# data[].attributes.body
4.8a Module 4 Learning Activity in English
Link to my lesson plan on the Learning Designer:
https://v.gd/vSJQom
(portuguese version)

https://v.gd/r8qrHN (english version)

# data[].attributes.body
4.9 Module 4 Resource Section
CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

# data[].attributes.body
4.9 Module 4 Resource Section
Eurydice Report (2015). The Teaching Profession in Europe

# data[].attributes.body
Peer Review Rubric – Collaborative Teaching and Learning Course Lesson Plan complete

# data[].attributes.body
4.8a Module 4 Learning Activity in English

# data[].attributes.body
Peer Review Rubric – Collaborative Teaching and Learning Course Lesson Plan

# data[].attributes.body
4.7 Irish teachers’ reflections on teacher collaboration

Do you agree that finding time within the school day for teacher collaboration is challenging? What are your experiences of this, and what solutions have you tried to overcome this challenge? Do you agree that working with teachers from different disciplines can be very useful, and what are your experiences of this? What are the conditions needed in your opinion for this to work?

I agree that finding time within the school day for teacher collaboration is challenging. I work with my colleagues after classes in persona or during the day online, because we reconized the benefits of collaborative work. I agree that working with teachers from different disciplines can be very useful, because we talk about different things and all teachers grow with others' experiences. In my opinion, the condition needed for collaborative work is to have time to work together in timetable.

# data[].attributes.body
4.7 Irish teachers’ reflections on teacher collaboration
In this video teachers from Ireland discuss their experience of collaborating with teachers from different schools across Ireland during a CO-LAB workshop. They talk about the benefits of having a dedicated time and space to devote to collaborating together, the advantages of working with teachers from different disciplines, and how technology can facilitate the process.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

# data[].attributes.body
4.6 How technology can facilitate teacher collaboration

Do you use technology specifically for the purpose of collaborating with other teachers? Would you say that the nature of your digital collaboration with teachers is equivalent to ‘sending and displaying’, as mentioned in the video, or more about processing, analyzing and sharing? Why do you think this is and can you give examples? Which digital tools would you recommend for teachers to use for collaborating and why?

I use technology specifically for the purpose of collaborating with other teachers: onedrive, googledrive, padlet, dropbox and moodle. I´ve the experience of digital collaboration equivalent to ‘sending and displaying’, but also processing, analyzing and sharing. I recommend for teachers to use for collaborating Google Drive or Onedrive, Padlet, , Prezi, eTwining, Facebook,Socrative, Kahoot, because they are very easy to work tools.

# data[].attributes.body
4.6 How technology can facilitate teacher collaboration
In this video we hear from Professor Deirdre Butler and Majella Dempsey (a teacher trainer from Maynooth University) about how technology can facilitate teachers working together. We hear about the usefulness of various communication platforms and MOOCs, as well as the need to move away from an understanding of teacher collaboration just being about sending and displaying, to one that is more about processing, analyzing and sharing.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

# data[].attributes.body
4.5 Skills and conditions needed for teacher collaboration

Do you ? What would you add to this list based on your experiences? Does the leadership in your teacher training institution or the current school in which you teach model collaboration? If so, how, and do you think this is motivating and beneficial for students? Do you work with teachers who are sceptical about collaboration, and what have you/will you try to help them see the advantages of this way of working?
I agree with the list of skills and conditions mentioned as necessary for teacher collaboration to flourish in schools, by Majella Dempsey. I work with teachers who are sceptical about collaboration. In this case, I share some activities and encourage to work with me to be better our work and think about the benefits of collaborative work.

# data[].attributes.body
4.5 Skills and conditions needed for teacher collaboration

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

# data[].attributes.body
4.4 The benefits and challenges of teacher collaboration

Do you agree with the benefits and challenges highlighted by Professor Butler? Which benefits and challenges would you add based on your experiences? What opportunities have you been able to take advantage of in your own context to collaborate with teachers both in and outside of school? Do you collaborate with teachers in your own subject group, across age groups or across themes relevant to the whole school, and if so how?

I agree with the benefits and challenges highlighted by Professor Butler. Collaboration with other teachers improuve our quality and give us new experiences. Fortunatly I collaborate very much with spanish teachers and across themes relevant to the whole school, for example, in Erasmus + Project.

# data[].attributes.body
4.4 The benefits and challenges of teacher collaboration
In this video Professor Deirdre Butler discusses the various benefits of teacher collaboration including the usefulness of peer reviews, collaborating in a safe environment, and building an effective community of practice. She also highlights some of the challenges involved and the need to find opportunities for collaboration both inside and outside of school, and for collaboration to take place across subjects and themes.

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

# data[].attributes.body
4.3 A secondary teacher’s experience of teacher collaboration

Have you heard of all the platforms and digital tools mentioned by Reyhan in the video, and what are your experiences of using them for teacher collaboration? Do you agree that not all teachers have the required skills to take advantage of digital technologies? Reyhan mentions social media networks, such as Twitter, Facebook and LinkedIn, as particularly useful spaces for teacher collaboration and professional learning. What are your experiences of social media networks for teacher collaboration and professional learning? What emerging digital technologies are you aware of that can help teachers collaborate more efficiently?
I liked very much to hear Reyhan. I agree that not all teachers have the required skills to take advantage of digital technologies. I never experienced ePals but I' m working now in my first eTwinning experience. I have some experiences of social media networks for teacher collaboration and professional learning between student and with me, not yet with another school. The emerging digital technologies who can help teachers collaborate more efficiently is Facebook Groups, because it´s the "students home".

# data[].attributes.body
4.3 A secondary teacher’s experience of teacher collaboration
In this video we hear about a secondary school language teacher’s varied experience of teacher collaboration, and the specific benefits digital technologies can bring to facilitate the process. Reyhan describes the importance of collaborating with teachers and experts beyond your school to create new ideas and exchange best practices.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

# data[].attributes.body
4.2 A primary school teacher’s experience of teacher collaboration

What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience of? Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this and what are your experiences of acting upon the constructive criticisms of other teachers?
The ‘co-teaching rotation’ collaboration model mentioned by Valentina it´s a very interesting approach and I had one experience like this. I think ‘co-teaching rotation’ should be an enriching experience for students and teachers.

# data[].attributes.body
4.2 A primary school teacher’s experience of teacher collaboration
In this video we hear about a Bulgarian teacher’s experience of collaborating with other teachers to teach young children aged between 7 and 11 years old. She describes her experiences of teacher collaboration within eTwinning and Erasmus+ projects. We hear about the ‘co-teaching rotation’ model of collaboration she has worked with, and the benefits of this approach.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A primary school teacher’s experience

# data[].attributes.body
4.1.1 Q&A Session with Prof. Deirdre Butler!

# data[].attributes.attachment_link.title
Questions and Answers session with Prof. Deirdre Butler

# data[].attributes.body
4.1 Module 4 Introduction

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Introduction

# data[].attributes.body
Module 4: How can teacher collaboration facilitate collaborative learning?

In this module 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, as well as 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.

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.

# data[].attributes.body
3.10 Module 3 Resource Section

# data[].attributes.body
3.10 Module 3 Resource Section

# data[].attributes.body
3.9 Module 3 Learning Activity
To design your lesson plan, please use the Learning Designer.
1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills: For example, at least two of the following criteria are included (see module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios for further information and inspiration):

Students are required to work in pairs or groups

Students have shared responsibility

Students make substantive decisions together

Students’ work is interdependent

It is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.

2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools:For example, one or more of the following are included as assessment tools (see module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom for further information and inspiration):

Rubric to assess a group

Rubric to assess group members individually

Checklist for self-assessment of students’ collaborative skills

Checklist for peer-assessment of students’ collaborative skills

Digital tools facilitating self and peer assessment of collaborative learning

Mindmaps and infographics to assess group work and facilitate peer assessment

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.

4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) 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).

# data[].attributes.body
3.8 Answers to teachers’ questions on assessing collaborative learning

Dr. Luis Valente suggests self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners. Do you agree, and what are your experiences of this? He also notes that research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. Does this match with your experiences? What do you think of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work? Any other thoughts on Dr. Valente’s suggestions?

I agree with teacher Luís Valente that  self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners, because students are very critical with their work. I agree of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work to improuve quality of work and responsability of students.

# data[].attributes.body
3.8 Answers to teachers’ questions on assessing collaborative learning
In this video our collaborative learning and assessment expert, Dr. Luis Valente, uses the questions posed in the teacher videos featured earlier in this module and earlier in the course as a starting point. He offers some answers and suggestions related to the challenges teachers describe concerning diagnostic assessment, peer assessment, differentiating individual participation in group work, discreet assessment, and the use of Mind Maps, Concept Maps and Infographics.

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

# data[].attributes.body
3.7 Collaborative learning - What to assess and how?

Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What about involving students in the design of rubrics, checklists or other assessment tools? What have been your experiences? What do you think of the tips given for constructing rubrics and checklists in the video? Are the guidelines and examples given in the CO-LAB Assessment Guidelines useful?
I have constructed rubrics and checklists to assess collaborative work. Involving students in the design of rubrics, checklists or other assessment tools it´s very useful, because the students understand better the assessment method. The tips given for constructing rubrics and checklists in the video it´s very useful to do myself documents.

# data[].attributes.body
3.7 Collaborative learning - What to assess and how?
To assess collaborative learning, based on the CO-LAB Assessment Guidelines. Rubrics and checklists are introduced as useful tools for assessing collaborative learning and tips on how to construct them are provided, together with available examples.

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

# data[].attributes.body
3.5 An ICT teacher’s experience of assessing students’ collaborative learning

What do you think about the projects described by Antonio, from the student collaboration point of view, as well as the teacher collaboration point of view? Do you agree with the 7 benefits Antonio associates to assessing collaborative learning? What about the challenges he mentions concerning group dynamics, team management and the time needed to prepare and implement assessment of collaborative learning in the classroom – are these challenges you also face? Antonio mentions the use of collaborative digital tools, reorganizing the classroom space and introducing more interdisciplinary teaching and the sharing of materials amongst teachers as useful tips. Do you agree and what are your experiences of these suggestions?
The 7 benefits Antonio associates to assessing collaborative learning in e-Twinning projects, which are :
1. The learner-centered process
2. The students' involvement in the evaluation tasks
3. The  students' responsibility and motivation in the learning process
4. The students' self-reflection and argumentation
5. The fact that students socially learn from each other
6. The digital literacy through the use of digital web 2.0 tools
7. The development of skills of the 21st century.
I like very much Antonio presentation and I think collaborative tools are very useful to help students and teacher. In my case I have already used some digital tools in my classes, for example, Kahoot, Socrative, Padlet, Doodle, Prezi...

# data[].attributes.body
3.5 An ICT teacher’s experience of assessing collaborative learning
In this video we hear about the experiences of assessing the collaborative learning of 15-18 year olds from an ICT teacher in Portugal.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Assessing students’ collaborative learning

# data[].attributes.body
3.4 A sports teacher's experience of assessing students’ collaborative learning

What do you think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning? Do you think the questions she asked her pupils were helpful in getting them to reflect about their collaborative skills? What do you think about implementing peer assessment with pupils of a young age (6-11 year olds)? Are there special considerations to be taken into account? What about her final question she asks us and our expert to reflect on; do you find it challenging to know how best to assess the individual participation of a student in a collaborative activity?

I like the various assessment methods used by Chrysa to assess her pupil´s collaborative learning and I think it´s a good way to assess their work. I confirm that it´s posible peer assessment with pupils of a younger age and it´s easy for students, because they assume very well the roles and they are demanding with their colleagues.

# data[].attributes.body
3.4 : A sports teacher's experience of assessing collaborative learning

# data[].attributes.body
3.3 Assessment for improving collaborative learning

Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? Does the summative assessment of each student in your school/subject take into account the learning outcomes related to collaborative work (such as project work/results)?
I think assessment of collaborative work is very important because it evaluates the learning process: skills and attitudes. In my case, the assessment that I carry out is brief, clear and timely. I apply exams to evaluated foreing languages competences. The summative assessment of each student in my school isn´t related to collaborative work, because I use only exams.

# data[].attributes.body
3.3 Assessment for improving collaborative learning
Formative assessment, self-assessment and summative assessmen

# data[].attributes.body
3.3 Assessment for improving collaborative learning
Formative assessment, self-assessment and summative assessment are discussed in relation to the assessment of collaborative learning.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Assessment for improving collaborative learning

# data[].attributes.body
3.3 Assessment for improving collaborative learning

# data[].attributes.body
3.2 TeachMeet - Collaboration: together and beyond!
As part of the Collaborative Teaching and Learning course, we are organizing an online Teachmeet on Wednesday 23rd November at 18:00 CET.

# data[].attributes.body
3.1 Module 3 Introduction

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M3 Introduction

# data[].attributes.body
Module 2: How can you design collaborative learning in the classroom?

The learning objectives for this module are:

1. Understand how to embed collaborative learning into lesson design

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

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

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

# data[].attributes.body
Module 1: What is collaborative learning?

The learning objectives for this module are:

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

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

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

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

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

# data[].attributes.body
Module 3: 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.

# data[].attributes.body
List of Modules

# data[].attributes.body
Learning_Scenario

# data[].attributes.body
21CLD Learning Activity Rubrics

# data[].attributes.body
Module 3: How can you assess collaborative learning?

This module looks at how to effectively assess collaborative learning. The module starts with an introductory video on the principles of assessment for improving collaborative learning, and is later followed by a video focusing on how to assess collaborative learning using rubrics and checklists.

# data[].attributes.body
2.7 OPTIONAL Peer Review activity

# data[].attributes.body
2.6 Module 2 Learning Activity

Has using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case in your Learning Diary and in the Padlet below. In your Learning Diary, and in the Padlet below explain what is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.

Modulo 1
Learning activity that requires low level of collaboration among students: do a presentation of a colleague, for example, someone ask about personal identification, hobbies, favourite singer, etc. Then do the presentation with the information asked.

21 CLD Rubric
The 4 Collaboration Questions:

1. Are they working together? Yes

2. Do they have shared responsibility? Not completely

3. Are they making substantive decisions? No

4. Is their work interdependent? No

Code 1

Modulo 1
Activities with high level of collaboration between students:
made a creative fairytale in group (3-4 elements), for example, reinvent a version of "Snow white and the Seven Dwarfs". The students discuss the narrative elements and decide to change the characteristics of characters, places, time, etc, made the transformation of original text, built new text,  make a oral presentation at class, publish and share it at social networks.

21 CLD Rubric
The 4 Collaboration Questions:

1. Are they working together? Yes

2. Do they have shared responsibility? Yes

3. Are they making substantive decisions? Yes

4. Is their work interdependent? Yes

Code 5

# data[].attributes.body
2.5 Collaborative learning scenarios

Check out the scenario template and 6 example scenarios in the resource section of this module. What do you think of the template? What do you think of the example scenarios? Do you find them inspiring? Can you see how you might adapt some scenarios to create collaborative learning activities for your own context? What do you find useful or less useful about these scenarios?
All information about 7 learning scenarios help us to planning our collaborative learning activities

# data[].attributes.body
2.5 Collaborative learning scenarios

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Collaborative learning scenarios

# data[].attributes.body
2.4 21 CLD Collaboration Rubric

How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are the advantages and disadvantages of it?

The rubric Professor Deirde Butler It's a very useful tool to helping me understand the type and quality of collaboration in the learning actiivities. I never use this or similar rubrics. I think these rubrics it´ll be very useful to design my activities.

# data[].attributes.body
2.4 21 CLD Collaboration Rubric

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

# data[].attributes.body
2.3 The 4 Collaboration Questions

What do you think of the 4 major questions presented by Professor Deirdre Butler? Are they useful in helping you design a collaborative learning activity? Have you asked yourself these questions before when designing collaborative learning activities?
Are they working together?

Do they share responsibility?

Do they make substantive decisions?

Is their work interdependent?
I think that 4 major questions are very useful to design a collaborative learning activity. I think that making decision about the content, process and product it´s essencial to collaborative learning.

# data[].attributes.body
2.3 The 4 Collaboration Questions

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 The 4 Collaboration Questions

# data[].attributes.body
2.3 The 4 Collaboration Questions

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 The 4 Collaboration Questions

# data[].attributes.body
2.2 Embedding collaborative learning into lesson design

Do you agree about the importance to have a shared language concerning what we mean by collaborative learning? Do you agree that having collaborative skills is not a personality trait and that you can design learning activities to develop these skills in your pupils? Professor Butler mentions that ‘Technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces’. Do you agree, and what are your experiences of this?
I think it´s very important to have a shared language concerning about collaborative learning. I agree that collaborative skills can be developped by design activities. I think we must develop new pedagogies to the digital era. I do some activities with collaborative learning and I confirm that students develop their skills and they have more success than tradicional pedagogy.

# data[].attributes.body
2.2 Embedding collaborative learning into lesson design

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

# data[].attributes.body
2.1 Module 2 Introduction

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

# data[].attributes.body
Module 1: What is collaborative learning?

Articles

Creative Classroom Lab Project, 2013. Collaboration learning model, University of Minho.

Davidson, N., & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25 (3&4), pp. 7-55.

Prince, M., (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93 (3), pp. 223–231.

Learning in groups: A handbook for face-to-face and online environments

# data[].attributes.body
1.7 Module 1 Resource Section

# data[].attributes.attachment_link.title
Tablets Course | M3 Why students enjoy group work

# data[].attributes.body
1.6 Module 1 Learning Activity
Module 1 Learning Activity

Share your activity descriptions and explanations of why they are low or high levels of collaboration in the Padlet below.

Learning activity that requires low level of collaboration among students: do a presentation of a colleague, for example, someone ask about personal identification, hobbies, favourite singer, etc. Then do the presentation with the information asked.

Activities with high level of collaboration between students:
made a creative fairytale in group (3-4 elements), for example, reinvent a version of "Snow white and the Seven Dwarfs". The students discuss the narrative elements and decide to change the characteristics of characters, places, time, etc, made the transformation of original text, built new text,  make a oral presentation at class, publish and share it at social networks.

# data[].attributes.body
1.5. A History &amp; Geography teacher’s experience of collaborative learning

Have you experienced similar or different difficulties in collaborating with teachers, and if so why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members resulting in frustration for some students when it comes to assessment of the whole group?
In my school, collaborative work is very difficult, because most of teachers use only traditional methods.
But for me collaborative working us very important and It was because that I have a projet in eTwinning with a Czech teacher, and we used facebook, googledrive, padlet and oher ways of communication.

I think it´s difficult to guarantee the quality of the collaboration that takes place between my students, because some of them could work less than others.
However, I think that for students collaborative work isn´t a problem, although they like a lot this method.

# data[].attributes.body
1.5 A History & Geography teacher’s experience of collaborative learning

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 An Italian, History & Geography teacher’s experience

# data[].attributes.body
1.4. A foreign language teacher’s experience of collaborative learning

In your experience of collaborative learning, is behavior management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?
In my experience of collaborative learning, students behave better and get involved in the tasks. Assessing collaborative learning is particularly difficult, but isn´t impossible. If we have some kind of monitoring we can control the progress in teamwork.
I liked very much assessments ways mentioned. I never used googledrive with students, but want to use it soon.

# data[].attributes.body
1.4 A foreign language teacher’s experience of collaborative learning

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 A language teacher’s experience of collaborative learning

# data[].attributes.body
1.3. Collaborative learning through project-based learning

Have you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what were the positive and negative aspects and what could be solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?
I use the "circle time" method to discuss with students the positive and negative aspects, and how to improve next time. I think that "Technology becomes useful in class especially when collaborative practices are used", because tech motivate our student to do their work.

# data[].attributes.body
1.3 Collaborative learning through project-based learning

# data[].attributes.attachment_link.title
Collaborative teaching & learning | Collaborative learning through project-based learning

# data[].attributes.body
1.2. Collaborative learning in a flexible classroom

Is your classroom set-up flexible and interactive like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to see how you might make your classroom environment more collaboration friendly? What about the technology and online tools used by the students; have you used these with your students and have they effectively facilitated collaborative learning?
My school is very old, all the classrooms have traditional furniture, we haven´t computer neither multimedia projector. When we want to work in groups we put the tables together and we use the mobile devices. I have used technology and online tools, like social networks, and them effectively facilitated collaborative learning.

# data[].attributes.body
1.2 Collaborative learning in a flexible classroom

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

# data[].attributes.body
1.1. What is collaborative learning?

What do you understand collaborative learning to mean? In your experience of implementing collaborative learning in the classroom, have you witnessed academic achievement, student attitudes, engagement and retention being enhanced? What about the skills mentioned in the video – have you witnessed your students develop these as a result of collaborative learning?

I think collaborative learning mean constructing a knowledge together, teachers and students. I think collaborative learning develop competences like critical think and attitudes like responsability, autonomy, cooperation, motivation.

# data[].attributes.body
1.1 What is collaborative learning?

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 What is collaborative learning?

# data[].attributes.body
Course Selfie

Hi! I am a Spanish teacher in Lamego, Portugal. I´d like to learn more about collaborative learning and make contacts for future collaboration between Spanish teachers!

# data[].attributes.body
Module 1: What is collaborative learning?

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 Introduction

# data[].attributes.body
Course Introduction - Test

# data[].attributes.body
http://www.europeanschoolnetacademy.eu/

# data[].attributes.attachment_link.description
free online professional development courses to enhance your teaching practice

# data[].attributes.body
Lesson Plan “An hour of code” http://v.gd/EofBfO
For the final activity of the course you have to create a lesson plan.

# data[].attributes.body
To design the lesson plan we use a very nice tool called the Learning Designer

# data[].attributes.attachment_link.title
Creating a Lesson Plan with the Learning Designer

# data[].attributes.body
Suggestions for a great Learning Diary

# data[].attributes.attachment_link.title
Creating a Padlet for your Learning Diary

# data[].attributes.attachment_link.description
This video is part of the European Schoolnet Academy. For more information visit www.eunacademy.eu

# data[].attributes.body
WELCOME TO THE COLLABORATIVE TEACHING & LEARNING COURSE

# data[].attributes.attachment_link.title
Collaborative Teaching & Learning - How the course works

# data[].attributes.body
WELCOME TO THE COLLABORATIVE TEACHING & LEARNING COURSE

# data[].attributes.attachment_link.title
Collaborative teaching & learning | Course Overview

# data[].attributes.body
What is collaborative learning?