# data[].attributes.attachment_link.readable_text
This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series. Abandoning an Antiquated Model The push-in, pull-o...

# data[].attributes.attachment_link.title
Teacher Collaboration Archives | ELL Strategies | Empowering ELLs

# data[].attributes.attachment_link.description
This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series. Abandoning an Antiquated Model The push-in, pull-o...

# data[].attributes.attachment_link.title
5 Co-Teaching Formats - Collaborate to Co-Teach - Curry School of Education

# data[].attributes.attachment_link.description
Review the implementation tips and videos given below to gain an understanding of each co-teaching format. Also, observe the 'What do you notice?' videos to see if you can describe the co-teaching formats. Check your responses with those provided. The five common co-teaching formats are

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

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

# data[].attributes.body
In fact it's always difficult to find time for collaboration with other teachers especially if they are from different disciplines. However, I try to use my intervals, or stay after lessons. At the moment we are working at a big interdisciplinary projects and we use a school autumn break to plan all our activities. We also use technology and collaborate on Google apps or in Viber. The main condition is the desire to collaborate. If a person wants something, he or she will find a time and the means to collaborate.

# data[].attributes.headline
4.6 Irish teachers’ reflections on teacher collaboration

# data[].attributes.subject
4.6 Irish teachers’ reflections on teacher collaboration

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

# data[].attributes.headline
4.5 How technology can facilitate teacher collaboration

# data[].attributes.subject
4.5 How technology can facilitate teacher collaboration

# data[].attributes.body
I use technology every day for both collaborating with teachers and with students. We use Google Classroom platform in our school and have a lot of groups on Google apps. Besides, I use Padlet and Blogging for sharing ideas and practices with my colleagues. I use various tools in Etwinning projects. We even use Facebook and Viber for collaboration with each other and with our students as well as other social media.

# data[].attributes.headline
4.5 How technology can facilitate teacher collaboration

# data[].attributes.subject
4.5 How technology can facilitate teacher collaboration

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

# data[].attributes.headline
4.4 Skills and conditions needed for teacher collaboration

# data[].attributes.subject
4.4 Skills and conditions needed for teacher collaboration

# data[].attributes.body
I agree with the list of the skills necessary for collaboration. I also think that teachers should have special courses in team building and leadership. People are different and some teachers may prefer to work individually or are not very motivated to collaborate. I believe the school administration should provide good motivation and incentive to teachers who really collaborate among themselves and teach students to collaborare as these skills are part of social skills and competences which are necessary in a modern world.

# data[].attributes.headline
4.4 Skills and conditions needed for teacher collaboration

# data[].attributes.subject
4.4 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.headline
4.3The benefits and challenges of teacher collaboration

# data[].attributes.subject
4.3The benefits and challenges of teacher collaboration

# data[].attributes.body
I completely agree with Professor Butler. We can teach a lot from collaboration with other teachers, whether they are external partners from other countries, or teachers of other disciplines from you school, or the teachers from your own department. You can learn a lot, you can share ideas and create something new together. Besides, I agree that such collaboration created a good role model for students. They aren't afraid to participate in similar activities.
I had some experience of colaborating with both external partners and my colleagues in my school. At the moment we are doing a huge interdisciplinary project on Steampunk culture and involve all senior students and teachers. It's amazing to see how teachers of English, Ukrainian, Math, History, Biology, Physics, Technologies, Art, Music and Physical Culture all work together on exploring and researching of this culture and preparing and participating in various interactive activities in order to prepare final product (presentation, makers' fair, fashion show, dance performance, art exhibition and conference

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

# data[].attributes.headline
4.2 A secondary teacher’s experience of teacher collaboration

# data[].attributes.subject
4.2 A secondary teacher’s experience of teacher collaboration

# data[].attributes.body
I have used EPals, and PenPals. Also we are working actively in Etwinning projects and also use Skype Mystery class. Another collaborative project we are participating in is Global Art project which involves schools from all over the world and we learn about other countries through students' art.
As for technolohies, which assist collaboration, I use Padlet, Blogging, google docs and forms. Besides, Facebook and Twitter are great social media which are also used for collaboration among teachers and students.
We also use Google classroom in our school.

# data[].attributes.headline
4.2 A secondary teacher’s experience of teacher collaboration

# data[].attributes.subject
4.2 A secondary teacher’s experience of teacher collaboration

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

# data[].attributes.headline
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.subject
4.1 A primary school teacher’s experience of teacher collaboration

# data[].attributes.body
I believe  collaboration among teachers can be really beneficial and useful. For example, in our school we are carrying out a huge project on Steam Punk culture and teachres of all subjects collaborate and generate a lot of extremely interesting ideas as well as some activities and tasks in the project are interdesciplinary and make students improve and utilize their knowldge in several subjects  at the same time.
Besides, I have some experience of working in colabration with teachers from different countries in Etwinning projects

# data[].attributes.attachment_link.title
Collaboration and Assessment Minho University

# data[].attributes.headline
3.6 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.subject
3.6 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.body
I haven't tried peer assessment in my practice before but I guess, upon hearing Dr. Valente's arguments, the students' peer assessment will contribute greatly to overall assessment of the collaborative work. But I think that the risk of "friendship dependency" is still big.

# data[].attributes.headline
3.6 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.subject
3.6 Answers to teachers’ questions on assessing collaborative learning

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

# data[].attributes.headline
3.5 Collaborative learning - What to assess and how?

# data[].attributes.subject
3.5 Collaborative learning - What to assess and how?

# data[].attributes.body
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 are 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 used checklists and rubrics, both existing and prepared by me in different classroom activities, but not much in collaborative learning. I will definitely try it in my next collaborative activity. The tips given in the video, as well as guidelines in the manual are very helpful and motivating, so now I am not afraid to make my own rubrics and checklists.
As for involving students in preparing rubrics, I haven't had such experience, but I think I should try it in practice. Maybe it will stimulate the students to work better in order to meet the requirements they defined themselves.

# data[].attributes.headline
3.4 Collaborative learning and student peer reviews

# data[].attributes.subject
3.4 Collaborative learning and student peer reviews

# data[].attributes.body
I use some of the tools, such as Padlet, Quizizz, Mentimer, Google Forms, Prezi, and I guess I should try Tackk and Sutori. I also tried to use ThingLink.
As for forming groups and organizing peer assessment, I sometmes also allow students to form groups with those who they are comfortable to work with. But I faced the problem that such groups can be with different level, motivation and involvement in work, so I also try to mix student so that the groups were more or less similar. I haven't tried peer assessment yet.

# data[].attributes.headline
3.4 Collaborative learning and student peer reviews

# data[].attributes.subject
3.4 Collaborative learning and student peer reviews

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

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

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

# data[].attributes.body
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?

First of all, I was really impressed with Antonio's presentation and I believe it gave me some useful insights into how we can use digital tools for assessing collaboration and introducing more interdisciplinary teaching. I am also working with Etwinning projects, and I still find it difficult at times to organize the work efficiently. But I got some good tips from Antonio. I beleive that sharing materials, experince and techniques among teachers is extremely helpful.

# data[].attributes.headline
3.3 An ICT teacher’s experience of assessing collaborative learning

# data[].attributes.subject
3.3 An ICT teacher’s experience of assessing collaborative learning

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

# data[].attributes.headline
3.2 A sports teacher's experience of assessing collaborative learning

# data[].attributes.subject
3.2 A sports teacher's experience of assessing collaborative learning

# data[].attributes.body
I usually find assessment a difficult challenge in collaborative activities, especially involving such young kids as 6-11 year-olds. With older children, self-assessment can work more or less accurately, but with younger students group assessment and observation is more efficient to my mind. But I like the way Chrysa asked her students questions making them to reflect on what they've done so far. I reckon I will try to do it with younger students.

# data[].attributes.headline
3.1 Assessment for improving collaborative learning

# data[].attributes.subject
3.1 Assessment for improving collaborative learning

# data[].attributes.body
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)?
Even though I don't have extensive experience in collaborative teaching and assessing, I still haven't noticed too much competition among students. If they work together, they tend to support and urge each other, but without competition. As for assessment, I haven't tried peer assessment, as I am afraid that students' personal attitudes can influence the accuracy of such assessment. But I used summative assessment quite often in order to assess the final product of collaboration.

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

# data[].attributes.attachment_link.title
CO-LAB Guidelines for Assessing Collaboration

# data[].attributes.body
First collaborative activity in which my students are creating e-magazine can  be coded as 3 according to the rubric as they still don't understand that they should have shared responsibility.
The second activity aimed at research of UNESCO World Heritage sites in Ukraine can recieve code 5 as it is more interdependent and in order to recieve a final result they should all work together.

# data[].attributes.body
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?
It's my first experience with learning scenarios. They look very detailed and useful, but maybe a bit complicated. I am looking forward to using the template in my learning activities.

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

# data[].attributes.headline
2.321 CLD Collaboration RubricHow 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?

# data[].attributes.subject
2.321 CLD Collaboration RubricHow 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?

# data[].attributes.body
I used rubrics which I created with the help of Rubistar for assessment of activities, mostly writing in my previous experience. But I have never used them for planning collaborative activities. I am sure I will try it in practice and then I will be able to make some conclusion about their advantages or disadvantages.

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

# data[].attributes.headline
2.2 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?

# data[].attributes.subject
2.2 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?

# data[].attributes.body
Actually, even in my little experience of collaborative work, I have asked myself  some of these questions like if their work interdependable and if they share responsibility. But now I can see the mistake in my previous attempts to organize the collaborative work as I usually defined the task for them and all the details. After listening to this presentation, I realized that students themselves should define their goals, and final prodect of the project. I should just give them the direction and very general ideas.
I find these questions presented by Prof. Butler very useful for planning my next collaborative activities.

# data[].attributes.headline
 Collaborative teaching & learning | The 4 Collaboration Questions 

# data[].attributes.subject
 Collaborative teaching & learning | The 4 Collaboration Questions 

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

# data[].attributes.headline
2.1 Embedding collaborative learning into lesson design

# data[].attributes.subject
2.1 Embedding collaborative learning into lesson design

# data[].attributes.body
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 agree with the speaker. It is vitally important for successful collaboration to have the same clearly defined notions of the aims of collaboration, means, methods and so on. So, common language is really important. Otherwise there will be miunderstanding and confusions. As for collaborarive skills, we should develop them in our students as all people are different. Someone is a good team player and can collaborate easily, another person can be more like a sole achiever, and for him it can be difficult to work in a group, we should also remember about introverts and students with special needs, it can be quite difficult to involve them into collaborarion. And in this case technology can definitely help and make this process easier and more exciting for the students.

# data[].attributes.headline
2.1 Embedding collaborative learning into lesson design

# data[].attributes.subject
2.1 Embedding collaborative learning into lesson design

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

# data[].attributes.body
My students participate in two Etwinning projects and one of them requires more cooperation than collaboration as in this project they devided the tasks, each of them is doing his/her assignments, research and presentation and at the final stage they combine all the materials and get the final product. They are creating an e-magazine and each issue is dedicated to different topic.
In another project more collaboration is needed. We use some etools but the project is still in its initial stage and so far they are doing videos and research materials together in small groups of four, but it is too early to speak about the level of collaboration. The main aim of this project to research UNESCO World Heritage sites in our country and make an interesting presentation about them. It can be a slide show, videofilm, Prezi, Sway presentation, 3D model etc.

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

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

# data[].attributes.body
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?
I have some experience of collaborating with other European teachers in international online Etwinning projects and I agree with the presenter that sometimes it was difficult due to different approaches and understanding of some ideas, or different competencies. Even such simple things as time zoning and different school year division into semesters could disrupt the work on the project.
Also another challenge I faced was equal motivation and involvement of the students into activities on the project. It is sometimes difficult to control their work within the group and only later you find out who contributed more and who wasn't participating in an active way.
And another huge obstacle in such kind of work is that schools in Ukraine are not so well-equipped technically and we can't use tablets or PCs in the classrooms all the time. Sometimes students brought their personal tablets, or we used smartphones to look for information or organize interactive learning or communication, but most work is done at home and it is extremely difficult to control it and ensure equal participation. Certainly, the aim of collaborative learning is to raise the level of personal accountability and responsibility, but still students are different and it is a challenge to develop such qualities

# data[].attributes.body
I have only a little experience with the collaborative learning so far, and in my previous projects I did only final assessment, but I see the point in doing peer-assessment in the middle of the process as well as self-assessment by the students. I tried using Rubistar, also I like Quizizz, it's a lot of fun and at the same time checks what they have learned or done and it can be used for any purpose. I also tried google docs assessment. I haven't heard about Scrumy before but I will definitely try it with my students. I think it really helps to organize work in groups.

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

# data[].attributes.subject
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
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 am really amazed by the project on the video and how many efforts the teacher paid into organizing it and engaging students into it. Certainly, technology plays an important role in such kind of collaboration, especially when organizing Skype meeting and interviewing students from another countries. I am really jealous in a very good sense of this word. Great job!!!
As for the circle activity, I used somesong similar when we had several international young exchanges and worked in mixed groups, but it never occured to me to use something similar during the lessons. I guess I will start doing such assessment and reflection acrivities as well.

# data[].attributes.headline
A great example of collaborative learning through project-based learning

# data[].attributes.subject
A great example of collaborative learning through project-based learning

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

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

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

# data[].attributes.body
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?
Unfortunately, due to small size of my classroom it is impossible to have such aula 3.0 design. But I put my desks in two rows and my students sit facing each other which allows for collaboration and I mostly use small groups or pair work. I don't have a smartboard but I have a computer and lately I have had wi-fi so I started using the students' smartphones to bring a bit more technology into the classroom. Besides, our school uses Google classroom and everyone is familiar with working with shared documents etc. I am practicing project-based learning and we are doing a lot of online international joint projects on Etwinnig and PenPals  so I guess it also helps to develop the skills of collaborative learning in my students.
Of course, the video from Italian school inspired me to try and find more ways to make my classes and classrooomeven more flexible.

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

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

# data[].attributes.body
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?
As far as I understood collaborative learning is a bit different from cooperative learning which I often use in my classroom. In cooperative learning students share responsibility in a group and each fulfils own task whih later can result in joint product of the group work while in collaborative learning the students work on all the tasks together. This approach certainly helps to develop such positive characteristics as interdependancy, responsibility, respect to tolerance and personal accountability. I guess I used collaborative learning     not knowing what it is propelly called while doing project work with my students)))) THey did all the tasks together and often taught each other in case of need.

# data[].attributes.body
I have created an account on Learning Designer and checked how it works. THis is a link to my future lesson but it is still under construction at the moment)))

# data[].attributes.body
I am teaching in Taras Shevchenko Gymnasia. It's not very big, only about 800 students. I teach English to 5-11 graders. Usually we have 4 hours of English a week. We are using authentic textbooks Laser, Wider World and Focus. I have a computer and wi-fi in my classroom so I involve my students in various international online projects such as Etwinning, PenPals etc. We also use Google classroom with all our classes.

# data[].attributes.body
I am an English teacher from Ukraine. I have been teaching for more than 20 years already but I am always eager to learn something new, share ideas and teaching techniques and meet new friends. I am looking forward to starting this course as I have already tries some cooperative learning in my class but I would definitely want to know more about collaboration.