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http://www.agrinho.com.br/site/wp-content/uploads/2014/09/2_03_Aprendizagem-colaborativa.pdf

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I use Facebok as a promoter of activities that I do.
I have three pages with different subjects with publications that help Teachers in activities.
Today with the technology and applications we have a multitude of materials to help, the big problem and find them by subject and age group!

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It really is very difficult for all teachers to have an interest in modifying their routine and the way they work.
Many teachers do not join and for fear have no interest in joining a collaborative activity.
I think the work developed by American Schoolnet is innovative because it offers the teacher arguments, examples that can be supported and create and improve their participation.

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Yes, collaboration is essential !!
nobody lives alone !!!
Robson Cruzoe has met a friend !!!
The teacher in the classroom needs friends who can guide him, make experiences
Shared experiences are essential to new perspectives.
collaborative learning present if, in the present day,
education and in line with the new
knowledge society. This style of learning is more than a series of techniques
applied by the teacher so that he has less work and places greater responsibility
in students, making student work more arduous. It is a philosophy of teaching. A philosophy
who believes that working, creating, learning in a group is part of a new set of
skills

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I participated in a project between schools in Europe, being the only one in Brazil.
The Project was in commemoration of the International Year of Legumes.
We plant beans and for one year we follow the development of its stages in each country with its climate and evaluate its development
We work on nutrition, we produce newspapers with news of development.
We encourage consumption and arouse curiosity.
We use the character Mr Bean, which we translate would be Mr. Bean !!!
This work was finalist in the Global Junior Challenger resulted in an award in Campidoglio in Italy on the 27th my school was the winner and we received an excellent tribute with certificate, trophy and a medal

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In collaborative work, students assume in the classroom
their own learning and develop metacognitive skills to monitor and direct their
learning and performance. When there is interaction between people in a collaborative way,
through an authentic activity, they bring their own schemas of thought and their
prospects for the activity. Each person involved in the activity can see the problem of
different perspective and are able to negotiate and generate meanings and solutions through a
shared understanding. The constructivist proposal led to an understanding of how
learning can be facilitated through engaging and constructive activities. This model
of learning emphasizes the construction of meanings with active participation in social contexts,
cultural, historical and political.
The crucial element of active participation is the exchange of experiences through dialogue.

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http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80

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http://www.europeanschoolnetacademy.eu/documents/10180/0/Collaboration+and+Assessment+Minho+University/17e48a76-a829-47e9-bacc-ed0271f294ab

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The dynamics in a classroom need to be updated and rotated, with the variety of groups so that it does not have the same groups, a suggestion would be rodizios, so that everyone could participate and meet other classmates in the classroom.
A group that is always the same can generate accommodation and there may be desisteresse among one of the participants.
A lottery of groups, an activity of formation of playful groups like for example draw of colors, forms or even the cellular, because there are draw programs that would be interesting.
In my various activities the group formation with the purpose of a greater integration and avoid the same doubles.
The Professor plays a very important role because he can help without influencing offering knowledge, guiding and evaluating the development of activities.

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Collaborative learning and cooperative learning have often been
in the current academic environment, since it recognizes in these methodologies the potential of
to promote more active learning by stimulating: critical thinking; to
development of interaction capacities, information negotiation and problem solving;
to the development of the self-regulation capacity of the teaching-learning process. These
ways of teaching and learning, according to their advocates, make students more responsible for
their learning, leading them to assimilate concepts and build knowledge in a
more autonomous.
Such proposals bring intrinsically conceptions about what is teaching, learning and
what is the nature of knowledge. One of the fundamental ideas that they enclose is that
knowledge is socially constructed, in the interaction between people and not through the transference
from the teacher to the student. Therefore, they strongly reject the
knowledge, which places the student as a passive subject in the teaching-learning process.
In opposition to this traditional approach to teaching, which is still strongly rooted in
These proposals recognize the prior knowledge of each student,
your experience and your understanding of the world. The teaching-learning process is no longer
centered on the figure of the teacher and the student plays in it a fundamental role. The teacher acts in the
creation of appropriate contexts and environments so that the student can develop his or her
social and cognitive aspects in a creative way, in the interaction with others.

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Excellent experience reported
I have the habit of at the end of the activity ask what they liked and hear the opinions and I like to work in doubles or trios of students.

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Collaborative teaching and learning | Module 3 Introduction - Duration: 2'20''In this video the course coordinator describes the topics explored in Module 3, and explains the learning activity you are expected to do at the end of the module.

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Collaborative teaching and learning | Module 3 Introduction - Duration: 2'20''In this video the course coordinator describes the topics explored in Module 3, and explains the learning activity you are expected to do at the end of the module.

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https://youtu.be/vFuGqf4AtDI

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Students are provided with a stimulus task relating to asteroids impacting on a planetary body. Students collaborate to research the issues surrounding the task. Emerging from their issue, they pose a problem statement that they would like to investigate experimentally
http://www.europeanschoolnetacademy.eu/documents/10180/0/NCCA_Scenario_Asteroids+impacts+and+craters.pdf/e854377c-8471-4a00-b990-cc62ba089326

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Module 2: How can you design collaborative learning in the classroom?

2.6 Module 2 Resource Section1 - Reading

Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics

2 - Tools -  Learning scenarios and examples of lesson plans

Below you will find the empty template of the collaborative learning scenario and six examples of scenarios focusing on different topics and aspects.

Following that, you will see some examples of lesson plans developed by participants in the MOOC's previous edition, which employ the Learning Designer and implement collaborative learning approaches. You can use these examples as inspiration for the final learning activity (lesson plan).

Please note that the template of a learning scenario and that of a lesson plan in the Learning Designer differ in structure. The learning scenario template is broader and designed to include contextual aspects, including assessment and final reflection. The lesson plan template focuses on the description of each learning activity.

Learning_Scenario_template

Examples of Learning Scenarios (Version 2016):

Collaborative work - Towards a healthy city (CCL, Europe), (Polish translation)

iGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)

Personalisation – Topic: friction (CCL, Europe), (Polish translation)

Flipped Classroom (CCL, Europe), (Polish translation)

Art & Music - Creating an exhibition (NCCA, Ireland), (Polish translation)

Asteroids, impacts and craters (NCCA, Ireland), (Polish translation)

Examples of Learning Scenarios (Version 2017):

Collaborative work - Towards a healthy city (CCL, Europe)

Assessment in collaborative learning (CCL, Europe)

Personalisation – Topic: friction (CCL, Europe)

Flipped Classroom (CCL, Europe)

Resources for the 'Asteroids, impacts and craters' learning scenario:

Asteroids Scenario Resource: Fact Sheet

Asteroids Scenario Resource: Glossary of Terms

Asteroids Scenario Resource: Physics PowerPoint Presentation

Asteroids Scenario Resource: Peer Assessment Sheet

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https://youtu.be/2KPnyxazNco

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DREAM EXPLORE MAP MAKE ASK RE-MAKE   SHOW
The setting was the Aerospace Museum, the dream of being aviator, astronaut, engineer. We explored the entire museum and found materials for the constellations, the planets and presented to other students.
Learning by doing results in a very rewarding learning.

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All activity must be very well elaborated, predict the resources to be used, organize the time and separate the tasks ...
Today with the advent of technology has become easier and collaboration between activities are spontaneous there is no competitiveness but rather collaborative creation
I like to always work as a team because one helps the other, there is an exchange of knowledge

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"Questions & Answers" session - CoLAB Mooc 2nd Edition

In this live event that will take place on 26th October at 17:00 CET, Prof Luis Valente will be presenting an informal "Questions and Answers" session where participants will have the chance to ask him questions related to any topic of the course. Please use this padlet to ask Prof. Valente any question or doubt you may have before the event. We will relay these questions to him at the end of the session. Thanks to all
My questions
How can the use of technologies help in collaborative activities?

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https://youtu.be/HruRO2RKKI0

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Every stimulation results in an action.
How do we want our students?
Interested or overwhelmed with homework?
When we introduce a class with a challenge, an information that awakens curiosities, we are giving stimuli.
Learning is the result of this stimulus that can be in different ways appropriate to the context.

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 pedagogies and collaborative work spaces

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 pedagogies and collaborative work spaces

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we live in a world so connected, with access to real-time information from various locations that makes us aware of many things.
The school must be open to this new reality, the information, data from the internet can help in new school activities

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https://youtu.be/-0yp5uR0e1I

http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459

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The term collaboration refers to the idea of an activity carried out in a cooperative way between two or more individuals. With the advent of the internet, a number of specialized collaborative systems could be created and / or improved, especially after Web 2.0 and the spread of unreached knowledge in many books, but when you access a portal you find a world around you with lots of information that will help you
Infinite information, existing resources transform the classroom into a constant exchange environment.

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I participate in the Eratosthenes Project since 2011
We measure the shade of a stem and change the measurements over the internet so we calculate the circumference of the Earth and the students are impressed by the difference in the size of the shadow in several countries proving that the Earth's inclination causes each hemisphere to receive the solar rays of different way.

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We visited the Aerospace Museum and asked for a task where they should represent the movements of the planets.
The team should represent everyone in a creative way.
The one who knew the most taught and researched for the presentation.
Teamwork and collaboration were essential.

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Presenter: Anna Laghigna - EFL Teacher, Italy (secondary school)In this video an English language teacher explains her experience of carrying out collaborative learning with 14-19 year olds through a project-based approach and various online tools. She explains the challenges she has faced and offers some solutions and pertinent questions for us to reflect on.

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Presenter: Anna Laghigna - EFL Teacher, Italy (secondary school)In this video an English language teacher explains her experience of carrying out collaborative learning with 14-19 year olds through a project-based approach and various online tools. She explains the challenges she has faced and offers some solutions and pertinent questions for us to reflect on.

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https://youtu.be/0tB9M1L3lEQ

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I presented the video in which the Astroanuta stayed outside the spaceship the door locked and he was alone

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I introduced the video and everyone laughed!
And the question is now what will happen?
We do not work alone!
One team can solve problems and help each other.
Collaboration is very important for any task

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This video illustrates how project-based learning can facilitate effective collaborative learning in the classroom. The video features a teacher and students from an elementary school in Italy; it has English subtitles to facilitate understanding.

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This video illustrates how project-based learning can facilitate effective collaborative learning in the classroom. The video features a teacher and students from an elementary school in Italy; it has English subtitles to facilitate understanding.

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https://youtu.be/T2-DW0YUUGU

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https://youtu.be/Ke1bcJ4ONfw

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ave you witnessed your students develop these as a result of collaborative learning?

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ave you witnessed your students develop these as a result of collaborative learning?

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I did an activity with rods of different sizes and would try to get their food, but could not, after an idea to offer the bullet to friend and friend to reciprocate

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WELCOME TO THE COLLABORATIVE TEACHING & LEARNING_2ND EDITION COURSE

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WELCOME TO THE COLLABORATIVE TEACHING & LEARNING_2ND EDITION COURSE

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https://youtu.be/XNBvOsKloV4