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4.7 Irish teachers’ reflections on teacher collaboration

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4.7 Irish teachers’ reflections on teacher collaboration

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It would be a very important and effective experience to work in a real collaboratively way with my colleagues, but this doesn't happen very frequently. I think that this depends on the good will of a group of teachers that are aware of  this aspect of teaching. Last year I worked with my colleagues of different subjects and everyone took own ideas and experience to realize some projects. This should be part of our professional experience; considering the working in group as a process that goes on in time , but it must be designed and planned to work well and have excellent results.

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4.6 How technology can facilitate teacher collaboration

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4.6 How technology can facilitate teacher collaboration

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I think that the right difference of purposes is fundamental in our uses of digital tools. I use Moodle, e-mails, Facebook to send and show some information to my colleagues. But I think this is not sufficient for a real collaboration , in which everyone has to share own ideas, projects and activities. I'm going to try to develop in my school an effective communication that consider all the points of view and value the different opinions to achieve better final results for the students, with "sharing, analyzing and processing".

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4.5 Skills and conditions needed for teacher collaboration

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4.5 Skills and conditions needed for teacher collaboration

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It's all true in my opinion!  I agree with the list of skills necessary to work in a collaborately way at school. For a better communication and interaction among teachers, it would be important to develop communication skills, the ability to solve the conflicts, the motivation and all the psychological and emotional skills. In Italy there is no a lot of information neither relevant activities to track the right path. In fact i agree with the fact that the principal has to decide and design activities to promote this fundamental approach of teaching , to convince the skeptical teachers and support all that are   already excited.

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4.4 The benefits and challenges of teacher collaboration

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4.4 The benefits and challenges of teacher collaboration

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I agree with Professor Butler about benefits if the teachers collaborate. We can have the opportunuty to learn from the others and give a good feedback for their work. I teach with a various group of colleagues using a new methodological approach, the flipped classroom, and for this reason we have to work and collaborate to decide projects and activities that we are going to do with our students. the time and the real occasion to meet each other are few, but with digital tools ( the group of facebook and whatsapp) we are able to discuss and take decisions. I've never partecipated in european projects but I enroll to Moocs to have the chance to improve my collaborative skills, my fluency in English and learn more and more by the others' experiences of teaching.

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4.3 A secondary teacher’s experience of teacher collaboration

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4.3 A secondary teacher’s experience of teacher collaboration

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I consider the technology more and more important in the school.
i've already heard  of some of  the platform mentioned in the video as ePals , or interesting projects as etwinning, but I've never take part, even if I'd like to.
In my secondary school a large number of teachers use a platform (MOODLE) where we can create vrtual classes, share materials and videolessons . I use the social network Facebook to communicate and learn by oher teachers.

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3.8 Answers to teachers’ questions on assessing collaborative learning

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3.8 Answers to teachers’ questions on assessing collaborative learning

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Sometimes I used peer-assessment as a useful tool , but I think it's very important to give independence and autonomy in the learners' process, and it's a way to let the student be aware and responsible of his and others' works. I agree with Valente's idea of assigning a percentage weight to individual assessment in a collaborative activity, because the students realize that their contribution is important for the final product and they can't work less and depend on the best students and obtain the same result as learning and as evaluation for the whole teamwork.

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3.7 Collaborative learning - What to assess and how?

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3.7 Collaborative learning - What to assess and how?

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I've already created rubrics with my collegues for collaborative learning activity, in which we 've defined the skills the students have to reach after a teamwork. The important thing I learned here is the fact we tend to focus our attention on the product and not on the learners' process. The checklist is also important and useful and my purpose was to create one accurate, clear and well-defined, not too long. As final thing I want to involve my students in design of effective rubrics and checklist for a better engagement in the activty.

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3.6 Collaborative learning and student peer reviews

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3.6 Collaborative learning and student peer reviews

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Very great and interesting video! I agree with Anna for peer assessment to garantee objectivity to the evaluation, so it's a good idea to choose at random. But for the setting up of the group it depends on the relationship among the students, because it can happen they form homogeneous groups for interests and abilities. It happened in a class of mine where I wanted to give them the freedom to choose their classmates of the group, but this idea failed because all the best students wanted to stay in the same group.
For the tools used by Anna I'd like to know more, I use here Padlet and I know little Edmodo, in my classes I use Kahoot, Prezi and Popplet.

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3.4 : A sports teacher's experience of assessing collaborative learning

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3.4 : A sports teacher's experience of assessing collaborative learning

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I liked Chrysa's assessment methods. I think it's very useful to give the students the possibility to reflect on their behavior and attitude in a group activity. She used various and meaningful assessment strategies as rubrics, peer assessment, checklist and direct observation during the activity. I  usually use an individual evaluatio and a group one, according to the individual engangement during the teamwork and the final presentation of the product. This tries to establish and encourage all the students , above all those one collaborate and give a real contribute to the work. It's important to clearly say what are the criteria adopted to evaluate the students and the final product and also a self and peer-assessment are fundamental

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3.3 Assessment for improving collaborative learning

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3.3 Assessment for improving collaborative learning

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In Italy we are linked to the mark after an oral or written test and following a summative assessment. In my classes, through the flipped method, I try to propose collaborative learning through work in group and using  formative assessment, and peer-assessment, with a rubric, specifying clearly what are the objectives the students have to reach and what is the final product and the attitudes and skills that will be observed during the collaborative learning. It' s important to adjust the activity if there are some things to add or modify.

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How can you assess collaborative learning?

The learning objectives for this module are:

1. Understand the principles of assessing collaborative learning

2. Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available

3. Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning

5. Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

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The learning objectives for this module are:

1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them

2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish

3. Understand how technology can facilitate teacher collaboration

4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.

5. Peer review the collaborative learning lesson plans of two course participants.

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2.5  Collaborative learning scenarios                                          It's a very great idea for teacher's collaborative learning plan. the phases are inspiring and give the structure to the activity. following them the students can achieve their goals and create a great final work. in Dream phase they think of the ideas of the project; in Explore they collect and gather the information; in Map they organize their ideas ; in Make they create their activity; in Ask they can interview an expert on the topic of the project; in Remake the can revaluate and change some aspects of their work adding new informations; in Show they present their product or activity.

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2.5  Collaborative learning scenarios                                          It's a very great idea for teacher's collaborative learning plan. the phases are inspiring and give the structure to the activity. following them the students can achieve their goals and create a great final work. in Dream phase they think of the ideas of the project; in Explore they collect and gather the information; in Map they organize their ideas ; in Make they create their activity; in Ask they can interview an expert on the topic of the project; in Remake the can revaluate and change some aspects of their work adding new informations; in Show they present their product or activity.

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This rubric can be very important in a collaborative learning , in which we have to define the objectives and the final product. I think if we have a useful tool to define well the points , step by step, to let students understand how they have to work in group and to change something in every moment of the team work.

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I think these 4 questions are very important and useful for preparing a collaborative activity. it's necessary to establish these tasks for the students, the fact that they have to work together , to share responsability, to create an interdependent work and to make substantive decisions. I find quite difficult to understand their effective active role in the whole process. i want to improve all my teaching activities.

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I consider the rubric as a useful tool to implement a collaborative learning activity.
In LOW level of my activity  it represents 1-2 Code in which they do not require to work together and they do not share responsibility.
In HIGH level it represents 4-5 Code in fact the students share ideas and tasks , working together to do researches, to agree and solve challenges, to cooperate and achiieve the goals with the presentation of their product and peer-assessment.
The rubric is useful to define and organize a well-structured activity using collaboration among students.

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How can you design collaborative learning in the classroom?
2.2 Embedding collaborative learning into lesson design
I agree with the arguments of the video, the relevance of a shared language in a collaborative learning. there are many challenges that we  have to face, as the students' misunderstanding of what is really collaborate, integrate the others' opinions, take decisions together. It's true the technology helps in this intent, as Moodle , google drive .

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Collaborative learning

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1.5 A History & Geography teacher’s experience of collaborative learning

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1.5 A History & Geography teacher’s experience of collaborative learning

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It's a challenge to interact and find common objectives among teachers, but not impossible. I worked with my colleagues of my high school to a project in two different classes and the students had success. this is the most important thing ! We have to try to go beyond our role of educator to transfer our knowledge. Another relevant point is to create valid groups to gain enrichment by the collaboration in a common activity. just in these days I have some problems with students to accept their classmates as components of the group for their indifference to work, collaborate, for  a common project. We are talking a lot for this purpose and I hope to solve the problem.

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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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It's a very great job,  the organization, the tools used for the final product, the role of the teacher as guide and facilitator to consider the student as the real core , the playlist, the rubrics for the peer assessment. I try to teach n this way in my classes and I think in a collaborative learning the problem is to assess the teamwork and how the students have worked . It's important the observation and specify the objectives of the project. I have to focus my attention on the collaboration and interaction of the students, their involving in the group, the tasks shared and the final product and its presentation.

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MY collaborative learning for students aged 14-19.
Low level:
they  listened and watched videos and presentations about a topic and  did a research on internet that regards the bullying and cyberbullying problems.
High level:
they  worked in groups of 4-5  and with researches in internet, images, videos and their personal comments  carried out a presentation using power point. After they  presented their teamwork to the class their classmates  made some questions and gave their assessment for the final evaluation.
I think that in low level there is always participation in the activity, but they have  to intereact minimally.
Instead at high level we have to implement all the attitudes and behaviour related to an effective collaboration: share ideas and tasks, discussion, interaction, active participation, giving their contribution to the final pruduct and to achieve the fixed aims of the project.

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What is collaborative learning?
This is the first module in which we have to consider, think, watch the other's experiences about this argument. I watched interested videos on italian teachers' experiences. I liked them a lot, with practical and useful examples of collaborative learning.

1.2 Collaborative learning in a flexible classroom
My classrooms are similar to those of the video. I teach in experimental classes with some particular furniture, with special chairs and desks disposed to let the students work in group. We have a Lim in every classroom and I try to offer them the tools , videolessons in internet, digital material to motivate them. I think the most important thing is to considerate the learners as the real protagonists of their learning  process..

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I work in a high school with students from 14 -19 years. I've been teaching for 15 years. In my school there are about 1150 students....it's a very big school. There is a gym, an "aula magna" for the meetings, some labs and in every class there is a LIM. I teach using ITC , because i think that this is the best way to get in the adolescent's world and to render learning process more interesting. last year I started a new experience:  I adopted the "flipped classroom" method, because i consider that they have to assume an active role in the learning process.

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HI, everybody
I'm an italian teacher from Naples.
I'm married and I have two sons and a daughter. I like teaching very much. I've been teaching in a primary school but my wish has always been teaching English.