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https://v.gd/WsxDna

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Answers to teachers' questions about the evaluation of collaborative learning

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Answers to teachers' questions about the evaluation of collaborative learning

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I agree with Dr. Luís Valente that the use of self-assessment and peer, the teacher is no longer the only person to evaluate the student's work. Peer evaluation often has more impact on self-reflection about student learning than teacher evaluation.

Google Translation

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Collaborative Learning - What to assess and how?

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Collaborative Learning - What to assess and how?

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At my school, I have not yet begun to implement collaborative learning activities, because first I have to understand exactly how to apply and evaluate. So my experience with the use of headings and checklists has not started yet. With regard to the involvement of students in the design of the rubrics and checklists used in the evaluation of their work, I now believe, thanks to this course, that it is a critical step to improve their involvement and receptivity in collaborative activities. The tips provided in the video for the construction of rubrics and checklists are, of course, very useful, as well as the guidelines contained in the CO-LAB Evaluation Guidelines.

Google Translation

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An ICT teacher’s experience of assessing students’ collaborative learning

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An ICT teacher’s experience of assessing students’ collaborative learning

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I agree with Antonino's 7 benefits associated with the assessment of collaborative learning and the challenges it faced. However, I still do not have much knowledge about some digital tools to apply with my students.

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

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

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Chrysa's questions to assess the collaborative learning of his students were pertinent because I think it helped the group to reflect on their performance in the team.
I find it very challenging to figure out how best to assess a student's individual participation in a collaborative activity, but it will be easier for students to use a checklist to evaluate their peers.
It is verified that in collaborative learning, when the students' evaluation is based on their performance, it results in a decrease of the team spirit, whereas when the evaluation is of teamwork, some elements disinvested and let others do the work . I inform students what assessment criteria at the beginning of the activity.

Google Translation

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Evaluation for the improvement of collaborative learning

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Evaluation for the improvement of collaborative learning

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I think the evaluation of collaborative work sometimes discourages bad students and encourages competition in good students. However, evaluation should be useful for students to self-regulate their learning process.
It is also important that assessment helps students recognize the benefits of collaborative work and that together they learn more and better.
I agree that the evaluation should be brief, clear and timely.
I use formative assessment more regularly than self-assessment and peer evaluation. It's something I have to change.

Google Translation

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Learning activity with a low level of collaboration: I ask students to support other colleagues in their mistakes in performing exercises in math.

Learning activity with a high level of collaboration:
Students have to solve math problems. The class is divided into small groups (3/4 students). Each group has to choose a mathematical concept to acquire specialized knowledge. Each member of the group becomes an expert in a different concept or procedure and teaches their concept to the group. Students learn to work with different partners and begin to realize that they can truly take responsibility for their own learning.
The group is responsible for the knowledge of each group member.
In the end, there are experts for each concept that can be asked of students.

Google Translation

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The scenario model and the six scenario examples presented in the video are very interesting. The scenarios were well chosen. I look forward to using the learning scenarios to create collaborative learning activities in my own context. I consider it advantageous in the scenarios: structure the work, allow the control and follow-up of the process; Supports the organization of tasks; Facilitates the evaluation process. I think it's a disadvantage: it requires a lot of investment from the teacher in planning and monitoring.

Google Translation

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I think Butler's rubric on collaborative work is a valid solution for planning activities. I think it is helpful for the teacher to understand the type and quality of the collaboration that occurs in the learning activities that you plan.
After this video, I am more aware of the questions I have to ask myself before implementing the learning of a thematic unit.
The teacher can decide in the planning: what steps have or not to take, and structure a learning unit knowing what a good quality collaborative task is the goal of student learning.
So far I have not yet implemented rubrics in my teaching, and even my most collaborative and collaborative projects that have been evaluated according to traditional standards, testing both oral and written expression.

Google translation

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The four main issues presented by Butler teacher are important for planning a collaborative learning activity.The group work, shared responsibility, taking substantive decisions and self-employment are key elements in collaborative learning. Students will have the opportunity to work in pairs or groups to discuss a problem, to solve a problem or create a product. The teacher has to follow the work of the students. They can work with others outside the classroom, including students from other classes, other experts in the field they are studying.I never questioned me about these questions the way she suggested.

Google translation

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I have never performed an exercise similar to the 'circle time' described in this video, however, whenever I propose to the students a group work I discuss with them about their work and the conclusions they reached.The exercise presented in the video has positive aspects, In particular, students can show their abilities by applying their skills, doing their own research, etc. They also develop the ability to work with their peers and as a team. As for negative aspects, sometimes in heterogeneous groups, some members may have difficulties In keeping up with their peers. This implies a close follow-up by the teacher.
It is important, a good dynamic management of work with continuous monitoring by the teacher to intervene in the most problematic situations.
Technology becomes useful in the classroom, especially when collaborative practices are used, because it even motivates students who have less work culture.

Google translation

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Incorporation of collaborative learning into classroom design

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Incorporation of collaborative learning into classroom design

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I agree with the importance of using a shared language about what we mean by collaborative learning. It is important that teachers have a common vision of the concept of collaborative and shared learning.
Having collaborative skills is not a personality trait and one can design learning activities to develop those skills in students.
However, most teachers in subjects subject to national examination do not apply the new pedagogies and do not use activities based on collaboration because they find it difficult to evaluate students and say that "exams are individual".
I also agree with Professor Butler, however, I do not think I have an in-depth degree enough to feel fully comfortable with this type of teaching yet I will do my best to develop more tasks / activities framed for this purpose.
I agree that technology can support new pedagogies that focus on students as active participants with tools for inquiry-based pedagogies and collaborative workspaces.

google translation

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I never promoted collaborative learning through project-based learning as shown in the video. Often toss questions when I start a program content. Then opens the discussion with my moderation.
Clearly the use of technology in the classroom makes the learning process more motivating and attractive to the student. Learning is facilitated from the moment a student enters with pleasure and desire to be in the classroom.

Google Translation

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After my research, I realized that collaborative learning is a resource that arises from the need to insert interactive methodologies between the students, together with the teacher to create research, understanding and interpretation of information of certain subjects. Students are more active and collaborative. Teaching is student-centered and learning is deeper.
With this type of learning students can contribute their knowledge. The process of teaching and learning is not only related between teacher / student, but all those who are part of group learning. In other words, students learn from their peers and contribute to their learning.

Google translation

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Good morning, I'm Ana Elisabete Teixeira, professor of mathematics at the Basic and Secondary School of Vila Nova de Cerveira, Portugal. My students are between 14 and 15 years old, like to collaborate and participate in projects.
I am very enthusiastic about this project.
Good collaborative activities for all participants.

Google Translation