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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)?

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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)?

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I think sometimes, it depends on the subject and on the team/group, to be more competitive or more collaborative. I can't say that it is always the same. But students like to do group work, they like to collaborate each other, and everyone is responsible for his own work and for the team work. If they fail and don't collaborate, the group is prejudiced. In my school (and some other schools in Portugal) we are trying to do more collaborative work ( to do project work involving all subjects: Languages, Science, Maths, Visual Arts, History, ...) and recently we tried to create some assessment tools and one of them is a Self-assessment of group work, tool that it's not yet finished because we are improving it. Here is the example:

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https://v.gd/PQU71R

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Co-teaching is when a group of students receive instruction from two or more teachers who have collaborated over the content and method of instruction.  We’ve already covered co-planning extensively in articles 43–48, so this article will focus particularly on the forms of co-teaching.

Honigsfeld and Dove, authors of Collaboration and Co-Teaching: Strategies for English Learners, state that the main goal of co-teaching is, “[to] merge ESL and general-education instruction to increase the time ELLs are exposed to general-education curriculum and thereby strengthen their overall academic achievement” (2010, Kindle location 2489-2490).

The greatest chance that students have for achieving academic success is when their teachers tap into each other’s expertise.  They can work to structure instruction in a way that maximizes student engagement with the content, with each other, and with the teachers.
http://www.empoweringells.com/co-teaching-models/

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It is indeed a challenge to find time to collaborate with other teachers. Since I started this course, I have taken the courage and launched a proposal to a colleague from English. We discussed the possibility of collaboration, we designed an activity, we set the date. So I'm really excited to apply what I'm just learning!

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I use different pages from many sites to collaborate with other teachers. Most of the time, yes, is a limited activity [to "sending and displaying". But we also have facebook pages where discussions take place in which some activities are analyzed. E.g: https://www.facebook.com/groups/574343306018171/?ref=bookmarks

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Collaboration with other colleagues across the country is accomplished with the help of sites, facebook groups. Of those mentioned, I have not used.

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Collaboration is not always a concept that is greeted with open arms. Teachers have the opportunity to assess and
differentiate their teaching for students more readily and they can learn new pedagogical
techniques from one another to expand their teaching repertoire. Collaboration requires a careful analysis from teachers. This can only be achieved if the teachers involved are willing to do so.

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I believe that peer review can be beneficial when students know the evaluation criteria from the start. That's what I think is even more demanding, and involves them in the project. Involvement will also be at the level of observing colleagues' projects, and can lead to progress in collaboration.

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Because students with whom I'm working hardly discover collaborative learning, they still do not let them decide who they want to work with. But I started to give them the chance to decide the role of each member in a project. I believe that this increases the involvement in the project, being an internal motivation. In the evaluation I can not use the methods described by Anna.

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In terms of group dynamics, team management and the time needed to prepare and implement collaborative learning assessment - yes, there are challenges for me too! Children are just learning about collaboration, so there can be no question of using digital collaboration tools. But about the reorganization of classroom space, I think it is important, like the introduction of interdisciplinary teaching and the exchange of materials between teachers.

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The evaluation methods used by Chrysa to evaluate students' collaborative learning are very useful. peer assessment for early-stage pupils is indicated [because children easily acquire these skills, which we have previously discussed to be taught.
As to the question: is it difficult to assess how well a student's individual participation in a collaborative activity can be assessed? I think it depends on how the teacher plans his / her work if he / she is considering the balanced distribution of the tasks, if he / she can know at each moment of the activity which is the participation of each.

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Questions and answers: 1)"What do you think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning?" - I find them very good. 2)" Do you think the questions she asked her pupils were helpful in getting them to reflect about their collaborative skills?" - Yes, indeed because they had to personalise their answer. 3)
" What do you think about implementing peer assessment with pupils of a young age (6-11 year olds)?" - Excellent. The younger they start, the sooner they develop their collaborative skills. 4) " Are there special considerations to be taken into account?" - Yes. the language has to adapted to the students so that they they understand exactly what is expected from them. 5) " 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?" - Yes. I have the same difficulty.

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The projects described by Antonio, from the point of view of student collaboration and the prospect of collaborating with teachers, are certainly effective and useful. I also fully share the seven benefits that Antonio associates with the assessment of collaborative learning: in particular, I think a very important aspect of this type of work is that it is a student-centered process. I think that the most important challenges to win in collaborative learning assessment are:
1 - Changing the role of the teacher / students in the classroom.
2 - Group dynamics: students must have a positive attitude and receptivity towards their involvement in the assessment.
 Antonio recalls the use of collaborative digital tools, reorganizing classroom space and introducing more interdisciplinary teaching and sharing materials among teachers as useful suggestions. I agree with him about this method of work: good computer preparation for teachers needs to be combined with excellent educational and pedagogical preparation. A challenge not easy!

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I think the evaluation of collaborative work encourages students, but I do not think it discourages competition. Both collaboration and competition have their role in shaping personalities. Teachers should guide these things, keep them in harmony, teach students what situations they need to be used.

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7 phases
1- Dream ( students can brainstorm, think freely and share ideas )
2- Explore (students collect information on a certain topic )
3- Map( they structure their thoughts and ideas and seek to understand how they are related)
4- Make ( students develop or create a product or practise an activity )
5- Ask (interview experts and stakeholders )
6- Re-make (students replan or revisit their product, on the basis of the feedback or further information they received)
7- Show (students publish and present the results of their work)

in video Collaborative learning scenarios

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Module 2: How can you design collaborative learning in the classroom?

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Module 2: How can you design collaborative learning in the classroom?

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The 4 collaboration questions when designing a collaborative learning activity - The big ideas in collaboration

- Are they working together?
- Do they have shared responsibility?
- Do they make substantive decisions?
- Is their work interdependent?

in video  Collaborative teaching & learning | The 4 Collaboration Questions

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A Learning Scenario consists of 7 phases, that help us, as teachers, to plan and structure our learning activities in advance. The 7 phases are:

- Dream

- Explore

- Map

- Make

- Ask

- Remake

- Show.

In the first phase “Dream”, students can brainstorm, think freely and share ideas. In the “Explore” phase, students collect information on a certain topic. In the “Map” phase, they structure their thoughts and ideas and seek to understand how they are related. In the “Make” phase, students develop or create a product or practise an activity. One possible activity for students in the “Ask” phase is to interview experts and stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of the feedback or further information they received. In the last phase “Show”, students publish and present the results of their work.

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Collaborative Teaching and Learning_2nd edition

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Collaborative Teaching and Learning_2nd edition

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On board the European Schoolnet Academy MOOC on "Collaborative Teaching and Learning" second edition - Started on 25 September - End date 8 November
This course has been created by CO-LAB (http://colab.eun.org/), the project which this MOOC is a part of, is focused on making collaborative teaching and learning a reality in the classroom. CO-LAB is funded by the European Commission’s Erasmus+ Programme under the grant agreement no. 562194.

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I did not use this way to plan the activity. I find it interesting that it is a working tool that can be used from the planning of the activity until its evaluation.

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I find this rubric really interesting and useful.
I've used several different rubrics to assess oral performances in English or to evaluate some group or pair work.
What I find really useful is the way Prof. Butler focuses on the process of collaboration and not just on the final product.
I'll try and think about the activities I ask my students to do bearing this rubric in mind.
I am attaching a rubric I used to assess a webquest.

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This rubric is very interesting and very helpful. I have to try this.I think this rubric can help not only me, but can help and pupils to learn to work together to get final product.

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Rubrics are very useful because the process of building them — the writing of the descriptors — makes us reflect on our teaching practice. I use rubrics a lot to assess musical activities and I find them very helpful for the students as a means of formative assessment.

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There is the problem of the quality of teamwork, not just the result obtained. It is important for all members to participate in the project's completion, to get involved to the maximum capacity. It is what a teacher anticipates when planning such an activity, in addition to good resource management.

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I think "speaking the same language," is the key to collaborative learning. these collaborative skills must be developed for students as active participants.
Every role he has on the team must be known, the tasks vary. Knowing your own skills determines your active involvement in teamwork.
Every role he has on the team must be known, the tasks vary. Knowing your own skills determines your active involvement in teamwork.
It is important to make efficient use of resources, both human and material. That requires careful planning.

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An example of high level of collaboration activity

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An example of high level of collaboration activity

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An example of activity with a high level of collaboration because it is thought to be achieved after studying some information, requiring member involvement, higher working time.
Time Number 1: Establish teams, project themes, recapitulate the necessary notions.
Time Number 2: Documentation on the chosen theme is carried out on the Internet and the information needed to complete the project is saved.
Time Number 3: Choose the image / color / background design. The information and photos saved in the last hour are inserted into the presentation.
Time Number 4: Add animation effects, transition effects, background song, recordings and work on the overall appearance of the presentation.
Time Number 5: The project is presented in front of the video projector class and questions about the project are answered.

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An example of a low-level activity because it is thought of for a moment of activity, the task is resolved relatively easily, requiring little time to work.

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An example of a low-level activity because it is thought of for a moment of activity, the task is resolved relatively easily, requiring little time to work.

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There will be 4 groups of 5 pupils.
Each group will respond to the two questions in the Fact Sheet
work, looking for information in the text.
Students in each group will choose one representative who will
read questions and answers.
Students will tell their opinions and correct mistakes.
Then the cards will be exposed on a panel in front of the class.

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I encountered difficulties in working with some teachers, but we also had projects where the collaboration was good. As for the collaboration between students, I think things are the same: some of them manage to clearly define the roles in the group and then the success of the project is assured, they all have to win. we can talk about unequal efforts if a student has certain skills, but he does not use them to the maximum, the result being a less appreciated project. But a student may be involved very much, but his result is not poor, due to inappropriate distribution of tasks. The final discussions in the group's assessment may in future set up new groups.
Can it greatly help the theory of multiple intelligences?

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I encountered difficulties in working with some teachers, but we also had projects where the collaboration was good. As for the collaboration between students, I think things are the same: some of them manage to clearly define the roles in the group and then the success of the project is assured, they all have to win. we can talk about unequal efforts if a student has certain skills, but he does not use them to the maximum, the result being a less appreciated project. But a student may be involved very much, but his result is not poor, due to inappropriate distribution of tasks. The final discussions in the group's assessment may in future set up new groups.
can it greatly help the theory of multiple intelligences?

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That assessing collaborative learning is particularly difficult. Involving students in self-assessment based on
collaboration, critical thinking, problem solving, negotiation and other lives
skills provides the teacher with information about the level of involvement of students in collaborative learning.The use of google docs allows for real monitoring of each student's involvement in the project. For the teacher, this is a useful tool in assessing students' involvement but gives them the opportunity to support each student's efforts and to constantly guide his work.

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Even if I do not have the same endorsement as presented in this video, I hope during this course to discover other collaborative learning methods that can compensate for its lack.

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I did an exercise similar to the "time circle" described in this video. the use of technology facilitates access to information, enables students to work according to their abilities. information is quickly shared and learning can be achieved by collaborating groups of children at long distances.

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Even if I do not have the same endorsement as presented in this video, I hope during this course to discover other collaborative learning methods that can compensate for its lack.

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Through collaborative learning, children can enjoy the skills that each of them has. they can enjoy doing projects through everyone's participation. it is the development of skills but also the valorisation of some talents that each was endowed with.

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Hi! I'm happy to enjoy your activities. I like to discover new things for the good of the children.

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http://learningdesigner.org/browser.php?uri=/personal/Nicoleta

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I am a teacher. My students are 9 -  10 years.