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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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The skills needed by teachers to effectively collaborate with other teachers: ” They need knowledge, they need attitudes around wanting to collaborate, they need to have the skills for communication, for working with others, dealing with conflict – they need to have a motivation, so there has to be something there that motivates them to want to work together. ” prof. Majella Dempsey

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Collaborative teaching and learning | Skills and conditions needed for teacher collaboration

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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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” So, sometimes the opportunities to collaborate can circumvent the challenges. ” prof. Deirdre Butler

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Collaborative teaching and learning | The benefits and challenges of teacher collaboration

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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

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Module 4: How can teacher collaboration facilitate collaborative learning?

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Module 4: How can teacher collaboration facilitate collaborative learning?

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In module 4 we hear about teacher collaboration experiences from a variety of viewpoints  – from Bulgarian, Turkish and Irish teachers as well as a teacher trainer and a researcher. The benefits and challenges of teacher collaboration are discussed, along with the skills required and the school conditions needed for effective collaboration to take place. We also hear about how technology can facilitate teachers working together.

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Collaborative learning and student peer reviews 

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Collaborative learning and student peer reviews 

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Students enjoy working together and learn collaboratively. Also because they don't get stuck as they often tend to do while doing homework alone. Those who are more competent interact with the weaker ones in a way that the latter do not resent. Sense of failure because of mistakes decreases and also top students admit that they can learn more.

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Challenges of collaborative learning assessment

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Challenges of collaborative learning assessment

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1. Changing  role of teachers/students
2. Group dynamics: attitude/receptivity
3. Group vs. Individual assessment
4. Management of teams/groups of students
5. Time available to prepare and apply the assessment of collaboration in the classroom
Solutions to solved thous problems:
1. Assessing collaborative learning requires regular communication between peers
2. Digital tools can be used to support teacher's planning activities
3. reorganization of the classroom space
4. Interdisciplinary teaching and sharing of pedagogical materials
Question for reflection:
1. In collaborative learning situation, should students outcomes be assessed in a different way than the traditional way?
2. Is the way we assess collaborative learning independent of the curriculum and the students age group? Can it be applied to all disciplines and classes?
3. In a collaborative learning environment  how do we articulate individual assessment with group assessment?
4. In collaborative learning environments it is more important to focus on the process or on the product when grading student's performance?

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Using 21 CLD Collaboration Rubric for my activities

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Using 21 CLD Collaboration Rubric for my activities

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Activity 1(High Level of collaboration) - code 4
For this activity, the students worked in groups of 5, each having well-defined responsibilities, made substantial decisions and goals for the final product. But the problem was that some aspects were not built interdependently but independently. When installing the final material, problems were encountered and as teacher I had to intervene for the final product to be satisfactory.
Activity 2(Low Level of collaboration) - code 3
Because the content was already established, for activity 2 it was not necessary to make substantive decisions together and they could work independently.

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7 Faces of planing collaborative activities

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7 Faces of planing collaborative activities

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1. Understanding how to embed collaborative learning into lesson design

2. Appreciating the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work

3. Understanding how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities

4. Assessing the two collaborative learning activities you described in Module 1 using the 21 CLD Rubric, and reporting in your Learning Diary

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Learning activities carried out with class  which included some level of collaboration

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Learning activities carried out with class  which included some level of collaboration

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Activity 1(High Level of collaboration)
The projects made by the students:
https://edinatimb.wordpress.com/2017/05/09/proiecte-identitatea-mea-virtuala/
Running the "My Virtual Identity" project, involved splitting the class into 4 teams of 5-6 students. Each group had a given theme, the bibliography specified, the role of each student in the project being chosen by them. I believe that the level of collaboration among the members of the group required a high level of collaboration because the project had a duration of 6 weeks, during which they collaborated with Google tools. The collected materials were mounted in a presentation using MS Office PowerPoint. Each team presented their projects in front of the class, each student of the group presenting his side. During the presentation, questions were asked both by the teacher and by the other students, the teacher noting the projects in the end.
Activity 2(Low Level of collaboration)
After completion of the presentations, the first semester, the same group of students had the task of making posters using the materials gathered for the presentation on the same topic, this being done in the second semester.

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Specific skills developed through collaborative learning

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Specific skills developed through collaborative learning

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Leadership competences

Self-evaluation

Listening skills

Presentation skills

Skills of persuasion & negotiation

Team working skills

(Jacques & Salmon, 2007)

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Academic achievement

Student attitudes (e.g. openness to diversity)

Student engagement

Student retention

(Prince, P. 2004; Davidson & Howell Major 2014)

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1. Understanding the full meaning of collaborative learning, and that it requires more than simply putting students in groups

2. Appreciating the key benefits collaborative learning can bring to students and the specific skills it helps develop

3. Appreciating how collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning

4. Creating a personal Learning Diary to log learning activities, reflections and resources from the course

5. Reflecting in your Learning Diary on two learning activities and whether they require a low or high level of collaboration from students

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Tools... for Co-lab teaching and learning

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Tools... for Co-lab teaching and learning

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Learning Designer: http://learningdesigner.org
The Learning Designer suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics. There are sample patterns to browse and edit, or you can design your own from scratch.
‘Browser' offers a collection of pedagogical patterns, which you can redesign for your own teaching practice.

‘Designer' presents the pedagogical pattern template to help you describe your own teaching idea for a session (e.g. student preparation, class activities and homework).

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I am a teacher at "Emil Racoviţă" Theoretical High School from Baia Mare, Maramureş, Romania.
I began my activity at this high school in autumn 2008.
The oficial website of my school:

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Liceul Teoretic "Emil Racovita", Baia Mare

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Home | Prezentare | Resurse umane | Resurse materiale | Asigurarea calitatii | Oferta scolara | Profesori | Elevi | Parinti | Parteneriate | Programe si proiecte | Cu ei ne mandrim | Informatii publice

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Hello!
My name is Timb Edina.
My specialty is Computer Science and Information and Communication Technology(TIC).