# data[].attributes.attachment_link.readable_text
This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series. Abandoning an Antiquated Model The push-in, pull-o...

# data[].attributes.attachment_link.title
Teacher Collaboration Archives | ELL Strategies | Empowering ELLs

# data[].attributes.attachment_link.description
This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series. Abandoning an Antiquated Model The push-in, pull-o...

# data[].attributes.attachment_link.title
5 Co-Teaching Formats - Collaborate to Co-Teach - Curry School of Education

# data[].attributes.attachment_link.description
Review the implementation tips and videos given below to gain an understanding of each co-teaching format. Also, observe the 'What do you notice?' videos to see if you can describe the co-teaching formats. Check your responses with those provided. The five common co-teaching formats are

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

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

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

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

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

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

# data[].attributes.attachment_link.title
Collaborative teaching and learning  Module 4 Introduction

# data[].attributes.attachment_link.title
Collaboration and Assessment Minho University

# data[].attributes.attachment_link.title
Collaborative teaching & learning Expert answers to teachers’ questions on assessment

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

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

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

# data[].attributes.attachment_link.title
CO-LAB Guidelines for Assessing Collaboration

# data[].attributes.attachment_link.title
Collaborative teaching and learning Module 3 Introduction

# data[].attributes.body
Rimini/Italy

# data[].attributes.attachment_link.title
Collaborative teaching & learning - The 4 Collaboration Questions

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

# data[].attributes.attachment_link.title
Collaborative teaching and learning - Module 2 Introduction

# data[].attributes.body
Greetings from Greece. I am Elena, an Electrical Engineer teaching at Vocational Highschools and I am very happy to join you in thìs MOOC.

# data[].attributes.body
I teach at Vocational High schools and my students are between 16 and 18.

I consider as a low level of collaboration some simple exercises we do at labs. For example, a group of 2 or 3 students follow up some instructions given to accomplice an exercise and complete the datasheets with the measurements. Because all the steps are kind of defined it is more like mechanic movements than collaboration.

From the other side, as a high level of collaboration I regard experiments, let’s say, from automation installations. An everyday life problem is given, the students, working at groups of 4 or 5, have to share the work need to be done, have to make the drawings, simulate them, and if it works build the installation, test it and finally present their work at the classroom.  I find this kind of learning activity to be high level of collaboration because from the begging they have to work together to find the solution of the problem, to make the drawings, find out what kind of components needed after research so they can pull together the installation. Every team has to talk about it, take decisions and undertake their responsibilities.

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

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

# data[].attributes.attachment_link.title
Collaborative teaching & learning What is collaborative learning