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https://v.gd/4cctzQ

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https://www.youtube.com/watch?v=rWEwv_qobpU

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Remake Your Class Part 1: Planning for a Collaborative Learning Environment

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Remake Your Class Part 1: Planning for a Collaborative Learning Environment

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https://www.youtube.com/watch?v=4y2IaAC5vj4

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3.5 Experience of an ICT teacher in the assessment of collaborative student learningI believe that the projects described by Antonio show the true collaborative work (spirit of e-twinning).I agree with the 7 benefits that Antonio's associates value in collaborative learning.The challenges mentioned are those that exist when doing collaborative work and agree with the solutions presented by it.Assessment can be done by asking students to clarify their contributions and using grade notes to help form teacher assessment.Collaborative learning is an asset and can be applied to all disciplines and classes.

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3.5 Experience of an ICT teacher in the assessment of collaborative student learningI believe that the projects described by Antonio show the true collaborative work (spirit of e-twinning).I agree with the 7 benefits that Antonio's associates value in collaborative learning.The challenges mentioned are those that exist when doing collaborative work and agree with the solutions presented by it.Assessment can be done by asking students to clarify their contributions and using grade notes to help form teacher assessment.Collaborative learning is an asset and can be applied to all disciplines and classes.

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Módulo 3.3
This video is very interesting. The open questions allow us to question the assumptions of the students.

It is necessary to assess why there is a deep interconnection between monitoring of objectives and evaluation of results. However, evaluation of student outcomes should be based on criteria established collaboratively.

The questions posed by Chrysa helped, in my opinion, the students to reflect on their collaboration, learnings and provide feedback on the remaining elements.

Asking students to clarify the contributions of group colleagues, we can use these assessments to help students' own individual assessment. However, while individual assessment is important, feedback from other students is even more important.

Collaborative learning offers many opportunities for metacognitive analysis, which contributes to self-assessment of students' thinking about the quality of teamwork setting.

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I was born in África, but i live in Barreiro (Portugal).
I teach mathematics at Agrupamento de Escolas de Santo António.

I never learned English, so I apologize for the mistakes made.

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http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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The caption Deirdre Butler is very interesting and helps to understand the type and quality of collaboration. I've never used this type items to help create collaborative learning activities but I think it has advantages. When students are responsible for their learning, they feel more engaged, more involved and can be created on student need, willingness to learn and take action, developing therefore study skills. rt���G�H�

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The 4 questions make the difference between group work or collaborative work ..

To be collaborative work is needed shared responsibilities, discuss a problem, solve a problem or create a product. There must be a common project and decide on the process .. They take substantive decisions when they have to solve important problems that will guide their work together. important questions about the content, process or product.

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Carla Nascimento - Portugal

I agree with the importance of collaborative learning. However, that would not have much experience in this field.

Technology is not the basis but a means to an end: the educational success of our students.

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Carla
Nascimento 

Portugal

Low level
of cooperation:

In groups
of 3 or 4, students explore a mathematical task, draw conclusions and present
to the class.

High level
of collaboration:

Last year I
was involved in the Youth Start Project. During the challenge "The amount
of waste," the students into 3-4 groups researched what to do with waste,
discussed among themselves the materials, processes, carried out various
objects.

After
performing the same, they created a point of sale, discussed the values to be
assigned to each object, stipulated times for the sales outlets and sold the
objects-

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Carla
Nascimento 

Portugal

Low level
of cooperation:

In groups
of 3 or 4, students explore a mathematical task, draw conclusions and present
to the class.

High level
of collaboration:

Last year I
was involved in the Youth Start Project. During the challenge "The amount
of waste," the students into 3-4 groups researched what to do with waste,
discussed among themselves the materials, processes, carried out various
objects.

After
performing the same, they created a point of sale, discussed the values to be
assigned to each object, stipulated times for the sales outlets and sold the
objects-