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4.8a Module 4 Learning Activity in English

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4.8a Module 4 Learning Activity in English

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I've decided to prepare a lesson plan which I could use for younger or older students. I would try to show them that learning enviroment is equally important as learning content. Students will experience to design your classroom in two ways - digital and paper.

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4.7 Irish teachers’ reflections on teacher collaboration

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4.7 Irish teachers’ reflections on teacher collaboration

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In this video teachers from Ireland discuss their experience of collaborating with teachers from different schools across Ireland during a CO-LAB workshop. They talk about the benefits of having a dedicated time and space to devote to collaborating together, the advantages of working with teachers from different disciplines, and how technology can facilitate the process.
Step 1 - Design collaborative learning activities
Step 2 - Test learning activities in school
Step 3 - Give each other feedback & report back
Step 4 - Redesign learning activities for the future

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

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Collaborative teaching and learning | M4 How technology can facilitate 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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Teacher trainer at Maynooth University.
The skills needed by teachers to effectively collaborate with other teacher - knowledge, attitudes around wanting, skills for communication, motivation, ethical dimension (I'm a member of team), personal skills, emotional skills, psychological skills. We need to do groundwork ahead of time. Collaboration develops in the teacher leadership skills and shared responsibility. Collaboration means move beyond the sharing. Value what each individual brings to the group.
Conditions nedeed for teacher collaboration in the school environment - Rewards/Incentives, Shared responsibility, Take on different roles, Curriculum space for collaborative planning, Time for: building team skills, Getting to know team member, Building trust.
The importance of leadership - Teacher training modules - designed collaboratively, Team-taught.
How might we address sceptical teachers - set up structures for team work, Allow sceptical teachers to be observers in a team.

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Collaborative teaching and learning | Skills and conditions needed for teacher collaboration

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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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Video with  Professor Deirdre Butler.
What are the benefits of teacher collaboration?
What are the challenges of teacher collaboration?

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

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

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

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What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience of? Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this and what are your experiences of acting upon the constructive criticisms of other teachers?
I agree with Valentina's conclusion about successful teacher collaboration. I have some experiences about it when I did a little eTwinning project and I had to cooperate with my partner on project's aims and activities. In my school we have a project week twice a year and this expected of teachers collaboration on the preparation.

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

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

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Questions and Answers session with Prof. Deirdre Butler

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Collaborative teaching and learning | M4 Introduction

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Module 4: How can teacher collaboration facilitate collaborative learning?

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Module 4: How can teacher collaboration facilitate collaborative learning?

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In this module we hear about teacher collaboration experiences from a variety of viewpoints  – from Bulgarian, Turkish and Irish teachers as well as a teacher trainer and a researcher. The benefits and challenges of teacher collaboration are discussed, as well as the skills required and the school conditions needed for effective collaboration to take place. We also hear about how technology can facilitate teachers working together.

The learning objectives for this module are:

1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them

2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish

3. Understand how technology can facilitate teacher collaboration

4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.

5. Peer review the collaborative learning lesson plans of two course participants.

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

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Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What about involving students in the design of rubrics, checklists or other assessment tools? What have been your experiences? What do you think of the tips given for constructing rubrics and checklists in the video? Are the guidelines and examples given in the CO-LAB Assessment Guidelines useful?
I've used rubrics for assessment a project tasks but never for collaborative work. I think that involving students in the design rubrics would be usefull because students could give other look at the 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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In this video the course coordinator explains what and how to assess collaborative learning, based on the CO-LAB Assessment Guidelines.
What to assess - assessment model of project or task could be based on individual and collective learning outcomes, teamwork and group goals, the methodological process, the products and the mix of targets.
How to assess - tools for collect informations: likert scale, checklist, rubrics, quizzes. Appropriate options: infographics, mind maps, portfolios, blocks, multimedia presentations.

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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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In this video Anna explains to us her varied experience of assessing collaborative learning with 14-19 year olds through a project-based approach, particularly focusing on peer reviews. She explains various digital tools she uses to set up collaborative learning as well as assess it. She explains the challenges she has faced and offers some solutions and related questions for us to reflect on.

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

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3.5 An ICT teacher’s experience of assessing collaborative learning

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3.5 An ICT teacher’s experience of assessing collaborative learning

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About the experiences of assessing the collaborative learning of 15-18 year olds from an ICT teacher in Portugal. He explains to us his experiences in two eTwinning projects, which not only have student collaborative learning at their core, but also teacher collaboration. We hear about his opinion of the benefits of collaborative learning and assessment, and the challenges he has faced, together with some tips on how to overcome them.
The 7 benefits Antonio attributes to collaborative learning in eTwinning projects, which are :

1. The learner-centered process

2. The students' involvement in the evaluation tasks

3. The  students' responsibility and motivation in the learning process

4. The students' self-reflection and argumentation

5. The fact that students socially learn from each other

6. The digital literacy through the use of digital web 2.0 tools

7. The development of skills of the 21st century.

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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What do you think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning? Do you think the questions she asked her pupils were helpful in getting them to reflect about their collaborative skills? What do you think about implementing peer assessment with pupils of a young age (6-11 year olds)? Are there special considerations to be taken into account? What about her final question she asks us and our expert to reflect on; do you find it challenging to know how best to assess the individual participation of a student in a collaborative activity?
When I assess colaborative work (maybe on the project) I always use two types of assessment at leat. So I think that Chrysa's assessment was very, very good and useful for their student and for her.

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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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About the experiences of assessing the collaborative learning of 6-11 year olds from a physical educator in Greece. We hear about the refugee project she implemented with students and how she used various assessment methods to track their progress in developing collaborative skills.
She had to make the evaluation in each group using three different factors: individual performance, group performance and the group’s functionality.

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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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Become aware of their of the extent og their efforts to achieve objectives if that meant also needs to make learners take responsibilty for their own learning by helping to regulate their efforts, identify their strenghts and weaknesses enable them to seek help in order to overcome difficulties.

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Collaborative teaching and learning | Assessment for improving collaborative learning

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Module 3: How can you assess collaborative learning?

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Module 3: How can you assess collaborative learning?

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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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Use the 21CLD framework and rubric to assess at what level the two learning activities you reflected on in Module 1 are at. Identify the codes (from 1 to 5) which best reflects the collaborative learning in your learning activities.

Low level of collaboration - students was divided into group of four and they got worksheet to practise mathematical operations with integers. According to 21 CLD learning activity rubrics I identified that this activity had code 2 because students worked together and had shared responsibility.
High level of collaboration - students was divided into group of four or three and they created mind map about terms from chemistry of carbon. They had to divide their tasks, solved it and then discussed about their results. They had to compromise what and how will give to the map. According to 21 CLD learning activity rubrics I identified that acitivity had code 4 because students worked ogether, shared resposibility and made substabtive decisions about common mindmap.

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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?
I like the template - it is easy to navigate in all seven part of collaborative learning scenario. The examples of scenarios are inspiring for me and I try to use its, certainly at least in part, in my own context. I see it as a very meaningful thing for teachers.

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In this video the course coordinator describes the learning scenario template developed in a previous project, which can be used as a tool to help you reflect and design your own collaborative learning activities.
Dream (brainstorm and share ideas) - Explore (collect information) - Map (structuring thoughts) - Make (develop or create or practise) - Ask (interviewing/feedback) - Re-make (remake product after feedback) - Show (publish and present)

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Collaborative teaching and learning | Collaborative learning scenarios

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How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are the advantages and disadvantages of it?
Rubrics are very useful for me because there is written clearly what means working together, shared resposibility, making substantive decision, working interdependent. It gives me a very good key to decide how I should design my learning activity focus on collaboration.

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The 21 CLD Collaboration Rubric is explained by Professor Deirdre Butler. She talks teachers through the various decision steps they must take in order to be able to code the level of collaboration taking place within a learning activity.

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Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

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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?
I think that are very useful ideas about collaborative learning and it will be helpful for me in the future. I've usualy asked myself the fisrt and third ideas.

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This video features an extract from a workshop.  Professor Deirdre Butler explains to teachers the 4 major questions it is necessary they ask themselves when designing a collaborative learning activity.
The big ideas in collaboration:
1. Are they working together?
2. Do they have shared responsibility?
3. Do they make substatntive decisions?
4. Is their work interdependent?

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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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?
Not only students have to know what means collaborative learning. There are a lot of teachers who don’t know what collaborative learning exactly it is. Therefore it’s important to develop these skills in students and teacher, too. I noticed one thing – the sooner children started to learn by group work the better they will work as a team later and I could focus on developing collaboration skills.

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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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KEY SKILLS: managing myself, staying well, managing informationand thinking, being numerate, being creative, working with others, communicating, being literate.
The important collaboration skills of :
negotiation, conflict resolution, agreement of what must be done, distibution of tasks, listening to the ideasof others, integration of ideas into of coherent whole.

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Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

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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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This module looks at how to effectively design and implement collaborative learning.
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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Reflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration, and follow these steps:

Select two of these learning activities; one which you think required a low level of collaboration from students, and one which you think required a high level of collaboration from students.

In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.

In your Learning Diary, explain why you think each activity requires a low or high level of collaboration from students.

The first example of activity – students was divided into group of four and they got worksheet to practise mathematical operations with integers. It was a low level of collaboration because they didn’t have to collaborate only they just communicated about solution of tasks.

The second example of activity – students was divided into group of four or three and they created mind map about terms from chemistry of carbon. They had to divide their tasks, solved it and then discussed about their results. They had to compromise what and how will give to the map. I think it was a high level of collaboration.

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Here are some articles about collaborative learning
http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459 - CCL guide - Learning Story Collaboration
http://www.europeanschoolnetacademy.eu/documents/10180/0/Cooperative+collaborative+and+problem+based+learning/e096a8a3-5feb-4902-b1ee-89693ca7ac0b - about small group learning
http://www.europeanschoolnetacademy.eu/documents/10180/0/.+Does+active+learning+work+A+review+of+the+research/2711181e-5969-4f40-ba4b-2c73641fbc95 - the evidence for the effectiveness of active learning
Learning in groups: A handbook for face-to-face and online environments

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1.5 A History & Geography teacher’s experience of collaborative learning

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1.5 A History & Geography teacher’s experience of collaborative learning

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In this video an Italian, History & Geography teacher explains to us her experience of implementing collaborative learning in the classroom with students aged between 10 and 14 years old. She explains the challenges she has faced in terms of teacher collaboration as well as student collaboration, and how she went about setting up groups.

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Collaborative teaching & learning | M1 An Italian, History & Geography teacher’s experience

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In your experience of collaborative learning, is behavior management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?
To stay on track a challenge it's very important for students to have a project plan and to get feedback from teacher which can help to push them in to rigth direction. During collaborative learning students gain knowledge and skills, attitude and it's very hard to assess skills by grade. So I use summative assessment in project at the end. But throughout project work I use formative aseessment and peer-assessment. I know mentioned online tools but I've never used its so far. It looks like a good idea and I will try on my next group work.

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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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What should teacher do?
1. Students were feree to decide who they preferred working with
2. They were divided into groups of 4 members
3. Each group was assigned a topic to further investigate
4. First draft were edited on Google.doc
5.Edmondo is a learning platform
6. Teaching by feedback on TitanPad

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

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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 try to use group work as often as I can and sometimes I did the "circle time" - I asked students for their expressions - what works well and why, what works bad and why, what should do better in the next time. I didn't make notes about this but I noticed during the school year that students' collaboration was increased.
What about technology I agree with teacher state because students can see meaningful application for work and students can work outside of class using technology.

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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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This video illustrates how project-based learning can facilitate effective collaborative learning in the classroom.

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

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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?
In this video furniture was wonderful but unfortunately I don't have the same. I often use group work and I often try to use a collaborative learning therefore we move school desks and create common place for goup work in the class. About technology - I tried to use Mindomo to create a mind map and it was really good job from my students.

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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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how a flexible and interactive classroom environment can facilitate collaborative learning.

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

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This video explores what is meant by the term collaborative learning and summarizes the key benefits for students as well as the specific skills developed through it.
Collaborative learning is when students:
1. work together
2. give feedback
3. share responsibility
4. make substantive desicions
5. work independently

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Collaborative teaching & learning | M1 Introduction

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Module 1: What is collaborative learning?

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Module 1: What is collaborative learning?

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The learning objectives for this module are:

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

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

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

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

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

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Test done

Your result in the test was: 100%

You have passed the test.

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Because I won't forget.

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I work as a teacher at primary school Ludovita Fullu in Košice. My subjects are math and chemistry. I teach students between 12 - 15 years old. I love my job - discussing with students, helping them to understood new thing by many ways. This means that I need to improve my skills, to study about new methods of teaching and to know how I can prepare students for live in the 21st century.
My school is focused on art education in classic way and digital, too. We've organised teleproject "Fullova rose" for 13 years. Pupils make pictures with the paper or some graphic softwer. Last year our school gained some tablets and, since then, I try to use its in my class. I often use Socrative, Kahoot where I created some tests. But it doesn't suffice and I would like to know more about using technolgy in class of my subjects.

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Collaborative teaching & learning | Course Overview

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I'm Ivana and I live in Košice, the second biggest city in Slovakia. I'm married and have got two childrend and one husband :-). I love books , walking in the country and knitting. I'm interested in study English language and I try to learn everywhere I can.