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by TeachThought Staff

The flipped classroom has continued to enjoy momentum years after its introduction, speaking to its flexible nature, and to the need for a real change in thinking in how we think of time and space in education.

Technology has been, more than anything else, the catalyst for the flipped movement. With YouTube now nearly as ubiquitous as the television in many homes, access to video content is more seamless than ever.

Further, teachers have taken advantage of not just video channels but a collective video literacy to realize the potential of flipping the classroom. Students are comfortable viewing videos, and teachers are more and more able to quickly create, edit, and distribute video content (with apps like Explain Everything) with a variety of devices. (See here for 40 viewing comprehension strategies.)

Below is a list 40 flipped classroom tools for teachers and students-both equally important because in a flipped classroom, both teachers and students are consistently interacting with technology, often independently and asynchronously. Let us know in the comments if there's a great tool you think that needs added to the list.
40 Flipped Classroom Tools for Teachers and Students
1. EdPuzzle - make any video your lesson by inserting questions and discussion prompts at specific time markers in an uploaded video of your choice.

2. Screencast-o-matic - use this online screen recorder with the click of a mouse.

3. PowToon -create free, cool, and awesome animated video explainers as an alternative to using PowerPoint.

4. TEDEd - use engaging videos on TED-Ed to create customized lessons. You can use, tweak, or completely redo any lesson featured on TED-Ed, or create lessons from scratch based on any video from YouTube.

5. Nearpod - meet Nearpod, an all-in-one solution for the use of mobile devices in education. Easily create interactive multimedia presentations to engage your audience.

6. FlipGrid - prompt students to pose and respond to discussion-prompts using video.

7. Blend Space - blend your classroom with digital content.

See also 7 Steps To A Flipped Classroom

8. Educreations - Educreations is a community where anyone can teach what they know and learn what they don't. The software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

9. Lessonpath - create, share, and explore learning playlists made by people like you.

10. TinyTap -create personalised games for kids on the iPad. TinyTap allows parents and their kids to turn the moments they share together into personal games. Free on the App Store.

11. Camtasia -record on-screen activity, edit and enhance your content, and share in high-quality to viewers anywhere.

12. metta.io -create and modify video lessons with embedded questions easily, and see how those lessons perform.

13. Verso - scaffold effective pedagogy with this simple mobile app that works across all platforms.

14. Touchcast - explore a variety of apps, including maps, Twitter streams, headlines, photo galleries, and live polls that allow viewers to vote simply by touching the screen.

15. The Mad Video - make your video blogs and online advertisements interactive.

16. Go Class - use the web-based app to build, edit and manage your lesson plans in our Show-Explain-Ask framework. Here you can infuse your lesson plans with media elements & videos (things you want to show), notes & examples (things you want to explain) and real-time assessments (things you want to ask).

17. YuJa - connect learning groups and facilitate idea-sharing using multimedia collaboration tools.

18. Beenpod - collaboratively browse the internet with your class in a safe environment.

19. grockit - start a question and answer page for any video on YouTube, and share it with your classroom.

20. embed plus - enhance YouTube video embedding and SEO on WordPress and other platforms.

21. blubbr.tv - play and create trivia games about the topics you love.

22. swivl - record instruction to flip a classroom

23. Edynco - create learning maps to engage students.

24. yhigh - access this resource for curriculum, lectures, and courses.

25. zentrick - easily create and deliver interactive videos that grow, engage and monetize audiences on any network, site and device.

26. BrainPOP - engage students in the learning process through quizzes and playful assessments that allow students to explain their reasoning during gameplay.

27. Doceri - control a computer's desktop, control audiovisual technology, and annotate any presentation in real time with the Apple™ iPad™. Doceri is an intuitive interface that can replace interactive whiteboards and expensive AV touch panels.

28. voicethread - transform media into collaborative spaces using video, voice, and text commenting.

29. storygami - add interactive elements to online video using an HTML5 in-house editor to overlay elements such as text articles, maps, image galleries and external videos.

30. TwitCasting - stream live video for free from your iPhone/Android.

31. creati.st -use pools to enable students to type in responses that teach one another, Creat!st elevates the classroom to a different learning plane altogether.

32. pearltrees - organize, explore, and share your interests.

33. Clarisketch - create messages by combining speech, drawings, and pictures.

34. animoby - use presentations, tutorials, animations, pictures, drawings, and audio to show and explain with the speed and agility you want.

35. wirewax - use this interactive video platform to create powerful and interactive shoppable videos.

36. Pixiclip - create and share sketches using this web-based whiteboard.

37. Reverse Image Search - upload an image or find through URL using the best free online reverse image search tool.

38. Image Compression - compress your images using this free online image compressor to decrease the size of your image without losing its quality and features.

39. Animaker - explain complex ideas to students using five different styles of whiteboard animation videos that you can create from the comfort of your browser.

40. Hyperdocs - adapt templates to create digital one-page lesson plans or curate personalized resources for students.

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40 Flipped Classroom Tools For Teachers And Students

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These 40 flipped classroom tools have proven helpful for teachers and students -- we will continue to update this list as technology evolves.

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ResourcEd keeps teachers across the UK ahead of the curve. Deliver teaching experiences that meet the needs of modern learners.

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Collaborative teaching and learning | Collaborative learning scenarios

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4.7. Irish teacher's reflections on teacher collaboration

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4.7. Irish teacher's reflections on teacher collaboration

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Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

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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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Technology allows us to communicate with teachers all over the world. We can use technology for sending and displaying videos, pictures, information, etc. But we should move beyond it, that means, we should move to where we are processing and analysing and sharing , to where there's some commentary involved.

My answer: I don't think our use of technology goes beyond sharing and displaying. We use Google Drive, emails, Dropbox, the Moodle platform, but we're not actually collaborating (or at least, most of the times), we're just sharing resources and information.

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Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

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First of all, congratulations on your Learning Diary. It is really well organised and complete, and also very easy to follow.
Although I don't teach Maths, I really enjoyed your high level of collaboration activity. I guess your stds enjoyed it too. I would code it as a 5. Even though the stds aren't making substantive decisions, they are working interdependently. Each of them has a different role, and they all have to engage in their work in order to be successful.
I would give a code 1 to your low level of collaboration activity in case your stds are working by themselves. If they're working in pairs, then I would grade it as a code 2, because they're working with each other and sharing some responsibility.

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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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- benefits of digital technology;
- the importance of collaborating with teachers and experts beyond our school to create new ideas and exchange best practices;
- digital technologies: main source of innovation and growth in our global economy;
- International frameworks like ISTE and UNESCO define collaboration skills - teachers should:
- collaborate with stds, peers, parents, and community members using digital tools and resources to support stds' success and innovation,
- participate in local and global learning communities to explore creative applications of technology to improve std learning;
- develop and model cultural understanding and global awareness by engaging with colleagues and stds of other cultures
using digital age communication and collaboration tools.

- Teacher collaboration helps you to be a better teacher , learn new things to apply in your classroom and ultimately better prepare your stds for the future.

My answer: In my school we use Google Drive to share resources and ideas. Still I guess we are way beyond Reyhan. Unfortunately I don't have the knowledge nor the skills to take full advantage of
digital technologies yet.
Here in Portugal there's a Facebook page for teachers where we can post resources, new ideas, doubts that we might have, in fact, we can post everything as long as it is related to teaching.

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Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

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4.2. A primary school teacher's experience of teacher collaboration

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4.2. A primary school teacher's experience of teacher collaboration

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Move from Lead, Observe and Assist Collaboration model to Teach and Reteach, Simultaneous  and Supplemental Teaching.

Collaboration between teachers:
- to learn new pedagogical techniques from one another;
- provides mutual support and assistance for planning and implementing lessons, assessing stds' progress, sharing professional concerns, and addressing stds' learning needs;
- teachers have to spend time before and after school to coordinate their efforts;
- successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support.
My answer: I guess teacher collaboration is essential nowadays. We have a lot to learn from each other. It's a shame we don't have enough time to meet and share different points of view, new ideas, new approaches. Bureaucracy takes away most of our time.

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Collaborative teaching & learning | M4 A primary school teacher’s experience

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It's a document that clearly states the expectations for an assignment, task or project by listing the criteria and levels of achievement or performance.
It's more effective to assign different levels of importance to the criteria so that, for example, language use is more important than deadline.
The rubric should help stds see and understand what aspects are essential and which are secondary.
Process rubric:
- Speaks English in class;
- Speaks fluently;
- Uses new vocabulary and structure;
- Uses dictionary effectively;
- Researches effectively;
- Reorganises information in his own words;
- Solves problems creatively;
- Brings materials;
- Uses chosen tools effectively;
- Participates actively;
- Collaborates with the group.

Product rubric:
- written language use;
- fluency/pronunciation;
- visual coherence;
- presentation/design;
- easy organisation;
- creativity;
- deadline.

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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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My answer: I strongly agree with the benefits and challenges mentioned by Prof. Butler.
In my school I collaborate with teachers in my own subject - English - and with other foreign language teachers - Spanish and French.
I've also collaborated with teachers from the Arts Department (across themes).
Unfortunately teachers don't have enough time to sit together to discuss and design tasks.
I also think it would be a great experience to collaborate with teachers from all over the world.

According to Prof. Butler the benefits of teacher collaboration are numerous:
- We have peer-to-peer learning; but more important, we can collaborate in a safe environment, where we can get critical feedback from others in a trusted environment;
- We can challenge one another - challenge our beliefs, our assumptions;
- We can encourage risk-taking;
- We can try each other's lessons out and get feedback from one another.

In may schools it is difficult to find time to collaborate with one another, it's difficult to align time tables. Technology can be an answer to these problems. There are numerous tools and platforms we could use.

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

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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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Skills needed by teachers to collaborate with other teachers:
- Knowledge;
- Attitudes around wanting to collaborate;
- Skills for communication, for working with others, dealing with conflict;
- Having a motivation, sth that motivates them to want to work together.

Ethical Dimension: You need to have a lot of person skills around communicating, or the skills around talking about conflict, or empathy or emotional skills, or psychological skills to work as a group.

Collaboration helps teachers to develop leadership skills, because people take on different roles within a group or team. Teachers have shared  responsibility. "Collaboration means  that you have to move beyond the sharing".
Collaboration means sitting down and talking to each other, decide what is really good about the resource or the lesson plan, or the planning of the curriculum. It means knowing if we're able to share our different skills, our different motivations about why we want to do it in that particular way. It means that we're able to give feedback in a very positive way to each other, but equally, that we can refute and discuss.
"Collaborations is about changing mindsets."

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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?

Learning Objectives for this module:

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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Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

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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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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.

"Kenneth Bruffee (1973), based on social studies conducted by Émile Durkheim, concluded that collaborative work arises in a rather spontaneous manner, even when challenged by routine traditional education. However, it will arise more frequently and with greater intensity where the teacher promotes a learning context and environment which is more conducive to such process. To create these conditions the teacher must rethink his/her role, become the organiser of people within communities with a specific learning purpose in mind. It is not just a question of ‘how much’ freedom or discipline to ‘give’ to students. It involves reallocating that freedom and discipline in the classroom, and setting up a collaborative, multicentric learning community, where the teacher shifts to the perimeter of action. It is important to note that teachers are not forced to not intervene, nor must they waive their responsibility to educate. They do however reinterpret such responsibilities, and realise that their main task is to organise the learning community.
Among the group’s members, sharing goals and responsibilities helps to develop a sense of collective and individual benefit, arising from the successful sharing. Johnson and Johnson (1995) call it creating “positive interdependence” (see Figure 1), which they find to be at the heart of collaborative learning, resulting from a psychological process of expanding personal interest into common interest, related to setting new goals and new motivations, in contexts where one finds both cooperation and competition."

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Collaborative teaching and learning | Expert answers to teachers’ questions on assessment

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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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How to assess?
- Assessment at the end of the class - The assessment tool must be simple and not take too long to implement (e.g. a checklist)
- If the goal is to provide information to the learners about their progress we can use scales, trend lines, graphics (likert scales; checklists; rubrics and quizzes with detailed feedback)
- Using rubrics
A rubric is a scoring tool. It's a fast and effective way of collecting information on stds' learning.
They are flexible and can be used for both self and peer assessment.
"Rubrics can improve std performance, as well as monitor it, by making teachers' expectations clear and by showing stds how to meet these expectations."
(e.g. checklist - Scrumy; Kahoot!; Edmondo to communicate and exchange feedback; Likert Scales)

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Collaborative teaching and learning | Collaborative learning - What to assess and how?

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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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Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

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3.5. An ICT teacher experience of assessing collaborative learning

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3.5. An ICT teacher experience of assessing collaborative learning

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7 benefits of collaborative learning assessment:
1 - It's a student-centered process;
2 - It promotes stds involvement in the assessment tasks;
3 - It promotes stds responsibility and motivation towards the learning process;
4 - Promotes self-reflection and stds argumentation;
5 - Stds can learn socially from each other;
6 - Promotes digital literacy;
7 - Promotes development of 21st centuryskills
and competences.

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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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BALANCE BETWEEN THE
EVALUATION OF:
Individual Performance              and                Group outcomes or
or practices                                                          practices

- ASSESSMENT FACTORS:
- individual performances
- group performance
- the group's functionality

- In collaborative learning when stds' assessment is based on their personal performance it results in a reduction of team spirit, whereas when evaluation is only based on teamwork, some members become disengaged and  leave the others to carry out the work.

- Students must be informed about the evaluation criteria at the beginning of the activity.

- There should be a cooperative and supportive attitude between the members of the groups.

- Assess both the written outcome and the presentation.

- At the end of the presentation the following questions can be asked:
"What point did you like most in the other group's presentation'"
"Did you find something different in their performances?"

SELF-ASSESSMENT:
The following questions can be asked:
"Did you devise a plan before starting to work?"
"What difficulties did you experience that you didn't expect?"
"Is there sth you would change if you could start from the beginning?"

ASSESSING GROUP'S FUNCTIONALITY:
- walk between groups
- observe
- make notes
- each std completes a self-evaluation sheet to evaluate his/her personal contribution to the group functionality. They can answer questions, like:
"Did I participate in an active way providing information and ideas for my group?"
"Did I listen carefully to what other members suggested?"
"Did I applaud and encourage the efforts of other members?"
"Did I do sth to alleviate the tension and the conflicts within the team?"
(Answers can be answered on a scale including the options: YES / LITTLE / NO)
My answer: I believe it's really helpful and useful to let the stds know how they'll be assessed right at the beginning of their work. In my opinion her questions are extremely important for stds' own self-assessment, they give the stds an idea of what they should do when working in groups, what working together really means. Implementing peer assessment is also very important so, the sooner, the better. Stds can always learn from what their classmates have to say, even more important is learning to accept other's ideas and thoughts even if we don't agree with them.

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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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- Formative assessment
- Self-assessment
- Summative assessment

Assessment: - helps stds position themselves in the
learning process;
- makes learners take responsibility for
their own learning by helping to regulate
their efforts, identify their strengths and
weaknesses, and enable them to seek help
in order to overcome their difficulties;
- shouldn't discourage students;
- should encourage students to work
collaboratively and not encourage
competition;
- should promote the belief that stds learn
better in groups because they can overcome
their difficulties more easily when helping
each other.

- Feedback regarding assessment must be BRIEF, CLEAR and TIMELY.
- Self-assessment and peer assessment can be fast, timely and objective if:
- it happens along with the learning activities;
- it uses the same language used by group
participants;
- it is conducted diplomatically so as not to create
obstacles in the social relationship of the group.
- Assessment must make sense for those being assessed and not only for those assessing.

FORMATIVE ASSESSMENT:
- helps improve teaching strategies and students' study, because it provides very contextualized feedback both to stds individually and to groups, as well as to their teachers. The assessment tools must be easy to build, easy to use and provide easy data analysis.

SELF-ASSESSMENT:
- should focus on individuals and their commitment, motivation and engagement in teamwork and their ability to achieve personal goals.

SUMMATIVE ASSESSMENT:
- aims to provide a formal academic record of stds' learning process and to establish proficiency levels. It is often confined to tests, which is not fair. If stds are requested to engage in group work, develop projects and present results, then this learning outcome should also be assessed.

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3.2. Teach meet - collaboration: together and beyond!

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3.2. Teach meet - collaboration: together and beyond!

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Wednesday 23rd November 18:00 CET

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- Principles of assessment for improving collaborative learning
- How to assess collaborative learning using rubrics and checklists
- Key reference  document for this module -  video developed by Luís Valente.

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Collaborative teaching and learning | M3 Introduction

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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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High level activity
My Project Work requires a high level of collaboration and commitment.
Students are divided in groups of five, each of them has a specific topic to develop, but all the other members must help, since they share a common purpose. At the end o the year, each group is going to present their work to the  class.
Students are asked to talk about an English speaking country, so they have to do enough research, identify the sources and, finally, decide which tool to use, either Prezi or Powerpoint.
Stds aren't required to determine the general topic of the their work, but they are working as a group, they share responsibility and they make substantive decisions about the content and about the process, in other words they are free to plan what to do, what tools they will use, and the roles of the team members. They are also required to work interdependently in order to help each other, share materials, help weaker stds, so that they are able to create a final product that matches their expectations and have a good grade.
Low level activity
This is an activity I sometimes carry out at the beginning of each school term. In pairs, students are asked to choose a recent photo on their mobile phones and describe it to their partners. Then, the student listening to the description is the one telling it to the rest of the class. This is a way of asking them to talk about their holidays and sharing what they did with all their friends. It's also a way of getting to know each other better.
It is a pair work where students share some responsibility, because they have to tell the class their partner´s story, in other words, they have to tell the class what they have just heard from their classmates (The story/description of the photo).

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Tablets Course | M3 Why students enjoy group work

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Low Level Activity - Code 2
It is a pair work where students share some responsibility, because they have to tell the class their partner´s story, in other words, they have to tell the class what they have just heard from their classmates (The story/description of the photo).
High Level Activity - Code 5
It's a group work. Stds aren't required to determine the general topic of the their work, but they are working as a group, they share responsibility and they make substantive decisions about the content and about the process, in other words they are free to plan what to do, what tools they will use, and the roles of the team members. They are also required to work interdependently in order to help each other, share materials, help weaker stds, so that they are able to create a final product that matches their expectations and have a good grade.

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7 phases - plan and structure
1 - Dream (brainstorm, think freely, share ideas)
2 - Explore (collect information)
3 - map (structure their thoughts, ideas)
4 - Make (develop or create a product)
5 - ask
6 - remake (re-plan or revisit their product based on feedback)
7 - show (stds present their work)

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Not all activities must be coded at 5. That depends on the task or on the project.
Rubric is a great way to understand if the stds are really working in groups and interdependently. I find it extremely useful. I'm going to use it right away in my Project Work. It will certainly help my stds to better understand their level of collaboration and commitment.

"This rubric examines whether students are working with others on the learning activity, and the quality of that collaboration.

At higher levels of the rubric students have shared responsibility for their work, and the learning activity is designed in a way that requires students to make substantive decisions together. These features help students learn the important collaboration skills of negotiation, conflict resolution, agreement on what must be done, distribution of tasks, listening to the ideas of others, and integration of ideas into a coherent whole. The strongest learning activities are designed so that student work is interdependent, requiring all students to contribute in order for the team to succeed."

My answer: This is a great way to understand if the stds are really working in groups and interdependently. I'm going to use it right away in my Project Work.
This rubric will certainly help my stds to better understand their level of collaboration and commitment. I find it extremely useful.

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The big ideas in collaboration:
- Are they working together?
- Do they share responsibility'
- Do they make substantive decisions?
- Is their work interdependent?

What does working together mean?
It means stds have the opportunity to work in pais or groups to:
- discuss an issue
- solve a problem
- create a problem
They can also work with people from outside the classroom, such as:
- stds in other classes;
- stds from another school;
- community members;
- experts.
Shared responsibility
- Stds have shared responsibility when they work in pairs or groups to develop a:
- common product
- design
- response
They have to collectively own the work and be mutually responsible for its outcome.

Making substantive decisions together
Studs make them when they must resolve important issues that will guide their work together. These decisions shape the content, the process, and the product of stds' work.

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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2.2. Embedding collaborative learning into lesson design

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2.2. Embedding collaborative learning into lesson design

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- Video: Ben Murray - key skills is about working  with others, students are asked to collaborate, communicate and use digital technology.

Professor Deirdre Butler says stds must think critically. People don't work in isolation, so the question is: How do we get them to work together?
What does learning look like in a digital era?
There has been a fundamental change in thinking and practice. People can have great technology, but the most important thing is to know what collaborative learning is.
"How do we enable collaboration?"
"What does it look like?"
"How can you describe it?"

Important collaboration skills:
- negotiation;
- conflict resolution;
- agreement on what must be done;
- distribution of tasks;
- listening to the ideas of others;
- integration of ideas into a coherent whole.
The type of activities we design for our stds must develop these skills.
Teachers need to understand what collaboration really means and what skills are required in order to design a meaningful task for the stds.

We need a shared understanding and common language to describe what collaboration is and what skills are required in order to collaborate.

My answer: I believe having collaborative skills is the key for success, not only as students, but also later on as working women and men, and even as a family. So, I thing developing these skills in our pupils is essential. I guess the more they work together and the more they share, the better they will be at collaborating. So, yes, I do think collaborative skills can and should be developed as soon as possible. I also think technology can be a great help.

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1.7. Video on young Portuguese pupils' opinion about collaborative learning.

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1.7. Video on young Portuguese pupils' opinion about collaborative learning.

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Lovely!

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1.5. A history and Geography teacher talks about the importance of collaboration between colleagues

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1.5. A history and Geography teacher talks about the importance of collaboration between colleagues

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This teacher has already planned school activities together with fellow teachers.
Obstacles:
- to have sufficient digital competences, that are not always so widespread;
- harmonising the different styles of teachers when working together to ensure unhealthy competition doesn't arise.

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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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An Italian English teacher talks about her experience of carrying out collaborative learning with 14-19 year olds through a project-based approached different online tools. She wants her stds to be motivated and engaged on their tasks. "Learning by doing and group work are the best way to learn.", she says.
Group work: gives the weaker stds the possibility to achieve better results and it improves stds' motivation and language learning. The teacher focuses on her stds' points of weakness, so that they can be strengthen through group work.
The project should contribute for the stds to be better independent learners, hence the importance of investigating contents independently.
Peer-learning in groups is also extremely important.
What does she do as a teacher?
He role is to make sure that all the members are aware of what is expected of them. As they are senior stds, she gave them freedom to decide about roles and how to develop the project. She gives frequent feedback both in class and online.
Challenges: - stds can get pretty loud while working in group and may easily get off track;
- Assessment.
Key words related to collaboration:
- Added value
- Respect for others
- Negotiation.

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Collaborative teaching & learning | M1 A language teacher’s experience of collaborative learning

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- Topic explored in Module 2;
- Task for this module: re-assess my low level and my high level activities using the rubric.

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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.

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1.3. Collaborative learning through project-based learning

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1.3. Collaborative learning through project-based learning

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An Italian English teacher talks about her experience of a project work with her fifth grade class. The final product is the building of a time machine through which stds can visit a Celtic village.
The students create links they will later on use to learn about Celtic history. They use the interactive board to build up their celtic village. The stds work at the same time, carrying out different tasks, but with the same aim in mind. Some of them draw, others digitalize the drawings, others search for information to create the links.
They also share information with an Irish class. They ask them questions and the answers usually arrive in a few days.
At the end of the project, stds will have learned and completed the history  of the Celts and simultaneously they will have implemented the English language and above all they will have learned to work together.
At the end of group work they have a circle time where they discuss how the work went and if there were any negative aspects they try and find a solution.
The evaluation occurs in two ways:
- a group evaluation where two members of the group are asked about what they have learned and since the responsibility belongs to the group, the grade is the same for the whole group.
- individual evaluation (the teacher does´t explain how she does it).

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Collaborative teaching & learning | Collaborative learning through project-based learning

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1.2. Collaborative Learning in a flexible Classroom

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1.2. Collaborative Learning in a flexible Classroom

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An Italian English teacher talks about collaborative learning  in a flexible classroom as opposed to a traditional classroom. Whenever stds are working as a group, it is essencial that they can be seated at circle tables. The centrality of the std is the core of teamwork. The role of the teacher is to coordinate and support the stds' work.
In this classroom, the furniture adapts to the learning needs of the stds. Everything is flexible. Stds can rearrange the space to meet their needs. In other words, the space is there to serve them and the technology is there to serve them, too. Stds are the protagonists of all this process.

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According to professor Deirdre Butler, collaborative learning isn't just putting students in groups. It goes way beyond this, and she asks a few important questions, such as, "What are the stds doing?"; "Are they actually working together?"; "Are they giving feedback?"; "Are they sharing responsibility?"; "Are they actually making decisions on the content of the process of the product?". And then the main question: "Are they really working interdependently?" The completion of the task as well as its success depend on this aspect.
Teachers should develop on their stds the skills of negotiation, feedback, listening, and consensus.
We need to have a shared understanding of what collaborative learning means.
UNESCO definition:
Collaborative Learning is a process through which learners at various performance levels work together in small groups toward a common goal. It is a learner-centered approach derived from social learning theories as well as the socio-constructivist perspective on learning. Collaborative learning is a relationship among learners that fosters positive interdependence, individual accountability, and interpersonal skills. For collaborative learning to be effective, teaching must be viewed as a process of developing students’ ability to learn. The teacher’s role is not to transmit information, but to serve as a facilitator for learning. This involves creating and managing meaningful learning experiences and stimulating learners’ thinking through real-world problems. The task must be clearly defined and be guided by specific objectives. Sometimes cooperative and collaborative learning are used interchangeably but cooperative work usually involves dividing work among the team members, whilst collaborative work means all team members tackle the problems together i n a coordinated effort.

According to research reviews, collaborative learning enhances:

·       Academic achievement

·       Student attitudes (e.g. openness to diversity)

·       Student engagement

·       Student retention

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Collaborative teaching & learning | M1 What is collaborative learning?

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Our Project Work requires a high level of collaboration and commitment.
Students are divided in groups of five, each of them has a specific topic to develop, but all the other members must help, since they share a common purpose.
Students are asked to talk about an English speaking country, so they have to do enough research, identify the sources and, finally, decide which presentation tool to use, either Prezi or Powerpoint.

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This is an activity I sometimes carry out at the beginning of each school term. In pairs, students are asked to choose a recent photo on their mobile phones and describe it to their partner. Then, the student listening to the description is the one telling it to the rest of the class. This is a way of asking them to talk about their holidays and share what they did with all their friends. It's also a way of getting to know each other better.

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Hello, my name is Sofia and I teach English as a foreign language in a secondary school in Lisbon. I really hope this course inspires me to innovate my teaching and learning activities.

I like new technologies, but I still have a lot to learn. At my school we have a different Project Work each year where students have to work in groups, and this is why I’ve enrolled in this course, hoping it will help me better understand my students’ needs and responsibilities.

This year I’m teaching two group classes, each consists of 30 students aged between 11 and 14.