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On school day it is very difficult to find time for teachers to cooperate. We are trying to find a solution with weekend meetings or short-time meetings at the end of the lesson to arrive from above. It is very important that teachers from different disciplines come together. As a physics teacher, I must absolutely cooperate with mathematics teachers. We meet with different branch teachers at certain periods.

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Social networks can be a collaborative environment for teachers. The distance learning and e-learning platform provides an innovative learning environment for individuals with similar interests. Forums are also a handy tool for teachers to share their ideas and work. I teach my students the technology that will appeal to their students. In my school I can say that I am the teacher who uses the most technology in this subject. Technology is a good tool to improve our learning methods.

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Each teacher should be in cooperation with their colleagues in accordance with our educational system. Meetings and evaluations are held at the beginning of the academic year and at certain periods. Lesson plans and examinations are created together. Special programs are prepared for students with special learning needs. Teachers in the same field collaborate on this issue. Different branch teachers and teachers entering the class in the same class cooperate. As a result of these collaborative efforts, our students are targeted to be more motivated in classes.

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The most important advantage of collaboration is to develop more and more teachers by comparing their experience with other teachers. In this regard, Prof. I agree with Butler. It is often difficult for teachers to cooperate fully with each other. However, co-operation of teachers will be a role model for students. Teachers should be able to work with their students collaboratively and in teams. Thus, we can develop our own applications.

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Teacher and student cooperation is provided on the system called EBA (Educational Information Network) which is a subcomponent of the Fatih Project carried out by the Ministry of National Education in our country. In this system, we can cooperate with our colleagues. We can open discussions with our students, organize voting and events. In addition, social media networks like Twitter, Facebook and LinkedIn can be used as a particularly useful area for teacher collaboration and vocational learning. Many teachers in my school do not have digital skills because they do not attend the elderly and refresher classes. I have a single colleague who is happy to work with me and who can use digital tools.

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Collaborative teaching & learning | Ateacher trainer & language teacher’sexperience 

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Collaborative teaching & learning | Ateacher trainer & language teacher’sexperience 

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In co-teaching, the pair (teacher candidate and cooperating teacher) is encouraged to co-plan and quickly incorporate the co-teaching strategies in their practice, providing more opportunities for the students to engage with both adults in the classroom. The mentor teacher remains engaged, using the strategies to support student learning and engagement. The co-teaching pair collaborates throughout the experience, with leadership in responsibility and decision-making shifting over time to the teacher candidate. Ultimately, the teacher candidate assumes leadership in all aspects of the classroom, including directing the activities of the cooperating teacher and other adults working with the students, for a pre-determined amount of time. It is important that the teacher candidate does have opportunities to solo teach too, but the goal is to co-teach once the candidate has established classroom leadership skills and students interact with both adults as their teachers.

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Collaborative teaching & learning Aprimary school teacher’s experience

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Collaborative teaching & learning Aprimary school teacher’s experience

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Collaborative teaching and learning |Module 4 Introduction

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Collaborative teaching and learning |Module 4 Introduction

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Peer review should be objective. Teachers should not be the only source of judgment about the quality of learning. It must open the way for the individual to think. Self-assessment and peer evaluation; "addiction to friendship", "interests of judges" and "benefit from parasites". Individual evaluation should also have a place in collaborative work. Thus, the nature of the cooperation can be determined.

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Collaborative teaching & learning | Expertanswers to teachers’ questions onassessment 

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Collaborative teaching & learning | Expertanswers to teachers’ questions onassessment 

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Scale score scales, rubrics, checklists, or learning scales can be a solution. When students are preparing, they should be contributed and evaluation criteria should be determined. CO-LAB Assessment Guidelines may be useful in this regard. We can design appropriate scales for our own work.

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Collaborative teaching & learning |Collaborative learning - What to assess andhow? 

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Collaborative teaching & learning |Collaborative learning - What to assess andhow? 

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Students should be free at the election of a project when a working group is formed. However, objectivity should be provided for peer review. This can be achieved with collaborative work such as Google Forms, Tackks, Padlets, Edmodo. These tools give you the opportunity to collaborate. The teacher can get feedback. According to the data, constructive and encouraging new materials can be arranged.

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Preparations are necessary to prepare cooperative learning based on group dynamics, team management and class. This means more time. The use of collaborative digital tools will be useful for reorganizing the classroom area, learning based on a healthier collaboration.

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It is difficult to grade each team member systematically, according to their performance. One way to minimize the problems faced with this dilemma is to require students to evaluate their peers and themselves. By evaluating themselves, students are more likely to produce more realistic results.Students tend to view themselves and their peers as too inexperienced to be making accurate and fair assessments of their work. This is especially true when students are receiving grades based on peer feedback

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Assessing learning can profoundly shape the educational experiences of students. One of the challenges of effective assessment is to ensure that there is a close alignment between the learning goals, the teaching and learning activities aimed at meeting learning goals and the assessment tasks used to assess whether learning goals have been met. Current best practice includes assessment which is aligned to learning goals which focus not only on content knowledge but also on process and capabilities.
In the total evaluation of each student in the school / subject, learning outcomes (such as project work / outcomes) related to the collaboration should be considered.

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Collaborative teaching & learning |Collaborative learning and student peerreviews 

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Collaborative teaching & learning |Collaborative learning and student peerreviews 

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Collaborative teaching & learning |Assessing students’ collaborativelearning 

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Collaborative teaching & learning |Assessing students’ collaborativelearning 

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Collaborative teaching & learning | Asports teacher's experience ofassessing collaborative learning

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Collaborative teaching & learning | Asports teacher's experience ofassessing collaborative learning

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Collaborative teaching & learning |Assessment for improving collaborativelearning 

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Collaborative teaching & learning |Assessment for improving collaborativelearning 

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https://bighugelabs.com/deck.php

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Collaborative learning is the act of giving the responsibility of the learning to the students. Don't panic if you haven't heard of collaborative learning before, you've probably done a collaborative learning activity in a class without knowing it. It's basically the instructional art of using groups and pairs of students to fulfill a task/assignment. If done well, these activities can create a valuable source of motivation, critical thinking skills, and active learning while the students learn to manipulate classroom information into their own working knowledge

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Low level of collaboration:
In a momentum experiment, students identify variables such as mass and speed. One of these variables is fixed, the other is changed and the result is observable. The same process is done for the other variable. The results are gathered on a table. students prepare a report on this outcome.
code 3

High level of collaboration:
The two-step exam is a relatively simple way of learning based on co-operation and testing a formative exam. In a two-step test, students complete the exam individually and open one at a time and then work in small groups to answer questions again. In the second stage, the room attendant is filled with an effective and powerful discussion with almost every student. This provides prompt targeted feedback from students' interviews with their peers. We also see the use of this test format not only to ensure consistency among interactive component components, but also to show how students are approaching other common course components. This is accomplished without losing the summary evaluation of individual performance, which is the anticipation of exams for most trainers.
code 5

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Collaborative teaching and learning |Collaborative learning scenarios

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Collaborative teaching and learning |Collaborative learning scenarios

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Collaborative teaching & learning | The 4 Collaboration Questions 

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Collaborative teaching & learning | The 4 Collaboration Questions 

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Collaborative teaching & learning |Embedding collaborative learning intolesson design

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Collaborative teaching & learning |Embedding collaborative learning intolesson design

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Collaborative teaching and learning | Module 2 Introduction

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Collaborative teaching and learning | Module 2 Introduction

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Collaborative teaching and learning | Module 2 Introduction

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Collaborative teaching and learning |Module 2 Introduction

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Collaborative teaching and learning |Module 2 Introduction

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I am a physics teacher and Fatih Project trainer in Turkey. I'm interested in physics, astronomy, mathematics, and other natural sciences. I have studies about the use of technology in education. I am interested in renewable, sustainable energy sources and popular science. My students are between the ages of 14-19. I have a special interest in conserving wildlife and ecological balance. My motto; "There is physics in life, there is life in physics"

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High / low level cooperation

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Example of a completed Lesson Plan Rubric document

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Example of a completed Lesson Plan Rubric document

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Creating a Padlet for your Learning Diary

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Creating a Padlet for your Learning Diary

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Creating a Padlet for your Learning Diary

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This video is part of the European Schoolnet Academy. For more information visit www.eunacademy.eu

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Collaborative Teaching and Learning Participant_2nd edition Map

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(Edit) This map shows the location of participants in the Collaborative Teaching and Learning course on the European Schoolnet Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

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Collaborative teaching & learning | Course Overview

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Collaborative teaching & learning | Course Overview

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Collaborative teaching & learning | Course Overview

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CO-LAB supports the mainstreaming of Collaborative Teaching and Learning through recommending what works based on an evidence-informed dialogue between practitioners and policy makers

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CO-LAB supports the mainstreaming of Collaborative Teaching and Learning through recommending what works based on an evidence-informed dialogue between practitioners and policy makers

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Collaborative Teaching and Learning - Online course - 2nd edition

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Collaborative Teaching and Learning - Online course - 2nd edition

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As part of the MOOC, participants were encouraged to share their opinion and experience in addition to discussing the various topics and questions presented in the end of each section. They posted the information on online discussion spaces called 'padlets' (www.padlet.com).