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"YES, I CAN - EMPOWERING STUDENT LEARNING! " 

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"YES, I CAN - EMPOWERING STUDENT LEARNING! " 

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Let's go then!
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It all started with an email I received on the 21st of December, from the school where I work, to promote the course.
After seeing the video attached to the email, I wanted to sign up. After researching the subject I thought it would be a very interesting challenge.

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On the 28th of December I decided to create an account at the European Schoolnet Academy and enroll in the course. From there I went searching to find out more information either on the Academy website or through the Braga CdP. I organized the information that I researched and received, to use as a resource during the course
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MODULE 1: BUILDING BRIDGES BETWEEN FORMAL AND INFORMAL LEARNING .                                                                                           COURSE INTRODUCTION - Monday, January 21,2019

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MODULE 1: BUILDING BRIDGES BETWEEN FORMAL AND INFORMAL LEARNING .                                                                                           COURSE INTRODUCTION - Monday, January 21,2019

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1.1 LET'S  GET STARTED
The day has come!

I began by telling me on the Schoolnet Academy  about the course introduction: timeline, five strategies for learning online, learning diary (video message from Anna laghigna)  and the code of conduct.

I watched a video, which I enjoyed a lot (I watched it several times), in which Diana Rhoten, Director, Digital Media and Learning Program, Social Science Research Council, addresses very important concepts and ideas on how to give the child power for learning. Summarizing the most important ideas of the video:

Every child has an interest; this is a fundamental belief; to progress through that, to become more advanced;

Create digitally enabled learning activities;

The importance of libraries, museums, ... in learning;

Notion of learning-driven by interests is not a new concept;

Students want an experience that means something to them personally; of their own lives or of their own interests;

Begin with attention to the slogan: consumption, production, participation;

Speaks of learning rather than education; of digital media and not of great technologies; of centered learning, rather than institutional driver; speaks of personal motivation;

In the twentieth century the most important thing was to learn the content; in the twenty-first century the most important are the tools and skills of remaking that content and becoming the creator and the producer;

Schools are highly structured around standards and assessments, so it is very difficult;

Even where there is a will, it is very difficult for a teacher now in a formal school environment to think;

We have a lot of talk about this, but we do not have much concrete. We have to put this in the world.

I introduced myself on the padlet (something new for me, this app): “ Hello! My name is Cecília and I live in Monção, a portuguese town on the border with Spain.
I am a primary school teacher and I work in Valença do Minho.
I like talking, reading and overcoming challenges.
I've joined this course because it seemed to be a new interesting challenge that might improve my English and personal knowledge.” And I added my photo.
I found that there were quite a few Portuguese teachers in the course and also in other European countries. I would like to read all posts, to get to know my classmates better; I read some and I "liked" Claudia's post from Italy and also Marlena's from Croatia, for being primary teachers like me and during the course we may be able to exchange some impressions about teaching in our countries.

To accomplish the second activity, I started by consulting the tutorial on how to do a padlet. To end the day's journey, I introduced myself on the moodle platform of the CdP(Casa do Professor de Braga).

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1.2 STARTING FROM STUDENTS' INTERESTS -Tuesday, January 22,  2019

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1.2 STARTING FROM STUDENTS' INTERESTS -Tuesday, January 22,  2019

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I watched a video in which students from Portugal, Romania and Poland share how they like to learn.
Activity 1
Ask students to fill out a short survey using this link. The survey is available until February 6. The results of this research will be shown in the final module.

Although this activity is voluntary, I think it is important to do it, because I think it is very important for the students themselves to say what their motivations are. I have to fill in the students' answers because they do not know English and do not yet master the technologies ( are 7/8 years old).
Activity 2
After watching the video, I reflected on the questions raised: What are the interests and learning preferences of my own students? Do I think I already know all or some of my students? How do I think I could find out more?

I published my opinion on the padlet and then on the moodle of the CdP:

My students are between 6 and 8 years old. They like everything that is new, to have an active role in activities, physical activity, activities outside the school, technology, work in projects, well-disposed people, attention and pampering.

I think I know them all, although some better than others.

I will be able to get to know them better if I know their family context and when we do free expression activities in the classroom; outside of school, in activities in a non-formal and informal environment.

I have read the opinions of some of my colleagues and found that everyone said that students like to learn in different environments using diverse methodologies, technologies, games and innovative techniques, regardless of the country of origin.

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1.3 WHAT IS FORMAL/ NON-FORMAL LEARNING? - Wednesday, January 23, 2019

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1.3 WHAT IS FORMAL/ NON-FORMAL LEARNING? - Wednesday, January 23, 2019

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I watched the three videos made available. In the first video, the NESTT project explains that most students do not link their learning experiences in and out of school. The second and third video explains what formal, non-formal and informal learning is.
I reflected on these concepts and how to better connect the different learning experiences.

Activity 1
I rated 10 statements in the formal, non-formal or informal learning category. I checked the results and made mistakes on 3 of them - one for lack of attention and the other two for confusing in unclear situations, learning form and non-formal.

Activity 2
I thought of three cases where I learned something in a formal, non-formal or informal way and published on the padlet and then on the moodle of the CdP:

Formal learning is highly structured, following predetermined programs; develops within its own institutions (schools, universities ...); is similar for all students; qualifies and is a must.

Non-formal learning takes place outside the school sphere; qualifies, but does not qualify (does not give diploma); is related to personal interest; develops according to the desires of the individual in a climate designed to be pleasant. It is carried by museums and other institutions that organize events of diverse order for a heterogeneous public.

Informal learning is not structured, occurs spontaneously in everyday life, through conversations, family experiences, friends, colleagues and occasional interlocutors. It depends on the discipline of each one, of the own will, usually has a playful character.

I learned in a formal way, when I attended a training course in Experimental Sciences organized by the Ministry of Education; I did non-formal learning when I attended the launch of a book about my land, organized by the Municipality; I do informal day-to-day learning when I talk to my friends, colleagues, family and sporadically when I travel.

Then I navigated through the contributions of my colleagues. It seemed to me that they make good the distinction between the three forms of learning and some gave rather illustrative examples of each.

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1.4 LINKING NON-FORMAL/INFORMAL LEARNING & FORMAL LEARNING – Thursday, January 24, 2019

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1.4 LINKING NON-FORMAL/INFORMAL LEARNING & FORMAL LEARNING – Thursday, January 24, 2019

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We come to the central question of this course: How can we help students create synergies between learning in different learning contexts?

I watched two videos. In the first, students from Poland, Romania and Portugal share what project work they really liked.

The second video begins with a brief visual summary of the different learning settings. It then presents some initial ideas on how to take advantage of non-formal and informal learning settings as well.

Activity

We come to the central question of this course: How can we help students create synergies between learning in different learning contexts?

I watched two videos. In the first, students from Poland, Romania and Portugal share what project work they really liked.

The second video begins with a brief visual summary of the different learning settings. It then presents some initial ideas on how to take advantage of non-formal and informal learning settings as well.

I reflected, thinking again about the examples I provided from my own learning, to answer the question: How can different learning settings be better linked in general terms and specifically to my students?

My answer published on the padlet and on the moodle of the CdP:
The different learning configurations can be better linked to the students if the school has autonomy, curriculum flexibility and supporting partners, providing resources (Library, museums, transport, ...), which allow them to practice innovative and motivating techniques (projects, experiments, workshops, stop motion, meetings ...); that meet the interests of the students and enable them to give true meaning to their learning.

Then I saw the response of some colleagues,  I “liked” three, and made suggestions: to get students to participate in the Erasmus Project and that we should always remember Winston Churchil's quote when things are not happening: "I like things to happen, and if they don't happen, I like to make them happen ".

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1.5 STRATEGIES TO EMPOWER STUDENTS IN THEIR FORMAL AND INFORMAL LEARNING - Friday, January 25, 2019

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1.5 STRATEGIES TO EMPOWER STUDENTS IN THEIR FORMAL AND INFORMAL LEARNING - Friday, January 25, 2019

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I watched two videos in the introduction of activity. The first from Diana Rhoten (see my reference to this video in activity 1.2). The second video provides some insights on how to move students' ownership of learning.
Activity 1
Then I though about what I could use from their sharing in my own classroom and I answered the question:
What would you like to do to empower your students to learn?

My answer published on the padlet and on the moodle of the CdP:

I have some ideas to enable my students to learn . I'll take a brief approach to two ideas I've been using for a few years now and that have proved to be a success because of the interest and enthusiastic involvement of the students.

Weekly, there is a class of experiences, starting from a problem in the form of a question usually posed by me. Students are invited to reflect on the subject and write down what they think. They share the response with the class and debate the different opinions. The materials for checking are prepared. They make the experience and record the conclusion. They compare the result with what they thought it would be before the experience.

We created a "pedagogical garden", outside of the school, where we grow different vegetables; when they are picked up, we deliver them to the school canteen to be used in a meal. We involve some people from the community, autarchy and family to help us not only provide resources (terrain, tools, seeds, ...), but also cultivation techniques and knowledge. This project allows to develop several activities in almost all disciplines.

Then I saw the response of some colleagues; I “liked” three,  and made suggestions.
Activity 2
Challenge:
To think of your own students: Can you share the story of one student who struggled to get good grades, but succeeded in another field? How did you / could you help the student?

My answer published on the padlet and on the moodle of the CdP:

I had a student who struggled to get good grades and who later succeeded as a horse trainer, his passion from an early age. I have tried to organize teaching by making the emergent issues of daily life and student life profitable; based on diversified materials and resources, providing for the experimentation of diversified techniques, instruments and forms of work; organizing cooperative learning activities, oriented towards the integration and exchange of knowledge. I supported the student in articulation with his interests, in discovering the different forms of organization of his learning and in carrying out activities on his own initiative, valuing in the evaluation of his learning, the production of free and self-designed works; propitiated learning situations conducive to the promotion of self-esteem and self-confidence.

Then I saw the response of some colleagues I liked and made positive comments.
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MODULE 1 QUIZ, ADDITIONAL RESOURCES and LEARNING DIARY Saturday, January 26 2019

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MODULE 1 QUIZ, ADDITIONAL RESOURCES and LEARNING DIARY Saturday, January 26 2019

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I did the short  module 1 quiz and the result was:

"Your result in the test was: 90

You have passed the test.

You have used up your attempts to pass the test."

I still had a look at the resources available. I was amazed and glad to see a video of a Portuguese school (Agrupamento Boa Água) that has the PIP Project (Educational Innovation Plan). I considered this project fascinating.

To finish, I started to organize this padlet.

Long week! I certainly exceeded the four hours per week! I'd say it was four hours a day but they were really worthy!

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MODULE 2: EMPOWERING STUDENTS THROUGH PERSONALISED LEARNING- Monday, January 28, 2019

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MODULE 2: EMPOWERING STUDENTS THROUGH PERSONALISED LEARNING- Monday, January 28, 2019

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I started this module by taking a look at the final video message from the NESTT project partners.
Activity
For this module, I was encouraged to identify my own "personal" learning goals.
I have listed three learning goals for this module:

Understand the concept of personalized learning;

Know how to enable students to learn;

Know how to adapt teaching based on students' learning preferences

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2.1 WHAT IS PERSONALISED LEARNING? - Monday, January 28,  2019

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2.1 WHAT IS PERSONALISED LEARNING? - Monday, January 28,  2019

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I watched the video in which different academics share their definition of what is personalized learning.
What best corresponds to my own understanding of personalized learning is:
“One of the ways is actually paying attention to individual learners, to their knowledge, to their abilities, to their course through life, and that is what personalized learning is, really the entire enterprise of education on the individual learners.” – Bryan Alexander, Bryan Alexander Consulting

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2.2 WHY PERSONALISE LEARNING - Monday, January 28,  2019

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2.2 WHY PERSONALISE LEARNING - Monday, January 28,  2019

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I've seen the three videos that explain why personalizing learning benefits students. In the first video, students of the basic education of the Monte Flor College, located near Lisbon in Portugal, share how they like to learn. The other two videos explain why personalized learning is important from two slightly different angles.

Activity 1
Which definition of personalized learning do you like best?
My answer :Video 1: Types of Learners

Activity 2
Imagine that you have to personalize a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

My answer :

I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment.

It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed.

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2.3 FORMATIVE ASSESSMENT - IDENTIFYING WHAT YOUR STUDENTS KNOW AND NEED  – Tuesday, January 29, 2019

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2.3 FORMATIVE ASSESSMENT - IDENTIFYING WHAT YOUR STUDENTS KNOW AND NEED  – Tuesday, January 29, 2019

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I visualized a video in which teachers mention some aspects of formative assessment and read why formative assessment is relevant. These two activities led me to reflect "How can formative assessment formalize the learning of my students?"
Activity 1
I surveyed the question and marked the elements of formative evaluation that I already use in my teaching: Skills inventory and Interests checklist.

Activity 2
How could you collect this information more systematically and make better use of it to support the learning of your students? And how do you evaluate the learning of your students throughout the process?

My answer:
I systematically collect this information through:
communication with them during the practice of teaching;

meetings with parents;

inventory of skills;

interest checklist;

Self-assessment, reflecting each student on their work.

I evaluate learning throughout the process, using diverse methodologies and tasks that favors reflection on the work done and what they need to overcome the difficulties:

Weekly class assemblies;

Interactive evaluation with registration grids filled out by the students themselves;

Self-evaluation form;

Monthly .formative assessment tests.

Then I saw the response of some colleagues.
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2.4 MANAGING DIVERSE LEARNING PATHS – Wednesday, January 30, 2019

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2.4 MANAGING DIVERSE LEARNING PATHS – Wednesday, January 30, 2019

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I watched the video and read the article describing concrete strategies to effectively customize learning. After receiving some suggestions, I tried to identify the pros and cons of these strategies and identify effective elements of personalized learning in the mentioned activities .

Activity 1
I reflected on the question:Which of the personalized learning practices listed in this Tricider do you have experience?

Of the practices listed in Tricider I knew the majority. The Tricider was new to me. It took me some time to understand how it worked and found it very functional and suitable for the activity.
From the personalized learning practices listed in Tricider I know:
"Games, quiz, memory" - Increases involvement, promotes autonomous learning, improves memory, gives feedback to learning; as against the same games do not always please all the students;
"Take the classroom from the outside. Explore nature and promote the dialogue" - It is a healthy, interesting, motivating activity and allows to work a series of contents. However, it does not please all the students and the weather is not always allows;
"Using Digital Content and Purpose-Driven Tools" - Enables more dynamic, quick and easy learning. However you have to have a good internet network.
I've added other custom learning practices to the list: “Experimentation “-Develops curiosity, involvement, reflection and a taste for discovery.

Activity 2
I have identified some criteria for effective personalized learning:
Know the interests and preferences of students;
Respect the particularities of each student and value their own knowledge;
To make the student the protagonist of his learning, adapting the content of the classes to his interests and difficulties;
Encourage them to participate actively in the teaching / learning process, using active methodologies;
Create different pedagogical contexts conducive to the regulation of learning;
Reconciling the dynamics in the classroom with multimedia resources;
To value the different forms of learning.

I commented about the criteria added by some colleagues, some because they are not specific and others because they are very concrete.

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2.5 FOSTERING STUDENT AGENCY (more autonomy in learning) – Thursday, January 31, 2019

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2.5 FOSTERING STUDENT AGENCY (more autonomy in learning) – Thursday, January 31, 2019

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I watched the two short videos and then I reflected and discussed with my colleagues the following question:

How much autonomy do students need in their learning?

After reflecting I posted my opinion on the padlet:

How to convince a student to learn if they does not really want to learn?
"It is easy to force the student to go to school. The difficult thing is to convince him to learn what he does not want to learn" (Ruben Alves)
It is no use developing effective strategies to encourage someone to learn something if the person does not really want to. Nobody does something willingly if they do not want to. education does not work if it is not pleasant. Autonomy is the great reference for this change of attitude. The epicenter of this change must be the teacher / student relationship. The process can happen with empathy, courage and vulnerability. Give autonomy and freedom to the student is to make it more participatory and responsible for building its knowledge; implement growth mindset - learning from the appreciation of mistakes.

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2.6 TOOLS FOR PERSONALISED LEARNING – Thursday,  January 31, 2019

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2.6 TOOLS FOR PERSONALISED LEARNING – Thursday,  January 31, 2019

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I've checked the list of tools on the mentimeter (a novelty for me),  that can help me customize my students' learning. In addition to the tools included in the list I still know other tools that promote personalized learning, such as:

Virtual School - It's a comprehensive Teaching-Learning platform with thousands of interactive features: interactive lessons, digital textbooks, tutorial videos, interactive quizzes and other resources.

Interactive white board - Replaces the black or ink board and also functions as a computer screen, allowing all the interactivity that the internet offers.

Today I was able to do activity 1 of the 1st Module. My students have answered some questions about their preferences in a survey. They loved to participate.

Finally I was able to watch the recording of the webinar Marian Ancuta that took place on January 24, 2019 at 17:00 CET, related to Module 1, activity 1.6 (Live webinar).

The topic of the webinar is a concept in the three terms Non-formal / informal-formal, Common points and differences, Resources and stakeholders in non-formal education. Very interesting and enlightening.

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2.7 PERSONALISED LEARNING & FLEXIBLE LEARNING SPACES  - Friday, February 1, 2019

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2.7 PERSONALISED LEARNING & FLEXIBLE LEARNING SPACES  - Friday, February 1, 2019

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How can you create personal learning environments inside and outside the classroom?

I watched the video and got some concrete inspiration!

Is your classroom set up to be flexible and interactive, like the one shown in the video?

I posted my opinion on the padlet:

My classroom is not set up to be flexible and interactive like the one shown in the video. However, it can organize itself in different ways, with some effort, because the tables do not have wheels, they are rectangular, of two places and the classrooms are little spacious. It has an interactive whiteboard and a computer connected to the internet, but there is no Wi-Fi in the classroom.

In addition to the description, I added a photo.Then I voted in the two submissions that I found most inspiring!

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2.8 MODULE 2 QUIZ – Saturday, February 2, 2019

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2.8 MODULE 2 QUIZ – Saturday, February 2, 2019

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I did a little test to confirm that I watched the videos and I understood the main concepts explained in this module. Outcome: 88% Not bad!

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2.9 MAKING YOUR OWN " BRIDGE THE LEARNING SCENARIO" (step 1) - Saturday, February 2, 2019

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2.9 MAKING YOUR OWN " BRIDGE THE LEARNING SCENARIO" (step 1) - Saturday, February 2, 2019

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Outline of my "Learning Scenario Bridge":
Project: "Safe Internet Week"

Goals

inform and alert students to the issues and challenges of the digital world;

Encourage students to disseminate themes that encourage the safe and responsible use of digital technologies;

Unleash digital literacy.

Participants:

Students in the 3rd and 4th year of schooling in the 1st Cycle (primary school);

Other stakeholders (Safe School, parents and community)

Activities:

Game on kahoot;

Clarification session; with agents of the "Safe School";

Preview a movie to reflect on using the internet;

Discussion in class assembly;

In group, reflect on the rules for surfing the internet safely;

Create leaflets to be distributed by the community (outbound);

Quiz;

Disclose and share on the School Library blog.

Subjects involved:
Portuguese
Art
Civic formation
ICT

I commented on the ideas of some of my colleagues with concrete suggestions.

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2.10 WEBINAR - Saturday, February 2, 2019

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2.10 WEBINAR - Saturday, February 2, 2019

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I was not able to participate in the webinar with José Alberto Lencastre on February 1, 2019 at 16:00. Today I watched the video where he discussed the

questions: Every teacher has the right to teach in his or her own way. Same? Also, what about the student's unique interests and efforts?

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2.11 ADDITIONAL RESOURCES - Saturday, February 2, 2019

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2.11 ADDITIONAL RESOURCES - Saturday, February 2, 2019

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I had a look at the resources available (11 videos).

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2.12 YES, GOALS ACHIEVED! - Saturday, February 2, 2019

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2.12 YES, GOALS ACHIEVED! - Saturday, February 2, 2019

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The three learning goals that covered this module were met:

- Understand the concept of personalized learning;

- Know how to enable students to learn;

-Know how to adapt teaching based on students' learning preferences.

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MODULE 3: EMPOWERING STUDENTS THROUGH COLLABORATIVE LEARNING  – Monday, February 4, 2019

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MODULE 3: EMPOWERING STUDENTS THROUGH COLLABORATIVE LEARNING  – Monday, February 4, 2019

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“Together we stand, divided we fall.”
Pink Floyd, Hey You

It is with this phrase that invites to reflection that begins Module 3!

I started by taking a look at the final video message from the NESTT project partners.

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3.1 WHAT IS COLLABORATIVE LEARNING – Monday, February 4, 2019

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3.1 WHAT IS COLLABORATIVE LEARNING – Monday, February 4, 2019

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I watched the video and I knew the main questions that Prof. Deirde Bulter uses to define collaborative learning and the definition of collaborative problem solving.

Activity

What do you understand collaborative learning to mean?

The answer I posted :

Collaborative learning for me is learning to collaborate with the other (s). It is learning in less time; getting to know colleagues better; practice skills: organization, patience and compliance.

Other definitions of collaborative learning:

“Collaborative learning is a resource in the area of education, which arises from the need to introduce interactive methodologies between the student, or user, together with the teacher to establish searches, understanding and interpretation of information on specific subjects.”

Available in: “https://pt.wikipedia.org/wiki/Aprendizagem_colaborativa”

Access in: February 4, 2019.

“Learning has an individual dimension of analysis and design that develops properly in collaboration with others.”

Available in: https://pt.slideshare.net/mariloli/aprendizagem-colaborativa-7527113”

Access in: February 4, 2019.

Related Terms:

Group work, collaborative, negotiation, feedback, listerning, consensus,…

Then I navigated through the contributions of my colleagues and "liked" the two that interested me the most.

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3.2 WHY COLLABORATIVE LEARNING  – Monday, February 4, 2019

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3.2 WHY COLLABORATIVE LEARNING  – Monday, February 4, 2019

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I visualized the two videos and reinforced my knowledge regarding the importance of collaborative learning.
Activity

I reflected on each of the three questions below:

Why do you enjoy group work?

What group work do you already implement with your students?

What would you like to achieve next?

I have shared the following responses:

I enjoy group work because it enables the exchange of  ideas, learning, and skills, which allows to develop a richer and more interesting work.

I have already implemented some group work with my students. For example: Currency - where in practice they learn the history, the importance and the way of using money.                                                                                                   Sowing - In contact with Nature, they plant, care for, harvest and share the crops.

I would like to achieve "the culture of group work": more accomplished students, with more self-esteem and motivated to study.                                                                                                                                                                             And to end the day in beauty, I managed to export the badges of digital modules 1 and 2 that I have already completed!

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3.3 COLLABORATIVE LEARNING THROUGH PROJECT-BASED LEARNING – Tuesday, February 5, 2019

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3.3 COLLABORATIVE LEARNING THROUGH PROJECT-BASED LEARNING – Tuesday, February 5, 2019

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I visualized the video in which Francesca Panzica, a teacher at the Santa Maria a Castagnolo school in Italy, explains how she organized a project with her students.

Activity

Have you already prepared a group project similar to the one described in this video? Can you describe your project in a few lines, and tell us what worked and what the challenges were?

I reflected on the issues and shared the following:

I never prepared a group project similar to the one described in the video. However, throughout my career I have implemented small projects, such as the "Story Factory" project, to develop creative writing.

With waste materials, collected by students (7/8 years old) at home, they make a construction, cutting, gluing and painting.

They create a story allusive to what they have created. Each group shares what it has created (character / construction and story) in the classroom with the other students in the class; on the school library blog and at an exhibition in the school entrance hall.

In group meetings, each group shares the difficulties experienced, how they overcame them and what they liked the most.

What worked best was the motivation of all students.

The biggest challenge was to maintain harmony in the groups and help them reach consensus at the time of the decision, through dialogue and sometimes through voting.

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3.4 COLLABORATIVE LEARNING TO BUILD DEEPER UNDERSTANDING   – Wednesday, February 6, 2019

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3.4 COLLABORATIVE LEARNING TO BUILD DEEPER UNDERSTANDING   – Wednesday, February 6, 2019

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I visualized the video that shows how collaborative learning becomes part of everyday teaching at the College Preparatory School in Oakland, California. It is very inspiring for the practice of collaborative teaching.

Activity 1

I reflected on the issue below:

How do  I make my students feel safe and ready to take risks in their own learning?

I shared  my own experience on the padlet:

I usually organize the classroom in a way to allow interaction and where it is pleasant to work;

Ask each student at the beginning of the year to set possible goals;

Encourage them to improve in the study following the motto: "I insist, I persist and I do not give up";

Always express a positive attitude for all;

Create opportunities to develop your strengths;

Distribute praise and recognize your achievements to all;

Correct, reprimand in private conversation;

Listen without interrupting to correct;

Create suspense, pushing everyone to think;

Ensure that everyone participates;

Give time for everyone to think;

Stimulate participation;

Create discussions;

Create moments of reflection;

Practice activities to stimulate self-confidence;

Keep a record of the development of all students, pointing out the successes and what they need to work on.

Activity2

I shared my own experience with two specific aspects of collaborative group work:

How do you usually divide students into groups? What works best in your experience?

I shared my experience:

I usually divide the students into a group of 4/5 students.

At the beginning of the year I let the students choose the groups because it is easier. But then I have to reorganize the groups because they play more and are less productive.

Throughout the year, I divide by skills and behaviors, blending outstanding students and those who need help to work together. This formation of groups is the most advantageous leveraging the learning of both.

After having responded, I browsed the contributions of my colleagues and "liked" two ideas that I particularly enjoyed.

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3.5 COLLABORATING LEARNING IN A FLEXIBLE CLASSROOM, Thursday, February 7, 2019

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3.5 COLLABORATING LEARNING IN A FLEXIBLE CLASSROOM, Thursday, February 7, 2019

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I visualized the video that helps to think about how  can better fit the classroom or other learning spaces in school to organize collaborative learning effectively.

Activity

Are there things you can change without renewing the entire classroom?

I reflected on my own classroom and shared on the padlet:

Thinking about the learning spaces of my students, I find them flexible and interactive, although the classroom is much smaller  than the video shows, but also has fewer students.

The video is inspiring, but it has not brought me anything new, since I have always tried to transform the classroom in an environment of comfort and well-being, allowing interaction and to work pleasantly.                                                       I organize the classroom space in different ways, throughout the school year, in view of the goals to be achieved:                                                                                     Tables in the form of “U” - at the beginning of the year, to get to know each other better, interact and dialogue;                                                                                            Tables in queues - in lectures; introduce a concept, a theme;  information given on  the  board.                                                                                                                    Tables grouped (2 tables / 4 students) - to develop a group work, a project, a production;

Tables in the form of a wing - used for most of the school year, because in addition to being liked by students, allows to switch between a direct instruction class and a collaborative learning class in a very short period of time.

I answered a colleague who asked me for more details about organizing the room with the wing tables:

Hi, Zekiyealan! The wing portfolio layout is considered particularly inventive for flexibility in the classroom and was developed by Lynn Newsome, a reading teacher in Howard County, Maryland.

The tables are placed (2 to 2 or more) in "L" on the left side of the classroom, in columns and also on the right side, but with the "L" in the mirror (facing left), for an expositive class. Simply turn the table (s) on one side to form a group when needed.

I hope I have made myself understood!

I added the image related to the explanation.

((image source)

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3.6 COLLABORATION FOR PERSONALISED LEARNING – Friday, February 8, 2019

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3.6 COLLABORATION FOR PERSONALISED LEARNING – Friday, February 8, 2019

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I visualized the video and read the article that shows how to combine the two approaches (collaborative and personalized) learning.

Activity

The following questions were raised:

Where do you see the link between collaboration and personalized learning approaches?

How can you use elements of both approaches to empower your students in their own learning?

My point of view below:

I see articulation between the two approaches of learning (collaborative and personalized), when group and personal activities are combined.

I can apply the characteristics of both approaches in order to enable my students in their own learning, helping them to adapt the prior knowledge they bring and adapting the activities to the groups and each student (at their own pace and needs) .

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3.7 YOUR "BRIDGE THE LEARNING SCENARIO" (step 2) - Saturday, February 9, 2019

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3.7 YOUR "BRIDGE THE LEARNING SCENARIO" (step 2) - Saturday, February 9, 2019

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Activity 1

I completed the 2nd step of my bridging learning scenario.

Activity2

I posted the model with my most detailed ideas on the ESA forum.

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3.8 MODULE 3 QUIZ - Saturday, February 9, 2019

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3.8 MODULE 3 QUIZ - Saturday, February 9, 2019

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Done!

"Activity passed

You have received a 100 in this task"

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3.9 LIVE WEBINAR - SATURDAY, FEBRUARY 9, 2019

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3.9 LIVE WEBINAR - SATURDAY, FEBRUARY 9, 2019

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Again, for professional reasons, I was not able to participate in the Webinar on Tuesday, February 5, 2019 at 17:00 CET with Pascal Paulus.

I learned that Pascal Paulus is a primary school teacher in Belgium and Portugal and a PhD in Sociology of Education. He has 20 years of experience working in school and community in Belgium and Portugal in the context of teacher training. He is also an Education Consultant for Education Departments, Foundations, Private and State Schools, National and International Educational Projects and a member of the Modern Portuguese School Movement and co-founder of the Belgian-Flemish equivalent.

I watched the recording and I got the idea that was very interesting by the topics covered:

Learning activity, education and compulsory schooling

Schooling: a specific social relation

Models centered on the teacher and beyond

Apprentice and learning centered models.

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3.10 ADDITIONAL RESOURCES  -SATURDAY, FEBRUARY 9, 2019

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3.10 ADDITIONAL RESOURCES  -SATURDAY, FEBRUARY 9, 2019

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I took a look at the resources made available.

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MODULE 4: STRATEGIES TO EMPOWER STUDENTS THROUGH COLLABORATIVE LEARNING – Monday, February 11, 2019

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MODULE 4: STRATEGIES TO EMPOWER STUDENTS THROUGH COLLABORATIVE LEARNING – Monday, February 11, 2019

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Activity

Challenge:

How do you feel about your learning progress? Take this one-question survey to answer, then check out your peers' answers.

My answer:

I feel happy with my progress in learning! I feel that the effort made has been worth it.

The answer I chose in the survey:
I feel that I’ve already learned learned a lot.

I've noticed that most think like me!

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4.1 ELEMENTS OF EFFECTIVE COLLABORATIVE WORK l – Monday, February 11, 2019

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4.1 ELEMENTS OF EFFECTIVE COLLABORATIVE WORK l – Monday, February 11, 2019

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I saw the video in which Phil Spoors, Cramlington Learning Village, UK, explains how he thinks that group work should be organized effectively.

I reflected on what I saw.

Activity

According to Phil Spoors, to organise collaborative learning effectively, teachers should ask themselves the following 3 questions:

Will collaborative learning actually help students to learn any more than they would individually?

Is this task going to make sure that every student is involved?

Is this collaborative task going to make every student think?

My reflection that I shared:

1.     Absolutely! Collaborative learning develops the potential of the student as a person and as a social group. You only learn to collaborate by collaborating. In this learning there is the exchange of ideas, feelings and skills, enhancing learning and deepening knowledge.

2. It will ensure that all students are involved if more individualized proposals are offered for each learning style, tailoring activities to each student, helping them to discover which individual roles they can successfully take on by collaborating with others by combining activities group and personal.

3. It is certain that the collaborative task will promote thought. As an interactive methodology, you can learn to work together, to communicate, to cooperate, to participate, to respect others' opinions, to comply with rules and to reach consensus.

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4.2 ASSESSMENT OF COLLABORATIVE LEARNING - Tuesday, February 12, 2019

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4.2 ASSESSMENT OF COLLABORATIVE LEARNING - Tuesday, February 12, 2019

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I watched the two videos in which Elena Pezzi, a teacher at Liceo Laura Bassi in Italy, explains how she approaches the task of evaluating a group and gives a very interesting example of her own work.

After watching the two videos, I reflected on my practice and went to the second activity.

I have a look and download (may be useful for my classroom) of the Co-Lab Guidelines for Evaluating Collaborative Learning in the Classroom:

Rubric to evaluate students' collaborative skills (CoLab)

Self-assessment checklist for students' collaborative skills (CoLab)

Checklist for peer evaluation of student collaborative skills (CoLab)

Activity1

Have you used rubrics and checklists to evaluate collaborative work? Have you built your own rubrics or checklists for this purpose? What are your experiences? Share your ideas and experiences here!

The answers I shared:

Yes, I have used rubrics and checklists to evaluate collaborative work.

I have already built my own rubrics and checklists, drawing on existing ones, adapting them to consistency with the class level, expected product type, and teaching method.

I'm sure it's a great idea to involve students in the design of rubrics, checklists, or other assessment tools.

From my experience, I have found that when students are invited to participate actively, they take responsibility for their learning process and consequently for their school performance, gaining self-esteem and motivation, and they develop different skills and feedback becomes clearer and easy to understand.

I've shared the checklist I usually use.

Activity 2

After watching a video about Erasmus. I passed to the proposed challenge:

As a second step, we would like to consider how to assess student learning in projects that provide students with informal and non-formal learning opportunities.

I reflected and shared my answer:

I evaluate using varied methodologies: writing of suggested texts, Plastic Expression (drawings), checklists and self-assessment.

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4.3 STUDENT COLLABORATION OUTSIDE THE CLASSROOM -Wednesday, February 13, 2019

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4.3 STUDENT COLLABORATION OUTSIDE THE CLASSROOM -Wednesday, February 13, 2019

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I watched the video in which Peter Stöckelmaier, an Austrian professor, explains how he organized a collaborative learning experience outside the classroom for his students with the help of digital tools.

Activity 1

I reflected on how to take learning out with the help of technology.

There are several examples of collaborative learning outside the classroom, using virtual learning environments such as: Moodle, Facebook, Wikipedia, Google Drive, ... Creating groups, forums and encouraging students to participate, for example in online collaborative writing . However, it would be unfeasible to link my students' learning to these environments or even to activities as we saw in the video, due to several obstacles: the age of my students (6/9), their digital divide and the lack of technological resources.

However, activities can be organized in non-formal environments without technology, using traditional resources with the help of maps, questioning people on the street. It is not so motivating, but the students get involved with enthusiasm.

Activity 2

For the learning described in the video, the Actionbound application (https://en.actionbound.com) is crucial.

• Have you tried other applications or features that have been useful to you? If so, please share them here, with a brief description and a short review of what you liked and / or did not like.

I reflected and shared my answer:

Yes, I have tried other applications that have been useful to me to develop my digital literacy, to do work and to make professional presentations, such as:

Google Drive - Tool for creating new documents, spreadsheets and presentations, sharing and collaborating with others in real time;

Movie Maker - Is the application to help make movies with our photos, video clips and music.

LinkedIn - Is a social network for strictly professional use;

Adobe Spark - Is a free online and mobile graphic design app.

I liked them all!

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4.4 MODULE 4 QUIZ – Friday, February 15, 2019

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4.4 MODULE 4 QUIZ – Friday, February 15, 2019

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Test done!

My result in the test was: 100

I have passed the test.

I have used up your attempts to pass the test.

My answers:

1. According to the teacher Phil Spoors, collaborative learning is effective, when it helps students to learn more than they would individually, involves every student and makes every student think.

True

2. The classrooms in Phil Spoors’ school consist of circular tables with four students  and a centre of the classroom that is purposefully left quite spacious.

True

3. What parts of the collaborative learning activities can be assessed?

The process

The product

The individual contributions

·       All of the above

4. What concrete strategies does Elena Pezzi use when assessing her students’ collaborative learning?

Three answers are correct.

Before the final output is produced, she shares the evaluation rubric with the students

She negotiates the evaluation criteria with her students

She observes carefully the dynamics within the groups

5. With the app actionbound students can create their own learning profile.

False

6. It is not possible to implement collaborative learning activities without digital tools.

False

7. The results of this course’s optional survey for students suggest that most students are not interested in learning about any of the school subjects.

False

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4.5 OUTCOME OF MODULE 1 STUDENT SURVEY – Saturday, February 16, 2019

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4.5 OUTCOME OF MODULE 1 STUDENT SURVEY – Saturday, February 16, 2019

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I have checked the results of the short survey done at the beginning of this course, which reflects on what the students are interested in / would like to learn. I also downloaded the PDF to read it and share it with my students who also participated in the questionnaire. After reviewing the results, I shared my impressions on the Padlet.

I was curious to know the results of the research, because my students participated in it. The results presented surprised me somewhat by the prominence given to mathematics and the languages occupy the first place and technology the second and not the other way around.

In order to better adjust my methodologies to the interests of the students, I must have a role of creator and facilitator of learning, in order to optimize the journey. As Anna Laghigna says, I should see the student as a "lamp to light" and not as a "glass to fill". For this I have:

To create diversified activities that make the student protagonist of the process of knowledge construction itself; let me first meet the students; then explore these interests and experiences of everyday life, adapting education based on student preference, respecting the pace of learning and personal motivation;

To create moments that favor reflection on the work done and what they need to overcome difficulties, using evaluation as a construction process;

To organize the physical space of the classroom, so as to reflect comfort and well-being, allowing the interaction and the combination between group and personal activities of learning;

To bring learning out of the classroom;

To use technologies, reconciling the dynamics of the classroom with multimedia resources;

To create a relationship with the student on the basis in the trust, in dialogue, in affection and respect.

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4.6 FINAL LEARNING ACTIVITY: YOUR “BRIDGE THE LEARNING SCENARIO - Monday, February 18, 2019

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4.6 FINAL LEARNING ACTIVITY: YOUR “BRIDGE THE LEARNING SCENARIO - Monday, February 18, 2019

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To receive the course seal and the digital certificate I need to create and send my "Bridge Learning Scenario" and review the learning scenarios of other participants.

I read all the information on the procedures to take into account in these two activities.

I feel a little nervous with so much information. I do not want to let these final activities ruin the spectacular course I've done throughout the four modules.

Let's try, try and do!

1 st Step - I carefully reviewed my learning scenario and submitted it.

2nd Step: Peer review

I asked for 3 scenarios to analyze and later provide feedback.

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4.7 COLLABORATIVE GUIDELINES FOR CONNECTING FORMAL & INFORMAL LEARNING - Monday, February 18, 2019

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4.7 COLLABORATIVE GUIDELINES FOR CONNECTING FORMAL & INFORMAL LEARNING - Monday, February 18, 2019

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This section was optional, and although it did not have any influence on my qualification for the badges or certificate, I decided to complete it because I love challenges.

Activity1

Challenge:

Here in our online community, we have gathered a lot of collaborative wisdom on how to better connect formal and informal learning settings. Let’s make use of our joint wisdom and produce guidelines that can inspire course participants, but also teachers beyond this course. To put this idea in practice, simply like one or more of the suggested areas from the Padlet below and share 3 good tips from your own experience by commenting under the area. Try to think of tips that are not so obvious, so that we can gather a lot of different ideas.

The answer that I shared:

We can better connect formal and informal learning settings, creating bridges between learning:

Developing activities in different contexts (in the classroom and in study visits);

Developing activities on the form of workshop, in which students learn by doing, having as tutor a specialist who shares their art;

Recourse to infrastructure, equipment and scientific resources (museums, laboratories and related equipment).

Activity2

Challenge:

Would you like to share your “Bridge the Learning Scenario” with other teachers and browse through their scenarios in turn? Just fill in this short Google Doc.

After completing the brief document I shared the link from my learning scenario:

http://goo.gl/zmbxtg

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4.6 FINAL LEARNING ACTIVITY: YOUR:" BRIDGE THE LEARNING SCENARIO

3rd Step : REVIEWED SUBMISSION - Friday, February 22, 2019

Concluding Step 3, I submitted my opinion on the learning scenarios of 3 colleagues, two from Turkey and one from Poland.

I learned about the review done by three colleagues in my learning scenario, here it is:
Sylwia Stasikowska:" I think tour Learning Scenario is great."
ilote teodora: "I think that you have a good learning scenario and very well done. Good job."
Fernando Mota : https://meocloud.pt/link/8c2c0238-f0e1-4761-8909-519446d7eabb/Bulls%20eye%20document%20-%20Yes%20I%20can_Cec%C3%ADlia%20Teixeira.pdf/

I completed module 4 or be the course!

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4.8 Additional resources – Monday, February 18, 2019

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4.8 Additional resources – Monday, February 18, 2019

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I took a look at the resources made available.

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It was a new experience, very interesting! I learned a lot, shared some things and felt like a teacher in the world!
I wait for the end of the blackout to know my note and receive the certificate!