questions about teenagers’ habits in relation to use of cellular phones, lab experiments measuring cell phone radiation by means of an electromagnetic waves detector, a video recording of the whole work and the creation of a poster with a set of cell phone rules for teens and parents.This is an activity with a high level of collaboration because it is characterized by student-faculty interaction, peer-to-peer collaboration and active learning. It offers specific pedagogical benefits of collaborative learning, such as development of critical thinking skills and co-creation of knowledge and meaning.

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from Module