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Course schedule

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What do you do, as a teacher, to get your students to collaborate effectively?

My answer: I give them an assignment, concerning a broad learning topic in my class and allow the students to choose their group mates, by doing that, I also explain their own responsabilities in doing so. Then I suggest them some guidelines that might allow them to achiev a smoother workflow, but ultimately give them the choice to procure their own understanding of the interactions needed to get the task done.

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lovely :)

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Tablets Course | M3 Why students enjoy group work

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Low level collaboration activity:
Portrait drawings in groups of 2 students. Each student had 20 minutes to draw the other one, taking turns of 5 minutes each, while one was drawing the other one had to stay still as a living model.

High level collaboration activity:
Creating a set for a Halloween play based on Oscar Wilde's The Canterville Ghost. The collaborative process involved the Portuguese language and English teachers, the school's library and a group of 11 students. We had to choose a scene from the play to create the set, figure out which elements should be present, according to the description in the play and draw/paint all the elements in a 4x1,5m sheet of papel.

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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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I've used frequently project based learning, since my classes (arts) allow me to develop those projects quite easily. What I've noticed is that students aren't used to discuss their findings and becoming less self aware of their achievments and shortcomings, since our educational system is mainly focused on the teacher and the lenghthy curriculums as the centre of the educational process, which tends to put the students as spectators in their own educational development, with less time to interact with each other. As for technology, I think it's mainly a plus in the classroom, and nowadays almost an extention of our students. Embracing technology, in my opinion, is a way to bring them closer to the learning process.

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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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In my school, we still have traditional furniture. But since the school is small with a reduced number of students and since I'm a visual arts teacher, my class room is seldom changing configurations (by moving the tables around) to suit the work proposals' needs. I have 4 computers with wifi in the classroom, which allows investigative tasks with group dynamics. We also use some social media, such as Pinterest, Youtube, as well as interactive presentations to use in the smartphones, as a substitute for the traditional textbooks. I also encourage the use of tablets and other gadgets that might help the developing 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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I find it a bit challenging sometimes to keep the students on track inside the group work, mainly since the students aren't used to work like this, and tend to try and skip steps in their planning, focusing mainly in the end product, not aknowledging the importance of the work progress. Since the students are responsible for choosing their own group mates, I give them all the same grade. I try to make available at the end of each class, with this group dynamic, a partial evaluation of the work done by all the groups, to let them know how are they're doing and which aspects (behavior, organization and contribution to the project) they should fine tune for the next session. I find this method very effective in allowing the students to self regulate their own and their group mates participations.  I haven't used the online tools mentioned, but was interested in Scrumy (pity it doesn't have a portuguese version).

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http://www.dailyteachingtools.com/cooperative-learning-evaluate.html
Strategies for problematic group members
http://www.dailyteachingtools.com/cooperative-learning-problems.html

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https://education.microsoft.com/LearningPath/21CLD

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It's a clear and easy tool to work with. I think it could also be used as a self-assessment tool in group works, for more mature students. Knowing that this rubric would be an evaluation guide to their work, process-wise, it could allow them to understand the need to make clearer the evidences of their collaboration (shared responsabilities, substantive decisions as a group and the interdependency of their own work).

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

Making Substantive Decisions together (building up their expertise)
Content - Students must use their knowledge of an issue to make a decision that affects the academic content of their work together, such as taking a stance on a topic they will then write about, or deciding on the hypothesis they will test.
Process - Students must plan what they will do, when they do it, what tools they will use, or the roles and responsabilities of the people of the team.
Product - Students must make fundamental design decisions that affect the nature and usability of their product.

These questions are a useful guide to framing the workflow. I found more significant the 'making substantive decisions' question as it allowed me to grasp better the importance of separating collaboration through content and process in a first approach to this learning methodology. It left me a question on my own: What's the best approach to collaborative learning, starting out with tasks about content or with tasks relating to process?

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2.5 Collaborative learning scenarios: Dream / Explore / Map / Make / Ask / Remake / Show

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2.5 Collaborative learning scenarios: Dream / Explore / Map / Make / Ask / Remake / Show

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Dream - brainstorm, think freely and share ideas
Explore - Collect information on a topic
Map - Structure their thoughts and how they're related
Make - Create or develop a product, pratice an activity
Ask - Interview specialists about the aims of their product
Remake - Replan / revisit their product after feedback received
Show - Publish, present their work

This is a clear and useful instrument to develop a collaborative learning experience and easily adaptable to build new and more complex tasks and works proposals. Browsing through all the scenarios available I found them interesting within their own subjects.

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

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

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I find it difficult to get the much needed collaboration from my peers in this kind of learning process, mainly because there's a huge sistematic pressure to stay inside the formal curriculum and school tends to be seen as a promoter of uniformity in the achievements obtained by the students. There's been emerging, over the years, an unhealthy (in my opinion) tendency to maintain a certain equality in the teaching methodology, with over extended programs and little time to explore them with the freedom and time frame collaborative learning requires. I'm more partial to thinner curriculums and more interactivity between subjects and the possibility to engage more with our students. As for the desired equilibrium between the work done by the students within groups,  I think the solution is probably in giving them the chance and responsability to find their own teams mates -  with maybe a few minor tweaks if necessary (and possible), like same number and boys and girls per group - assigning the roles within the group and scheduling all the tasks links in a chain, so that no work stays undone.

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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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I absolutely agree with the need to share a common language to allow the needed ease of the collaborative process. As in all teaching/learning systems, collaborative skills can be developed and improved with specific training and the right tasks to implement them. As for the new technologies, as I said before in module 1, they are crucial to pull the students further inside the learning process. They are a significant part of their own personal living experience, and it's our duty and responsability to widen their perception of the potential of all the tools and gadgets available to them, in order to make them better and more responsible citizens, more engaged with society and better prepared to stand out and be more productive in a future work endeavour. I think it's important to widen, also, the teachers own experiences with the new technologies in order to make their work more eficient, pleasurable and interesting to all the invested parties. This kind of collaborative approach to teaching/learning allows all (teachers and students alike) to interchange practices and working tools improving everyone's perceptions and capabilities to achieve new goals in their own experiences. As for my own experiences, I've been using smartphones, tablets and computers frequently in my classes, with no major incidents as means of frequent investigation and as stable companions to the work flow implemented.

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2.6 Module 2 Learning Activity / Peer review activity

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2.6 Module 2 Learning Activity / Peer review activity

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Low Level - code 2  (Portrait drawings in groups of 2 students.) - Both students work together and share responsabilities. The students had to draw a portrait of each other, switching from one to another in 5 minutes intervals. While one drew, the other had to stay still and act as a model. They both had a total of 20 minutes to do their portrait. They also could give feedback one to the other, allowing them to pay attention to certain details they might have missed. The time was set by the teacher, as well as the feedback on the drawing while it was being done.

High Level  - code 5 (Creating a set for a Halloween play based on Oscar Wilde's The Canterville Ghost)
This was an activity involving several teachers (portuguese language, english language, library teacher and visual arts). The 11 students involved first had to read the book, aided by their language teachers, they had to pick out the excerpts of the book to dramatize. In my class, with all the information gathered, the students had to select the best suited conceptual image to relay the various actions portrayed in the play in order to start building the 4m x 1,5m set. As a group, they had to work together to draw all the elements of the set, based on the information gathered on the book, and display them proportionately to each other and to the space conceptualized. After, they had to paint the set - determining which colors were more suited for a gloomy ghost play - finding ways to relate to each other physically while working and sharing instruments and materials (all within a certain time frame, helping each other while rationalizing time and all the materials used/needed to accomplish the set).

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https://mundopedagogicoetecnologico.wordpress.com/2014/10/16/108/
http://unesdoc.unesco.org/images/0010/001095/109590por.pdf

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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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Assessment should incourage students to learn collaboratively
Not incourage competition
Contribute to a collective conscience promoting the belief that we learn better in groups because we overcome our difficulties more easily when we help one another http://www.europeanschoolnetacademy.eu/documents/1780780/2024144/3.3+English+transcript.pdf

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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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Whenever I use group/collaborative projects in the classes, I allow my students to pick their own teams, while holding them responsible for their choices, explaining them that the assessment will target their work progress and the outcome of their collective work. I also  clarify that the evaluation will be the same to all group members according to their common choices and realizations. Previously I used to evaluate each student on their own doings, finding out that usually collective products would become unbalanced, since faster and more intuitive students would speed up their work process leaving weaker or slower students behind, breaking up the collaborative commitment.  By sharing the assessment their commitment is stronger to the project and to the collective work process improving on all of their experiences within the project.

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3.4 A sports teacher's experience of assessing students’ collaborative learning

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3.4 A sports teacher's experience of assessing students’ collaborative learning

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I found this collaborative example very interesting, since it introduced some important factors as self assessment and peer assessment. It was nice to verify that the students engaged positively while assessing their collegues' work while answering the structured questions proposed by their teacher. I also have a question. Is it required to evaluate the students both individually and collectively? Can't we devise several different tasks in our classes, using other learning methodologies? Are we proposing with this course to use only collaborative learning in our classes?
I find it easier implementing two kinds of activities: those that assess the students individually and those who assess them as a constructive member inside a team. In art classes I find it important to develop the students as unique, self aware and individual persons as well as collaborative, critical and functional pieces of a group and society.

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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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I'm marvelled by this experience. Didn't know about etwinning (already enroled in the project) and found some of the tools showned very useful (I'm exploring TeamUP right now). I would love to know more about the work process developed within each group to better understand the dynamics between students and their own contributions towards the final product. I agree with the benefits presented by Antonio, and I think it's crucial to let the students know, right from the start, exactly how they'll be assessed and what tools used to do it (self, peer, group and/or individual). I also asked the question about what should be the main focus of the assessment done, the process or the product - I think we should assess first the process until the students fully understand the work flow and the rules applied, only then should we turn the focus on the final product. It's my understanding that the product will be better when the collaborative process is at its best. In Portugal, managing time is a big problem, since the curriculums are very extensive leaving little time for these kinds of projects. There is a current effort, by our Education Ministery, to review the extension of the courses programs, hopefully allowing time for more and better interactions inside the classes. As an alternative, interdisciplinary work could be a helpful solution, but we would need more availability amongst our peers and formation to allow this possibility to happen more frequently.

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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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I find this video very enlighting. Some of the tools I used before, such as Scrummy, Google Forms (with Flubaroo) and padlets, obviously. I agree with the choices made while sorting out groups, I think it gives them more responsability, and allows  more positive interaction when they choose their own group mates. As for peer assessment, I think the spinning wheel is a very fun tool to use in a class. But I'm more inclined to the employment of anonymity while assessing their peers  leaving them more freedom to express themselves (but I would leave the anonymity just between students, with full knowledge of the teacher, restraining them from making less constructive observations). Just checking out Edmodo and Tackks - lots of new tools to examine in this 3rd module, it will take a while :)

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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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Development of team work skills and group results
Likert Scales
Checklists
Rubrics
Quizzes

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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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Infographics
Mindmaps
Portfolios
Blogs
Multimedia presentations

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Level of knowledge the rubric should assess
Establish assessment criteria & progress levels for each criterion (4 levels - 1 (lowest) 4 (highest) )
Tip: Criteria should be based on learning outcome characteristics (not on the product)
Tip: Involve students in rubric design

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Good checklists are:
Accurate
Efficient
Well-targeted
Easy to use
Practical

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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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These assessment tools and tips were very enlightening, and I will make good use of them, going forward.
I tried checking out the http://www.eun.org/scenarios link, but it doesn't seem to be working.
I found all the tips and guidelines very uselful and I'm working, as of now, in building these tools the help students with self and peer assessment.

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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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Although I have little experience in this field, I agree with Dr. Valente's suggestion, since involving the students in the assessment processes allows them more self-awareness inside the classroom and inside the group, developing responsability, assertiveness and better interaction abilities with their peers.
As stated before, I prefer to assess the groups as a whole in these kind of projects, since I try, mainly, to focus the assessment in the process and procedural interactions, rather than the final product. I find the product is better when the process is better, so I focus most of my attention in helping all the gears to run smoothly during the workflow. Although, I agree we can, if needed, insert an individual assessment component, using a specific percentage within the summative assessment criteria.
Since I'm from Braga (where University of Minho was built) didn't know I had such an esteemed "neighbour" working on collaborative learning. I'm very happy to know my hometown's university is working in the frontline of this needed teaching/learning change!

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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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Mind maps, concept maps and infographics:
The depth of concept maps
The branches of mind maps
The quality of infographics
The aesthetics and the creativity
The synthesis and wealth of these artifacts

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3.11 "Questions and Answers" Session with Prof. Deirdre Butler!

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3.11 "Questions and Answers" Session with Prof. Deirdre Butler!

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Questions and Answers session with Prof. Deirdre Butler

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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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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 Portugal this system has already showned some positive outcomes in the past. We had a discipline called Educação Visual e Tecnológica in the 5th and 6th grades that had this system, and it worked well. A few years ago our Education Ministery ended this collaborative process, in an effort to reduce the number of teachers nationwide, separating the discipline in two (Educação Visual and Educação Tecnológica) tough by the same teacher. In order for these systems to flowrish and bare fruits we need political awareness and a better understanding of the concept of education for the XXIst century. I agree that a lot of teachers might resist at first at this kind of collaboration, being used to work alone in 'his or hers' classroom. But with time and results I think it would be most useful for all the people involved in the process.

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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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I heard of some of these digital tools (already enrolled in eTwinning, for instance). I agree that the new technologies are a challenge to a lot of teachers, which could/should improve their knowledge in the platforms available to them. We have students using more fluently these tools than the teachers, and that's an handicap in the teaching/learning relationship. We should be helping students develop their expertises, and this slows down the process. My country blocked facebook access in schools, when, in my opinion, it should, instead, have tought the students how to use it has a collaborative and educational tool. We show encourage students to use smartphones as useful tools in the classes, not forbidding them as it is the case in most schools. Education is different and more positive than forbiddance. One very useful tool for collaboration amongst teachers and between teachers and students is Microsoft's Office 365 platform which, while available, is still severely underused in our schools.

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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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"explore digital tools for collaboration"
"need a suportive school culture"
"collaboration across subjects and themes"

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Collaborative teaching and learning | The benefits and challenges of 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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As always Professor Butler is very assertive in her point of view. I agree entirely with her observations and suggestions. The main challenge is the time factor. How to manage to keep teaching classes and doing all the extracurricular activities we have and still find the time to engage with other collegues (from our school, or elsewhere) to find and develop collaborative projects? Being single, I find it a bit easier to get this accomplished, but I'm sensible to the argument of married collegues, with children, that have a lot other problems to manage in their life. I think that the answer might be in the need to change our understanding of work meetings. It would, probably, prove more efficient if we changed the way we engage one another while working together. It would be less time consuming if we changed our meetings to a less formal event, and engaged professionally in the videoconference method. Also the online platforms already in existence, when fully embraced, would be very useful to prevent wasting too much time. That would mean a different strategy inside the schools and the departments.

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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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Being a believer, I agree with everything said. But I still think there's a long way to go, to make this collaborative experience more permanent within our schools.
There are still many handicaps: sceptical educational system; sceptical teachers; loooong curriculums; exams pressures; some classes don't have enough time per week to allow the full implementation of these projects; temporary teachers who keep moving from school to school, unable to establish these projects within a certain community; lack of funds and of adequated technology.

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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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I use mainly Google docs, Office 365 and Dropbox to make collaborative designs with colleagues since we can be in different places and editing the same document and contributing and sharing simultaneously ideas and concepts to the document we're preparing. Although I don't use them as often as I would like, since there's still a lot of resistance to working in these kinds of environments.
For instance, we've been using Google forms to create diagnostic assessment tools and self assessment mediums for the students to allow a more efficient and frequent way to use and analyse these kind of results.

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Lesson Plan

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You are using a browser that is not supported or you have disabled JavaScript. Please upgrade your browser and/or enable JavaScript. Supported browsers are Mozilla Firefox, Google Chrome, Safari and Internet Explorer (version 10 or later).

Name

Visual Education - 8th grade

Topic

Chromatic contrasts

Learning time

7 hours and 30 minutes

Designed learning time

7 hours and 30 minutes

Size of class

12 (3 groups of 4 students)

Description

Investigating the presence of chromatic contrasts in art objects and/or our surroundings, while in a collaborative environment, producing a presentation with the groups' findings and conclusions.

Aims

Study the chromatic contrasts and their effectiveness in portraying moods and projecting perceptions in art projects and/or our environment.

Outcomes

Knowledge, Comprehension, Analysis, Affective learning outcomes, Application, Evaluation

Editor

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.

Social learning graph will not display correctly, because no class size is set.

Social learning graph will not display correctly, because one or more learning types do not have group size set.

© London Knowledge Lab, UCL Knowledge Lab, UCL Institute of Education 2013-2019 Version 1.02

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Starting point: The chromatic contrasts
Investigating the presence of chromatic contrasts in art objects and/or our surroundings. A study of the chromatic contrasts and their effectiveness in portraying moods and projecting perceptions in art projects and/or our environment, while in a collaborative environment, producing a presentation with the groups' findings and conclusions.

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Teoria da cor / Simbologia da cor / Contrastes cromáticos

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Assessment tools:
Self and peer assessment:
https://goo.gl/forms/YsmE4cGm1U8BlsgA2

Individual and group assessment:
https://dl.dropboxusercontent.com/u/1985307/Group%20and%20individual%20assessment.xlsx

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Teachmeet with Anna Laghigna and Naír Carrera

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Teachmeet with Anna Laghigna and Naír Carrera

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https://www.youtube.com/watch?v=p6zucxXBd5c

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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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Time is indeed a problem. I think the better way to deal with it is by using digital tools that allow us to overcome it. That leads to another problem, some teachers still don't have the skills to work with these tools and need to find time to get training with them. Then there's the problem with will to do collaborative projects.
There are lots of possibilities of interdisciplinary activities if we have the time to establish relations between all the classes' subjects. That should be done in the long run, it's impossible to do it as fast as we'd like it. But experienced teachers already have an idea of some of the subjects they can interchange with others and they should build on that. This interconneciton makes our job easier and allows the students to better undestand the complexities and possibilities of connecting subjects and establishing relations between them. As said before we should lead by our own examples.

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Hi, my name is Daniel Caridade, I'm 44 years old and I'm a portuguese Visual Arts Teacher since 1996.

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Hi, my name is Daniel Caridade, I'm 44 years old and I'm a portuguese Visual Arts Teacher since 1996.

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I presently find myself teaching at Agrupamento de Escolas D. Sancho II - Alijó, in Portugal.

My experience varies according to the schools where I've tought (since I'm still a temporary teacher - professor contratado in portuguese) and I've had the pleasure of travelling all over the country, teaching from 5th grade till 12th grade, both normal curriculums and professional courses.

My college degree is in Fine Arts - Painting, but since then I've streched my work experience throughout a vast knowledge field, exploring photography, graphic design, sculpting and video.

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reading material

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"The rubric becomes an object to think with, for learning design and assessment."

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Short as possible
5-10 items

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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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Diagnostic assessment

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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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Self and peer assessment

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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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Individual assessment

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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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Individual assessment

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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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Discrete assessment

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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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Ethical, personal, emotional, psychological skills
Develop leadership skills, shared responsability Value what each individual brings to the group

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Lead by example

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How might we address sceptical teachers?

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Thank you for your feedback, Carmen Carella!

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Muito obrigado pelo feedback, Helena Louzeiro!!

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It was a great experience!! Thank you all!!