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Low level of collaboration

One learning activity I carried out with my students involved working in small groups to complete a worksheet related to a specific topic. Each student was responsible for answering different questions, and at the end they combined their answers into a final document.

Although the students were working in groups, the level of collaboration was relatively low. The task was divided among group members, so each student worked more individually rather than engaging in a shared process. There was limited interaction, discussion or joint decision-making, and the final result was simply the combination of individual contributions.

For this reason, I consider this activity to involve a low level of collaboration, as students did not truly depend on each other to complete the task.

High level of collaboration

Another activity I carried out involved a project-based task where students worked in groups to create a final product together. For example, they had to research a topic, discuss ideas, make decisions collectively and present their work to the class.

In this case, students had to work together throughout the whole process. They shared responsibility, negotiated ideas, and supported each other in order to complete the task successfully. The final outcome depended on the contribution of all group members, and there was a clear sense of interdependence.

For this reason, I consider this activity to involve a high level of collaboration, as students were actively engaged in a shared learning process and worked together towards a common goal.

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Activity 1: Low Level of Collaboration

In one lesson, I asked students to work in pairs to complete a worksheet about the past simple tense. Each pair read sentences and changed them into negative or question forms. Students were allowed to discuss answers with their partner, but the task itself was very structured, and each student could complete it individually if needed.

The collaboration in this activity was limited. Most students simply divided the work or checked answers quickly without deep discussion. There was little need for problem-solving, decision-making, or sharing different ideas. Stronger students often led the work, while weaker students followed.

I consider this a low level of collaboration because:

The task had one correct answer

Interaction between students was minimal

Students did not depend on each other to complete the task

There was no real group thinking or shared responsibility

Although the activity included pair work, it did not fully develop collaborative skills.

Activity 2: High Level of Collaboration

In another lesson, I organized a group activity where students worked in small groups to create a short story using the past simple tense. Each group had to plan the story, write it together, and then present it to the class. I assigned roles such as writer, speaker, and timekeeper to ensure participation.

This activity required a high level of collaboration. Students had to share ideas, agree on a storyline, correct each other’s mistakes, and work together to complete the task. They depended on each other to succeed, and every student had a role in the final outcome.

I consider this a high level of collaboration because:

Students worked toward a shared goal

There were multiple possible answers (creative task)

Students needed discussion, negotiation, and teamwork

Each member contributed to the final product

I noticed that students were more engaged, communicated more, and showed better teamwork skills during this activity.

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Low collaboration activity:

Students individually complete a worksheet on energy sources, answering questions from the textbook. Although they may sit together, there is no real interaction or shared decision-making.

High collaboration activity:

Students work in groups (3–4) to investigate a specific energy source, using a structured template to gather and organize information. They collaborate to create and present their findings to the class, sharing responsibility and making decisions together.

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Dstv installation blanco offers affordable Dstv installations in Eastern Cape

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Team activities were the students' favorites. They practiced collaboration, competition, self-assessment, inter-assessment and intra-assessment.

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MARÍA DOLORES CHACÓN BLANCO. CEUTA, ESPAÑA

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MARÍA DOLORES CHACÓN BLANCO. CEUTA, ESPAÑA

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Una de las actividades que hacemos habitualmente de bajo nivel de cooperación son actividades plásticas donde cada alumno debe traer un material y hacer un montaje en grupo del trabajo final.
La otra actividad con un mayor grado de colaboración es la realización de un huerto reciclado donde nuestros alumnos por grupos buscaron información sobre qué sembrar, cómo sembrar, cuidados....

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I did a group study on the ecosystem.I wanted them to decide what ecosystem they were going to do first.Then I wanted to collecct the materials and consolidate them.

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I split the class into two teams. One of the teams had to find as many advantages as using the computer, the other team had to find disadvantages of using the computer.

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Low level of cooperation:

The students made a research on the internet about the problem they identified and presented the results of the literature search to the class with an online presentation tool.

High level of cooperation:

Since not all students improved their online presentation and basic informatics skills, they asked their friends for help and a peer learning took place.

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Exemplificati  cele mai importante utilizari ale hidrogenului in orice mod de prezentare doriți.

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Hatay-Türkey
I am working with special education kindergarten hearing impaired students. I would like to give an example from the work of our special games project for special children. in preparing game materials that we will play about colors; The activity requiring low cooperation in painting, cutting and sticking materials, carrying tables while preparing the game environment, putting the game materials together, is a highly collaborative work. Playing the game is also a fun part.
The game materials and the game environment you see in the video are students' collaboration studies

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The collaboration is very important and disciplined team work

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I am a physical education teacher in the 1st cycle of a School Group.

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Two children running

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Going a bike

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RUNNING NOW

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Hello.
I'm Carla. I have worked with children and young people for more than 15 years. I am attending a new higher education to update myself and improve my teaching didactic practices. I like to do MOOC :)

PLN is an advantage and not an intrusion, as some teachers still see it.

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I prepared a project based learning activity on touristic places in our city. students first come together and start searching those places. after determining them they chose a place and each of the group members searched one aspect of those places such as history, aim and importance of that destination. ,And then I want them to find something to make those places more attractive and they focused on that point and brought their projects to classroom. finally they made a presentation about their ideas.

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This is the European Schoolnet Academy Padlet account. Find out more about us on http://www.europeanschoolnetacademy.eu/

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Module 1 Learning Activity
Share your activity descriptions and explanations of why they are low or high levels of collaboration in the Padlet below.
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LA TIPICA COLAZIONE DEL PERÚ
LA  TIPICA COLAZIONE DEL PERÚ
La colazione tipica del perú é pane con avocado,pane con uovo fritto, latte con avena,o avena con quinoa al posto del latte col caffè

My lil Masters
My lil Masters
EPL 
High collaboration,naughty but disciplined team work
Koray, Turkey
Koray, Turkey
I want to start with the activity involving high levels of collaboration. I  made groups of four with both weaker and stronger students. They read famous fables, wrote a book report, translated into their native language, drew new pages for tales and finally roleplayed it.  During this work, after each phase, they assessed their peers and themselves. In the end they submitted a project portfolio and each group had quiz for their tales. They were responsible for their peers' knowledge of fables. The ones who could draw well painted pages. The ones who could act well roleplayed. Everyone showed up their talents.
Gülperin, Türkiye
Gülperin, Türkiye
I did a group study on the ecosystem.I wanted them to decide what ecosystem they were going to do first.Then I wanted to collecct the materials and consolidate them.
Empty
Lavinia, Romania
Lavinia, Romania
All group work activities require high levels of collaboration ( role-plays, debates etc)
Roberta, Italy
Roberta, Italy
1) Low level of collaboration:  students prepare a presentation about their passion, the other students listen and in the and provide peer assessment.
The collaboration here is only in the assessment phase.
2) High level of collaboration: students, in groups, turned a book into a graphic novel. To do so, they had to share responsibility and make substantive decisions together, their work was interdependent,
I used
I used
Teuat, Albania
Teuat, Albania
As a teacher of English, I use video in class to force students to speak, because we learn a foreign language to communicate
Iuliana Romania
Iuliana Romania
An activity in which I used collaborative learning was at the science. I split the class into two teams. One of the teams had to find as many advantages as using the computer, the other team had to find disadvantages of using the computer.

Ana Almeida, Portugal
Ana Almeida, Portugal
Usually my activities require high levels of collaboration as I tend to work with projects and learning scenaries.
For instance, in the project Iam designing for Co-lab, students will have to assess and create solutions in orther to make the pre-selected by them areas of downtown Oporto acessible for all. Part of this means they willhaveto make teams, choose the streets, analyse them via google maps, really experiment them o a field trip and  create a 3D solution and a digital itinerary. This require high levels of collaboration becaus of its complexityand also because there are many steps and students must organize and share work. However there is a regular activity that requires low levels wich is a learning diary that they all have to develop, individually, in orther to assess themselves what they havelearned and how.
Alexandre, Brazil
Alexandre, Brazil
An activity that has required a lot of collaboration from students: We were learning recipes. So we were going to have a role-play for the whole school in an “English Morning” day. All the class was involved in creating the recipe: a fruit salad. They decided on the ingredients, quantities and what utensils they would use. They created sentences narrating the recipe while some students would perform what they were doing. Once one of the narrators said what ingredient we would use, the whole class had to ask about the quantity, using “how much” or “how many” questions. The whole class had interaction respecting students who were shier and did not want to perform in front of the other classes.  

It was a “closing” activity where students had previously studied the topics and would put them into practise. 

A low level of collaboration activity was when we were beginning the lesson about recipes when students had short vocabulary about fruits, vegetables or actions when cooking. We were reading the book, checking for words that they knew, checking pronunciation and whether anyone in class could help with the vocab. 

The two activities are: 1) group work about friendship 2) write their profile in a padlet. The first work required a high level of collaboration because the students divided in groups, had to create something about friendship and friends and then to present the work to the other groups. The second was a low level of collaboration work because the students had to write their own profile in a padlet and some of them sometimes needed help from their classmates as to the use of padlet but the work was individual.
The two activities are: 1) group work about friendship 2) write their profile in a padlet. The first work required a high level of collaboration because the students divided in groups,  had to create something about friendship and friends and then to present the work to the other groups. The second was a low level of collaboration work because the students had to write their own profile in a padlet and some of them sometimes  needed help from their classmates as to the use of padlet  but the work was individual.
İffet ,Ankara
İffet ,Ankara
I worked with students between the ages of 12-14 with design creation. There are two stages. First, the design elements in the objects will be discussed and decided. the second was the process of creating their own designs that lasted for 2 weeks. the only rule is the right side and the left side are group members. There was a need for the group to contribute to their work. top-level work.
Veronica Italy
Veronica Italy
Low level collaborations.
Each pupil has written a text about a tipicol break fast of each capital European city.
Than we talk about various diet.
High level of collaborations. I put the kids in groups and I gave narrative text. Each group had to reshape the text shiftin the initial topic in to a new one. They carried out this task with passion and collaboration and produce a wonderful text!

Helena, Portugal
Helena, Portugal
Last school year, I developed an activity where students had to create their own digital portfolio. Most of them used Wix and Webnode. They were to help each other while creating their curriculum vitae, searching for a job ad related to their area of study and writing the cover letter for the chosen ad. I consider this to be a low level of collaboration activity as it was mostly an individual type of activity. 

On the other hand, and as an example of a high level of collaboration activity, I will choose the interdisciplinary project we named “A Lisboa de Pessoa” (Pessoa’s Lisbon). In this activity, five subjects – Portuguese, Civics, Physics, IT and English as a foreign language – were involved. 12th grade students, divided into small groups of three to four students, had to create, as a final product, a tourist guidebook, pretending they were Fernando Pessoa (one of the most famous Portuguese writers of the 19th century). They had to search for information on modernism in Portugal, its aesthetics and literature context, Fernando Pessoa’s biography and poetry, local establishments that existed in Lisbon in the late 20’s as well as professionals (in the intend to make them realise how consumerism has changed along the years) and build a route any tourist would take to know the poet and the city of Lisbon. The guidebook had to be bilingual and some students chose to make a paper version (and most of them used Canvas), like a pamphlet, others to create their own app, using MIT Inventor. It was great to watch them work together to build their own guides for about two, two and a half months. 

M. Giovanna Battaglia- Ital
M. Giovanna Battaglia- Ital
My pupils live on the school day, rather than in collaboration, in competition.
Sometimes it is stimulating to the class, everyone finds the urge to do better. In the working group, the collaboration translates as a substitute: they are self-evaluated as "super doing everything" and are turning to leaders.
Instead, only in groups of particular interest, such as tablet use, collaboration, interactivity takes up high levels.
I believe that age plays an indispensable role: my students (6 years) believe that the remaining egocentrism still prevails, I believe that over the years this can be blunted. Of course I realize that working often, working hard to achieve the same goal is not easy already among adults.
I'm also doing a serious job on myself, because I often notice the limits of those who work with me and, in order to make it useful, in fact, I put myself in substitution rather than in collaboration, preventing others from evolving.
Maria , Greece
Maria , Greece
Low level collaboration:
Students work in couples and present an organization chart of ecosystems.
High level of collaboration:
Students work in groups of 4 members. Each group analyzes a type of ecosystem (e.g. marine, land, river etc) of Greece. Each member of the group undertakes to find plant, animals populations of the ecosystem, relationships and interactions . Finally each group presents a collage work. The final  goal is the construction of a map of ecosystems in Greece.
Jurgita (Lithuania)
Jurgita (Lithuania)
Low level of collaboration: my students worked in small groups (3-4) and had to create posters on different school rules (while learning to use modal verbs in practice).
High level of collaboration was used only carrying out Erasmus + KA2 project activities. Students work individually and in groups collecting material on different topics, translating it and preparing presentations for their partners. In such a way project participants work for 2-3 years. Students really improve their collaboration skills.
In my lessons I have to find the way to make students use high level of collaboration in the learning process. 
Adina Marcu
Adina Marcu
My students are very competitive! All groups have a leader and sometimes they find unfair to take the same assessment with their peers in their group.So,sometimes,i try to let them to assess their own group(group self assessment)
MARIA, ITALY
MARIA, ITALY
Low level of collaboration:
Students have to solve some simple Math problems. In this case they have just to communicate to the others the formula, the way to solve it and the results.
High level of collaboration
Students have to make a geography-Statistic map.
In this case they have to separate the rules, made a research, collect the data,made a speed sheet, elaborate the data, produce a map with online tool like Mapmaker. The feedback in this case are a lot.
1to1:
1to1:
I made them to group in five and in accordance with their learning ability they are tasked to complete each part of the work the group was carrying.
Gabriela Marusia Cobel-Romania
Gabriela Marusia Cobel-Romania
I often work with students in groups. The last lesson of this kind was the Mystery Box
I made four or five groups each one had one subject and some questions about it and they organized his work to present to colleagues.
Adela Romania
Adela Romania
Cinzia Vignoli, Italy
Cinzia Vignoli, Italy
Two years ago I had an experience building a book with fourth grade students. A low level of collaboration was the one in which we faculty chose groups within the classes and their members. In this sense the children did not choose, but they came together through the choice of teachers. The teachers themselves then read the short texts they had to change the final. The high level of collaboration was the one in which the elements of the groups had to interact with each other by discussing, hypothesizing, choosing more kinds of finals and then casting the most attractive ending.


Sílvia, Portugal
Sílvia, Portugal
The programm i have to teach is rather complex(law), so i tried to overcame it with a lot of visual examples and with research and group projects, in wich they can discuss ideas and exchange difficulties. I always guide them closely, so they have a permant feedback. They are responsible by defining roles and selecting who will present to the class their project. This demands a high level of envolvment with the project itself.
Eftychia, Greece
Eftychia, Greece
Low level of collaboration:
Students, working in pairs, prepared and presented in classroom the educational system of European countries that they selected. They got information from books and internet and they wrote them down in a cardboard and presentated it in class.

High level of collaboration:

They revived their own opening ceremony for Olympic Games. Through collaboration they prepared the choreography with the help of an expert and they enjoyed a lot
Rita, taly
Rita, taly
High level of collaboration
Organization of a school trip: compilation of forms and letter to the director, study of the route, cost calculation, history of the site.
Each group conducted media research, then shared it.

Low level of collaboration
Each student has prepared a text on a typical Carnival mask of an Italian region with photos.
Each text was applied on a map of Italy poster.
Giovanna, Italy
Giovanna, Italy
Low level of collaboration.
During a “Pixel Art” activity a couple of students have to read a code and make a draw with it.
A student read the code and the other draw the picture.
 
High level of collaboration
Students are divided into group of 4 persons. They received from the teacher a logic-mathematical problem which they have to discuss about and they have to try to find a solution.
Daniela, Italy
Daniela, Italy
Low level of collaboration: work to create a poster in which each one draws an element (for example a poster in which they illustrate the most interesting places of their city and write a caption), write a story in which each group tells an episode (starting with the title, the subject and the characters; then the first group starts the story, the second reads the first piece and continues and so on).
High level of collaboration: a history activity in which each group deals with an aspect of civilization, prepares, studies, illustrates and explains it to others in a clear and complete way. It is generally a job that takes at least one month.
Dalia, Lithuania
Dalia, Lithuania
Low level of collaboration
Students were given a task to find some information about the plants that grow in one of the protected areas of Lithuania. Students worked individually and shared the information they found on the Padlet.
Ana, Romania
Ana, Romania
Low level of collaboration 
An activity in which every student does his part of a work on his own. They share their results at the end, separately.
I think this is a low level of collaboration because everyone is more interested in his personal work and they don't even need to share any information.
High level of collaboration
An activity designed for a group of students to work together, a project in which they need to put together their knowledge and their capacity of searching for the right information. The final result should be exposed and praised in front of the classroom and each group should have
 the occasion to explain their project in front of their classmates.  All the students must have a role in the group and his/her personal contribution.
Maria C, Italy
Maria C, Italy
During a short mobility, within a three-year Ka2 project, my students have shown to foreign students an overview of carnival masks. Everyone presented their own. So collaboration, but low.
  Instead they made a padlet with an Italian poetry about the water and each of them worked closely with each other
Maria, Greece
Maria, Greece
high level of collaboration - we worked on rock foramation so there were initially 5 groups of 4-6 students. each group worked on a separate type of rock (sedimentary, ingeous and metamorphic) using analogies and simulations and there was one group working on the destruction on rocks by erosion and the fifth one working on how rocks move in the lithosphere. each group member had a role. then we had new mixed groups, where each member had to contribute their part by explaining and sharing the knowledge they had gained in their first teams (jigsaw puzzle technique) - so the students become the knowledge facilitators - then all new groups have to fill in a chart of the rock cycle using all the nkowledge aquired.
Iryna Fihol, Ukraine
Iryna Fihol, Ukraine
Low level of collaboration (everyone does a separate part of the work):
Writing an itinerary.
In groups of 4-6 students wrote their itinerary for a six-day tour in their country. Each person writes about one section of the tour. Then they present their tour to the class.

High level (four small groups create a collaborative document):
Ethical shopping
Students worked in 3 groups of 4-5 to investigate the problem, find their own solutions as groups,  create a collaborative document as a class about impacts of shopping on the environment, people and animals and possible solutions.
Achilleas, Cyprus
Achilleas, Cyprus

Low level of collaboration: Students, in pairs work together to complete an experiment.

High level of collaboration: Students, analyse the data taken from an epxeriment to draw conclusions and present their findings to whole class.

Lorena Tribbiani, Italy
Lorena Tribbiani, Italy
“ Climathon is your opportunity to find solutions to create  a cleaner, healthier, safer and more prosperous world. ”
(Ebrahim Mohamed Climate-KIC, Director of Education)  Debate.

Low level of collaboration is the activity of working in small groups (tables) in order to create a poster about the climate problems. 
High level of collaboration
After reading some articles about a smart city and their citiziens pupils decided to co-create the potraits them, a padlet and a postcad interwiew. 
(secondary school; Ist grade)
Alexandra, Gree
Alexandra, Gree
Low level of collaboration is the activity of working in small groups (tables) in order to create a poster about the earthquake. And that because the  were already printed pictures and therefore the students just matched them to the poster.
High level of ollaboration
After reading a book about a city and its citizen that forced "war" to exilepupils decided to co-create the potraits of war and peace. everyone wanted to draw in both potraits, so we decided to do it as a game. Each time 5 kids draw in the table of war together and in the table of peace . They draw what they have already decide in discussion groups before. When the activity ended its group have draw in both potraits and all the teams have draw something deifferent that adds to the potraits 
Joaquim Melo, Portugal
Joaquim Melo, Portugal
 
 low level of collaboration  small groups investigating old  local games  part of the cultural heritage as they have been transmitted  from one generation to another and reinforce the local social identity. Even nowadays, simple traditional games are a way of involving local people and promoting association, socializing and sports. Traditional games are inspiring for all ages and through its practice we can develop both our physical health and our mental and social skills.
 high level of collaboration -  The individual cannot develop memory without a particular social context, and individual memories can only be understood within the framework of collective memory. Traditional games as a specific part of the global sport system may engender the notion of old, exotic and endangered cultural manifestations, but to some extent that is only the outsider´s view on an extremely widespread and interesting sub-group of sports, which can be analysed from different perspectives relating to sociological, anthropological or cultural sciences. And the result as practical presentation by each group,  the most symbolic and representative games. 
Cristina Martins, Portugal
Cristina Martins, Portugal
Low level of collaboration - All students in a row make free throw in Basketball on their turn.
High level collaboration
-  Teams of 5 players play basketball agains each other with defined positions and tactics choosen by them.
cerasela
cerasela
low level of collaboration activity: students had to find out where they come from, their origins interviewing their grand parents. The final product was a padlet.
high level of collaboration: students had to presents to partners in different European schools their region, town and  school.They chose power point presentations and short videos.

Giovanna, Italy
Giovanna, Italy
High level of collaboration: groups work on a topic and are asked to prepare pros and cons about it and support them (as a group) with their own ideas in a final debate.
Low level of collaboration:  groups  have to complete the worksheets with missing information or do exercises like 'answer the following questions' (about the topic)
Cristina, Portugal
Cristina, Portugal
With  high level of collaboration - a group work about the UNESCO main goals, in which students were asked to prepare a simualation of an UNO session at the school library;
With a low level of collaboration - a class Talk Show or debate under a given topic, in which each student had to prepare his personal arguments to support his ideas / positions.
Mirela-Emilia Pop, Romania
Mirela-Emilia Pop, Romania

Practice collaborative learning especially at laboratory lessons. Students are excited and learn from each other, because you can not teach another that you do not know.


Anaida
Anaida 
High level of collaboration -  the students create a padlet with the most  interesting  problems and their solutions.
Low level - they write test  
Elena, Romania
Elena, Romania
A low level of collaboration activity: students had to complete the worksheets using information given by their collegues. This activity required a low level of collaboration because the missing information was retrieved from other students' worksheets.
On the other hand, when creating an advertisement, students negotiated the topic, the main ideas, the vocabulary and its drawing. These tasks required a high level of collaboration.
High level of collaboration
High level of collaboration
In math class: definition of a game using statistical knowledge and testing of the game. Results may agree with a rubric. Students must reach agreements so that adjustments lead to desired results. After that, other group plays the game and assess results.
Low collaboration
Low collaboration
A treasure quest in which students have to solve math problems to get clues that lead to more difficult problems which end in the treasure. They have to split problems and solve them (ones in group, others individually in order to move forward. 
Ignacio, Spain
Ignacio, Spain
I'm doing a project where the students can collaborate in learning in Scratch and robotics. I have groups of 18 students and it's not easy to do it because they have not experience on this kind of learning.
Anca Macaneata, Romania
Anca Macaneata, Romania

We created a flash mob within an Erasmus + project, and for this, 24 students - dancers were involved. The level of collaboration was very high, as all the steps of choreography had to be synchronized. Students have worked hard but were very excited about the experience.


Carmela, Italy
Carmela, Italy
The last year the principal of my school gave me a class of 22 children ( 9/10 years old), there was the first year with them and these children had never worked in cooperative learning. at first time I found many difficulties, while in the previous class children from the first class had been working together in this new class children were a bit 'confused; what was blocking them initially was the enormous freedom on how to create their own job they had never had. Freedom of choice, new to them, the freedom to create initially made them insecure. But then once they finished the first work were so excited that now they  want to work only in this way.
Rasma, Lithuania
Rasma, Lithuania
I chose the same activity writing an essay on a given topic. An example of high level of collaboration could be whenever I ask my students to do that in pairs. They have to come up with one essay while keeping in mind all assessment criteria (content, organisation, vocabulary, grammar, punctuation). This requires a lot of effort and discussion from the students to decide on the best variant. This is when active collaborative learning takes place. An example of lower level of collaboration is when students write an essay on their own, but later have to correct their classmates‘ works and come up with comments for greater success in the future. Or another example could be when they are asked to write different paragraphs on their own to make one common essay for 2, 3 or 4 students. In these cases students usually feel more responsible just for their part of work. No collaboration between students is present when they write an essay individually and the teacher corrects their work.

Vincenza,Italy
Vincenza,Italy
Last year I involved my students in  a history CLIL lesson . In this lesson plan students used some resources online. After listening and watching the story , they discussed about the big ideas and then worked in groups . They were provided with some websites where they could  find useful information about their topic. Then they created a Voice Thread, an interactive tool that allowed them  to add immages. At the end of the learning unit they created an Anchor Chart and  reflected on how lesson went and how the use of technology helped them to have a better understanding of the lesson".
Gabriella, Italy
Gabriella, Italy
A low level of collaboration was required in an activity of creative writing where in groups students discussed the main features of each novels or short stories genres; then they had to compose short stories (new groups made of one student from each of the previous groups) on a fixed structure of a game (what does he do, what does she do, what does he say, what does she say, what does people say?) each student trying to work on their part using the features on a genre.
A high level of collaboration was required in a discussion about two topics, both chosen by students: one easier to practise the roles for the discussion (facilitators, checkers, speakers for both sides, public opinion), that was Harry Potter vs Twilight, then a much harder one, rights for different couples in society. The groups worked hard to document and sustain their opinions, find evidences and materials to support their point of view and finally they discussed the topics trying to shift the public opinion using ideas and not verbal attacks. 
Roisin Beaver, Ireland
Roisin Beaver, Ireland
I asked my students to introduce a character from a play we had studied to the rest of the class. Each student was in a group of 5. Each group discussed what they felt should be included in a presentation to the class using powerpoint. Each group member had to produce two slides on a different aspect of that character to the rest of the group. This required a high level of collaboration as there was no overlap. 
The students wrote a story together in a creative writing class in groups of two. They decided on the overall idea together but then wrote the two halves individually. This was a fairly low level of collaboration.
vita, Italy
vita, Italy
I asked my students to write a yellow story in a group and they were busy but I saw them all very busy when they searched for web documents for a story search
Cristina Mihut
Cristina Mihut
When I propose reading, the level of collaboration is high.
Students work together to find the solution, to translate, to correct themselves when reading. It's a good time for self-assessment
Donata
Donata
~
We carried out a collaborative project as we were going to host a group of Austrian students as part of a student exchange: each group had to find info about our town's cultural attractions, sights and entertainment and organize it into a 5-minute group presentation. Each group was allowed to work on what was most congenial to them, resulting in an effective and involving work~
Carmen
Carmen
in 26 september when we celabrated ,,The european day of languages” we had a great activity. my students from 5 class had created postcards for their colleagues from 3 class. These prepared for them some songs. It was very nice
Ivanka. Croatia
Ivanka. Croatia
For motivation with students, I work on a mental folder or cluster is one of the strategies that encourages students to think freely and openly about a subject. They represent an important contribution to improving the organization's quality and learning effectiveness.
We made an digital b
We made an digital book and the studens work collaboratively,
Giusy, ItaliaLast year I had a high level of collaboration with a fifth grade in primary school. The task was to create an advertising brochure on an Italian region. The groups of four pupils divided the tasks. After completing the construction of the brochure, they worked to present their work to the class and since the evaluation would have covered the whole group, the most talented young people helped the weakest comrades to study and prepare a speech. It has been a work that at the end of five years of work has seen a great involvement and collaboration of all.
Giusy, ItaliaLast year I had a high level of collaboration with a fifth grade in primary school. The task was to create an advertising brochure on an Italian region. The groups of four pupils divided the tasks. After completing the construction of the brochure, they worked to present their work to the class and since the evaluation would have covered the whole group, the most talented young people helped the weakest comrades to study and prepare a speech. It has been a work that at the end of five years of work has seen a great involvement and collaboration of all.
Marta, Spain
Marta, Spain
High level of collaboration:

A collaborative activity I proposed my students (15 years old) was to do a review of an outdoors activity, answering some questions (in group of four) about the visit to a local museum in which lived a famous writer. They had to write the answers while the explanation and the most correct answers they got, the highest mark the group would receive.
The student collaboration lied in the group cohesiveness an motivation, because they had to work all togheter to achieve a goal.

High level of collaboration

My students of the 4th grade (16 years old) had to do an oral presentation to the class about two characters of a book they had read.
They could choose the characters, explain the main actions they got involved in and present them as they thouhg and acted. They could have a digital presentation or images to support their speech.
They collaborated in order to choose the characters and to make agreements about what and how to introduce them. They took decissions togheter and distributed their roles, because all them had to take part in it.
Albertina Barreiro
Albertina Barreiro
My students are starting to work collaboratively. So I created a very simple activity. Each group of 3 students has to study a magmatic rock and present it to their classmates. Two students will have to research the minerals that the rock, its texture, how we can use it and where it is in Portugal. The third student from each group met with me to learn how to work with the Thinglink application. Then the three elements come together to build up the texts that will be disseminated in the application and decide on the best way to share their work with the other colleagues.
Chiara, Italy
Chiara, Italy
Activities that require a low level of collaboration are those which students work in pairs to write small texts, play word-games.... While an activity with high levels of collaboration made them work to produce science experiment (observation, predictions, discussing, making experiments and writing), or to set up a theatral performance (spinning the story, writing text, ... performing it)

Empty
Cristina Mangiagli
Cristina Mangiagli
An activity that I 
Vincenza C., Itlay
Vincenza C., Itlay
An activity with  high levels of collaboration was realized last year with a a little bit difficult class as to discipline problems because in the class there were  too many boys and a small group of girls. The boys were (and are!) really childish and some  of them with  problems of self-confidence and self-esteem. Anyway I tried to overcome their difficulties with English grammar by making them work in group,  mixed abilities groups. They could use their English book and their notebook to try to explain the assigned grammar topic. They had already dealt with the grammar structure in presentation dialogues. The speaker of the group was generally a low ability student and he/she had to explain on the LIM how the structure assigned worked. The whole group had to collaborate because I evaluated the performance of the speaker as performance of the whole group!
A low level of collaboration was the creation of posters about a project on the history of English Language. All the materials had been provided and explained. They had to create a poster after debating in the group about  what   and how  to do. This work wasn't obligatory. The groups were made up of students who had decided to do it voluntarily and the members of the group had not been chosen by me. Actually the groups were made up of friends or students who could rely on one another. They  started the work at school but then they finished it at home.
Daniela R. Italy
Daniela R. Italy
In high collaboration
Last year I created a learning activity with my students of the second year in a vocational school (15 years old).
I teach Maths and the activity was about the geometric transformations (symmetry, rotation, and translation) ; the students had to find out some information, to solve some exercise and to create a presentation. There are four groups and each group worked on a different section. At the end, the groups presented their product with the classroom projector to other students.
I think that this activity has a high level of collaboration because each group has only one pc, one book, the instructions containing the goal and some suggestions to reach it. They have to decide how to find out information on the web and how to develop the presentation, each student in the group has a role different from others and his work is indispensable for the conclusion of the task.
In low collaboration
I frequently divide my students into groups to solve problems or equations. In each group, there is one student more expert than others who can help students with some difficulties. This is a low level of collaboration because the expert students guide the others.
Ioanna Greece
Ioanna Greece
Marília, Portugal
Marília, Portugal
In low collaboration , students are working to make/write a small text with a picture of a french celebrity.
In high collaboration, students decide more about what to do, how to present.... They make substantive decisions and participate in evaluating each others.
Erica, Italy
Erica, Italy
Low collaboration
Students are doing a presentation about your school for the Opend Day and teacher:
- choose the groups
- divides the content for the presentation of group
- creats the templet the students schould reproduce- provides presentation.

High Collaboration
Sudents are doing a presentation about Open Day. Sudents hoose their group based on working with different friend sith respect to the various activities. For the presentation about your school students are divided in groups and each of them have one prezi presentation. We work an different devices, they have to allow access to their tablets. All of them were necessary for the final presentation of the group, they had to share ideas and learn how to mediate different opinions.
Maria Concetta fusco
Maria Concetta fusco
One group activity which required a high level of collaboration was preparing a cake from some foreign countries participating in an exchange program. Students were group in threes or fours, they had to prepare the cake at home, write the ingredients and recipe, take pictures and make a video of it with English subtitles. They could add music, decorations and so on, and prepare it as a powerpoint presentation or something similar. Students were very enthusiastic and I believe it’s been one of the most successful activities in terms of learning-teaching process. 

In general activities implying lower level of collaboration (role  playing,  pair work), are more frequent, and I make use of them rather often in  my teaching, as they are uncomplicated and nice, though not memorable as those where students get to a high level of collaboration.

Adela Gabriela Muresan, Romania
Adela Gabriela Muresan, Romania
Rewriting a poem, using PBL. 
Each group has to fill in a poem the missing words, while listening it. Every member of the group must choose a piece of the poem, as the way as at the end, every one will have completed poem. 
Elena Tarlovskaya, Russia
Elena Tarlovskaya, Russia
Collaboratve activities can be easily implmened in ESL classroom. 
High level of collaboration may include the following activity: students are devided into groups of 3/4. They read a text about keeping animals in zoos. One group prepares arguments and justifications for keeping animals in a zoo, the other group prepares arguments against keeping animals in a zoo. Then the groups present their findings to each other either in the form of a poster or PPP. I think this kind of activity requires a high level of collaboration and discussion.
Low level of collaboration may include  the following activity: Students read the  sample dialogues in pairs and then create on their basis their own dialogues with a minimal transformation.The information for this activity is usually pesented in the textbook. 
So, the students' task is not so sophisiticated and does not requite high level of collaboration.



Eunice Godinho, Portugal
Eunice Godinho, Portugal

Initially, I used to make a small introduction on the subject and then , in small groups of 4,  the students  had to solve the exercises, based on the notes given previously, the textbook and their discussion on the answers. At the end of the lesson I would pick a note book from one student on each group, check the answers, give a mark (for the entire group) and on the following lesson the student of each group that has handed its note book to me has to explain why they thought each answer given was correct  (at this time someone claims to  have the right answer, and the colleague had written something else). In time, students started to realize they should really discuss the questions and answers prior to handing them to me. Even students that usually didn´t get involved started to work because  the task was easy (just looking for the right answer in the textbook) started to cooperate and work and  this was a easy way to get really good marks. 
After some lessons, I didn´t make any introduction to the subject but ask a question based on one daily life aspect that relates to the topic to be studied (Inertia, Density...) let them discuss for a while and then they should get to the textbook, solve the exercises and find a possible answer for the initial question.   
This activity has a low level of collaboration involved mainly because it is focused on the product and did not involve negotiation. The main contribution was that this activity  repeated lesson after lesson  promoted collaboration and involvement between students that were not used to do so. It has also the benefit of not starting with big changes in my practice, allowing me to gain some confidence and time to get ideas on how to assess both the group and the individual contributions.
Anabela David, Portugal
Anabela David, Portugal 

I selected two collaborative practices. which required a small collaborative effort. This consisted in a document on a OGN Non-Governmental Organization. The students felt little pressure on the group. To the other practice that involved a collaborative effort, consisted in the realization of a video about the industry. Here the students felt that job evaluation depended on equal quality of all elements of the group.
Francesc, Spain
Francesc, Spain
1) An activity with a low level of collaboration from students

In small groups, students should seek some information in Internet (I gave them some prepared links) about volcanos. They had to resume the information and make a presentation with some images explaining how and why they erupt. In addition, they had to seek at least two famous volcanos and write some statistics about them (last eruption, time between the two last eruptions, location...)

2) An activity with a high level of collaboration from students

In small groups, every group were given four different traffic signals with the necessary measures to calculate their area. Studens simulate to be a maintenance company who where asked to preapare a budget to repair all the signals given for the town hall. So, they had to calculate all the areas classified by colours, in order to know the quantity of pain they would need to repaint all the four signals. Then they should send a formal letter to the town hall informing about the budget they have requested.

Carmen Guidetti
Carmen Guidetti
Jeane de Fatima - Rio de Janeiro - Brasil
Jeane de Fatima - Rio de Janeiro - Brasil
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.
https://padlet.com/jeanedefatima/hz4dcauucnhs


Carmen guidetti form Ferrara (italy
Carmen guidetti form Ferrara (italy
 
 

G.Kordogiannis Greece

In the past year I tried to introduce collaboration activities with my technical lyceum (EPAL 17 years old pupils) with two high schools (14-15 years old pupils) in Mytilene Greece. Our goal was to introduce to the high school pupils the Arduino environment. The teachers were my pupils who had to arrange the class.

They made all the preparation with the power points and the experiments. They connected the computers and the cameras. Our first contact was done via skype. The high school pupils ware bored very soon and as soon the bell hit they disappeared. Disaster.

In our second effort, we tried to be more alive. We took everything and went to the first one. We gathered and I tried to explain how the systems ware working. I saw that the high school pupils ware asking information from my pupils and not from me. It was a very interesting result. All the presentation was much better when it was done from pupils to pupils.

Next time when we went at the second high school, the whole presentation was done from my pupils to the high school pupils. This time we had a very successful presentation. I was there as a viewer. Everything was done from my pupils. They worked together and finally decided to continue the collaboration. 

And this was true because all the teams are contacting exchanging their experience.

Low level of collaboration appears when we have lightly contact between the teams. When the pupils react live the collaboration is more effective and productive.

Ana Almeida, Portugal
Ana Almeida, Portugal
Sometimes I work with my students in groups. I made three ou four group , each one had one subjet and some questions about that and they organize his work to present to the colleagues. They work in scholl and in home. 
Cândida Passos, Portugal
Cândida Passos, Portugal
 |  |  https://padlet.com/candidasampaiopassos/dtgsdu5l0lch
Linda from Italy
Linda from Italy
coding experience
Carmen, Italy
Carmen, Italy
I have experienced a webquest with my students about the origins of Stonehenge. I divided the class into four groups and each of them had to provide an explanation in scientific terms of the origin of Stonehenge. the level of collaboration was very high because each member of the group was given a task to be accomplished in favor of the successful realization of the project 
Carmen, Italy
Carmen, Italy
I have experienced with my students a 
Emiliano, Italy
Emiliano, Italy
My learning diary: https://padlet.com/emilianopancald/129sfbq0acud

Elena Italy
Elena Italy
A couple of years ago I gave my 5th form a web quest about the Victorian Age and gave each group a task using the BBC history timeline. They had to select info about changes in politics, economy, social reforms, technological innovations, etc. in the early mid and late Victorian Age. In the end of the activity each group had to show a power point presentation. It worked well but it took them ages because they are not used to working in collaboration.
Emiliano, Italy
Emiliano, Italy
two years ago I tried to give my students a collaborative work on the "ancient regime" and Louis XIV of France with a low level of collaboration. There were 5 topics related to France of 17th century and 5 teams. Each team had chosen a topic. This task included the following steps:
1. Collect all interesting materials on the internet
2. Save to a shared Evernote Notebook
3. Create a single shared note for the presentation of the team
4. Present the work of each of your teams

Each member of a team could contribute to the search and the writing of the note.
THis task requires a low level of collaboration because each step is clearly prefigurated.

Last year I tried to give my students a collaborative task on creativity with a high level of collaboration. There were 2 topics (create a language course for deafs or create a course for reinforcing our study method) and 6 teams. Each team had chosen one of these two topics.
1. To interview other students about their study method or knowledge about languages for deafs
2. Collect all the interesting materials on the internet
3. Save to a shared Evernote Notebook
4. Think of a creative solution for their topic
5. Create a single shared note for the presentation of the team
6. Present the work of each of your teams

Each member of a team could contribute not only to the search and to write the note, but could contribute with his creative ideas, solutions, point of views.
Timb Edina, Romania
Timb Edina, Romania
https://padlet.com/gavrus_edina/oou9mt3br31f
Rosalba, Italy
Rosalba, Italy
I teach English in a vocational institute for chefs, waiting staff and hotel receptionists. Last year after a teaching unit on the different types of menus, I planned a low level collaboration activity  by dividing a class of 28 students, aged 17, into six groups.  Each group had to create a different type of menu. They worked  both at school and at home. All students collaborated and shared their tasks, and above all showed a great enthusiasm.
An activity which required a high level of collaboration in a class of 24 students, aged 18, was a work on the Mediterranean cuisine which involved various subjects:  English, French, Cooking, Nutrition Science. Students were divided into five groups of five, and as final product they had to create an interactive image (thinglink) highlighting the main countries and the typical recipes of the Mediterranean cuisine both in English and French. As to cooking they had to prepare the typical dishes, studying the nutritional properties of each dish. They worked with a great team spirit, respecting all their duties.The more they work in team the more they are enthusiastic!
Paola, Italy
Paola, Italy
A collaborative activity I recently proposed to my students is geographic. is called "word hunt". I divided the boys into subgroups. The first one had to search for the words of a crossword puzzle. for geographic names (rivers, mountains, plains ...) they should use the atlas. Once the word was found, the other group had to break the definition or description.
Michael, Austria
Michael, Austria
The first learning activity which comes into my mind, when thinking about collaborative learning in my classes last year, is a very traditional scenario:
I teach peer-mediation, where my students learn how to resolve conflicts as peers. After some theoretical input (knowing the steps of mediation and the mediation process) they work together in role-plays and try to resolve fictitious conflicts or arguments. In my opinion, thus a high level of collaboration is needed in order to get a positive outcome. Students need to work as a team and prepare beforehand in terms of guiding through the mediation process.

A second (also traditional) learning activity which required a lower level of collaborative learning was acting out an English dialogue. As it was a rather simple and short dialogue (first year ESL-learners) the students didn't have to practice so often. In fact, they learned their part by heart at home and practiced during the next lesson at school for only a few minutes before they acted out the dialogues in front of the class.
As the dialogues (or plays) become more difficult and longer students will have to expand their level of collaboration in order to successfully complete the speaking tasks.
An example of learning activity
An example of learning activity
The class, age 15, is split into groups of 5 or 4 students. In every group there are students at different level of assessment. Each of them play a different role: scheduling the activities, moderate the debate, take the minutes, relate to the class, take notes of the relevant incidents to make a constructive criticism. In successive sessions of work roles are changed.
A paper is given to each group containing a list of questions.
The first questions require standard calculations, next a conjecture and the proof of the conjecture are required, based on the analysis of the results of the calculations. 
Spreading the questions from a standard level to higher levels, each member of the group has the opportunity to give their contribution. The necessity of fulfil their role makes student responsible and involved in the activity.
If the questions are engaging without being too difficult, the level of collaboration may be high.
Student have a low level of collaboration with standard exercises without the opportunity of discovering new ideas.
An example of a paper of questions to discuss in group, conjecture, demonstrate is the following

António Pedro Duarte, Portugal
António Pedro Duarte, Portugal
High level of collaboration
Well accepted by the board and the Pedagogical Council, last year I implemented a project methodology for teaching and evaluation of the EF Knowledge area:

 1. Period - In groups of 3 or 4 students, project began by defining the research-questions and the methodology to be adopted.

 2. Period - The students investigate, discuss and decide all phases of the research in order to produce a scientific poster capable of describing the process of reflection and response (conclusions) to the problem.

 3. Period - According to their communication skills, the students prepare collaboratively the presentation and public defense of the work. Aware of the difficulties evidenced in formative assessments, students prepare to answer questions about the weaknesses of their work.

Under the supervision of the teachers, it was sought to respect the interests and the level of knowledge and abilities of the students. It was made available (in the moodle) work scripts that the students access whenever they needed it.
Students are encouraged to exchange ideas and opinions with the teacher directly in class or via email.

At the end of each of the stages, each student evaluates their work and the work of the group. The teacher provides written feedback on the group's work.

The students were asked to use content from different disciplines, seeking to relate knowledge to answer the questions of departure. Throughout the year, students were making collective decisions and they received feedback by email about what they were discussing, deciding, and producing.

With very interesting progress over the course of the year, the depth of reflection on the subjects dealt with has become evident in their speeches and texts. More than the older students, 9th grade students have shown very good jobs.

Low level of collaboration
Very often in EF classes, situations in which students are challenged to collaborate in building (for example) an acrobatic gym routine are a good example.
In this case, the group needs to work on individual capacities in order to fulfill the collective goal in the most creative and original way possible.
Ioana Mihaela,Romania
Ioana Mihaela,Romania

Project title: 112 - Emergency call!
Activity: Emergency situations
Level 3-10 years
I tried to reproduce in the classroom the world we live in, as follows:
a preventive information activity was carried out with ISU specialists (firefighters), followed by a mini-conference (Children asked questions related to the topic, acquired knowledge), followed by the direct observation of an ISU car (the children analyzed with the firefighters the instrument used in an emergency situation).
Children were less involved in receiving the scientific information directly from specialists.


Dulce Seita, Portugal
Dulce Seita, Portugal
In Both the activities:

- Students in the 7th form (12 years)

-2 groups of 5 students each (The students were selected to each group by their personalities – shy/outgoing in even number and even number of boys and girls in each group.)

- Material – tray with rocks/minerals, workbook, study sheet 

- The students could freely touch the rocks/minerals

Low level

-          The observation of magmatic rocks
The teacher had to teach the students how to work the study sheet and analyse the rocks. It was in the beginning of the school year.

High level

-          The observation of minerals
The students had less help from the teacher to complete the task. 
A computer was used to research the characteristics of the minerals
The students gained independence from the teacher…

Sandra S, Portugal
Sandra S, Portugal
Selda,Turkey
Selda,Turkey
In low level collaboration they only cooperate in classroom but in high level cooperation they get prepared before the lesson ,they use technology both in the classroom and out of the classroom.In low level collaboration the teacher assess them.In high level classes the students assess each other
Sean, Ireland
Sean, Ireland
Low Level Collaboration
Students work in groups of three, each preparing their own part of the presentation and come together to present their work. 
High Level Collaboration
Students come to class with prior work/notes/materials, then working in their groups Students make decisions together to choose the correct material to present  to the rest of the class. Each Student offers their opinions in all parts of the activity and as a group come to an agreement. Some Students show leadership style even at this stage. 
Evelyn, Italy
Evelyn, Italy
Low level of collaboration
Used to teach  a short sequence of actions. A class of 14 year old students divided into groups of 4. Each group wrote a sequence of actions with a story line using "First" "then"  "finally" etc.. Then each group mimed their story and the other groups guessed the sentences. Only one group found it difficult to collaborate and was not happy with the  result.
HIGH LEVEL
I taught Internet info about the 60's and the class divided itself into groups according to their taste and then produced scenes for a short video, music included that shows the groups each describing their topic in an imaginative way: Girls dressed in flowers and sunglasses to present Woodstock, the Vietnam war with gunfire and pictures, suggestive music for Marilyn Monroe and my blind student typing on "the first Olivetti typewriter". 
From the rather chaotic preparation the video clip is highly satisfactory and produced more cohesion among the students.
Ana SF, Portugal
Ana SF, Portugal
Last year, I introduced this teaching/learning approach to some of my Ss, 7th graders, who hadn´t have the opportunity so far. Positive outcome: motivation, competitiveness, engagement, and a sense of fulfilness. Also an 'extra' productive noise, which could be heard outside of the room! They actively took part on their assigned task. CONSTRAINTS: too much time spent introducing this model, which they didn´t know; Time, again, as we only have 45 precious minutes per class. We divided the activities into three classes to reach the final accomplishment. BOTTOM LINE: Ss asked for workgroup 
Anna-Rita Italy
Anna-Rita Italy
 Among the learning activities I have carried out with my classes in the past year many of them were low levels of collaboration. For example I asked students to write about their daily routine and even if they did it at school working with their classmates every student wrote about him/herself.
But then there were some activities with  high levels of collaboration ; for example when they worked in groups and described our town for an e-twinning project. the groups were formed of 5-6 students and everyone had his task: two wrote the descriptions, two looked for the pictures, two prepared a powerpoint or a videomaker 
Francesca, Italy
Francesca, Italy
I'm writing again my activity descriptions since it seems they somehow disappeared. 
Low level of collaboration
The students are divided into groups and each group receives a picture of a horror strip. Each group has to describe the scene. Then new groups are created: they are composed by one member of each of the previous groups. Each group has to reconstruct the story and guess the ending (I usually keep for me the last picture)
High level of collaboration
The students are divided into groups. Each groups must learno how to write a film review by utlizing the worksheet prepared by the teacher. Then each member has to take care of writing a section of the review and of recording himself/herself while reading it. The recording will be utilized when the group will create its own trailer of the film.
Caterina, Italia
Caterina, Italia

Last year I conducted an experiment with my class. I have placed a reality: a cinematic house has commissioned us to make a film-documentary about Leonardo da Vinci. The class is divided into groups, each with a task: directors, actors, screenwriters, set designers, costume designers, makeup artists, lighting technicians, sound engineers, video editing, and so on. They chose the locations, we also went to Vinci to shoot some scenes. Colleagues of History, Physics and Science collaborated. Deo gratias!

SEYİDE EROĞLU, TURKEY.
SEYİDE EROĞLU, TURKEY.
low level collaboration:
this title is mostly about in-class work. students often distinguish between groups during course work. our classes do not exceed 34 people. so I do my study by separating 5 and 6 groups. In the creation of groups, sometimes students are released. sometimes I am randomly placed. After creating a group list, I make a distribution of the topics, and I make a president determination. groups work on the topic during the course. sometimes I want them to finish the work the next week. so that they can work together outside the classroom.
high level collaboration:
this includes more out-of-school work. classify students into smaller groups. presenting the topic title or headings of the project that I have previously determined. give them time to do it after the subject distribution is done. this time is usually not less than a month. as well as distributing the rubrics to all groups, in which notes to be noted are written when making the evaluation. I interview students during certain periods and follow the process.
Gökhan ARIKAN, Turkey
Gökhan ARIKAN, Turkey

High-level collaborative activity: During the STEM festival we attended last year, 3 students developed their post-individual projects. They helped me very well during my project work. Subsequent presentations and team spirit were very good.

Low level collaborative learning: I created groups based on achievements within the classroom. These groups have worked on their own achievements. However, some of the groups did not perform adequately, so I decided to repeat. In addition, some of the members of the group did not contribute much to the work of other members disturbed.

Vanda Serpa, Azores
Vanda Serpa, Azores
In low level of collaboration I choose the build a candy double helix. All they need is licorice, tooth picks and mini marshmallows. The double helix is the most recognizable structure for deoxyribonucleic acid, also known as DNA. They love this activity because in the end they eat the candies. 

In high level of collaboration I choose the seminar of the secondary students, in which they were planning all the work, from the themes, to the research of information, to the preparation of the presentation, the schedule of the event, the event poster and the preparation of the room where it would take place.

Rita Seguro, Portugal
Rita Seguro, Portugal
 Learning Activities:

Low level of collaboration
Observation whith magnifying glasses.
Starting by studying the word "Lupa" (magnifying glass) learning the letter "L"  it lead to discovering what a magnifying glass is and what does it do. Set in groups the students had a chaleng to read some miniaturized pictures and identified them. The material and pictures were given to the groups as well as a idividual work sheet. They had to share material and discuss their findings. That was low level of collaboration. 

High level of collaboration
Working with IBL (Inquiry Base learning) I asked my students if they could find a way to make a space rocket fly using a fizzy tablet. They formed groups, I had material available for the groups to get (some material was unnecessary to this project), they had to find a way to assemble a rocket, decorate it and figure out how to launch it.
This was a activity with a high collaboration level because they shared all the responsability and had to take lots of decisions together and share tasks dividing them. 
Jahidy, AveFénixAlfa. Venezuela
Jahidy, AveFénixAlfa. Venezuela
Activity One with Low level of Collaboration
Course: Product Strategy
Topic: Marketing
Description: Unit 1, Course Product Analysis
Knowledge building in a collaborative way. 
Activity 2: Making a collaborative mental map
The participant, along with his / her peers, builds knowledge about the Classification and attributes of the product, as well as about strategies on brand, packaging and labeling. Virtual mode (Elearning), using either of the two Web 2.0 tools to create given Mind Maps
 --------------
Activity Two with High level of Collaboration
 Activity 3: Teamwork.
The participant, along with his / her peers, builds knowledge about the Classification and attributes of the product, as well as about strategies on brand, packaging and labeling. Virtual mode (Elearning), using either of the two Web 2.0 tools to create given Mind Maps
---------------
Thank you so much for your attention. God bless you
Çiğdem Öztürk, Turkey
Çiğdem Öztürk, Turkey
High level of collaboration: 
When we were working on countries and nationalities in my A1.1 level English class of 9th grades, I formed groups of 4. I assigned each group a country. They were supposed to prepare a poster and a PowerPoint presentation. I let them decide who would be the graphic designer, the presenter, the researcher and the grammar controller. Each one had a duty they chose and they needed to work collaboratively so that every part of the project would be completed. This activity was an example of high level of collaboration.

Low level of collaboration 
Students worked together as pairs. I assigned them to compare the different aspects of life now and then using “used to”. They were supposed to present together. Each one searched for the life in the past from the internet and combined what they at the end. They presented their work but there was low collaboration because all they did about collaboration was to put what they found on a document and present it one after another. 

Adriana Resende
Adriana Resende
 Low level of collaboration
I have already noticed that peer or group work involving the resolution of exercises does not result in effective collaboration, as the result would be very similar if they you worked individually.

High level of collaboration
Last year I was involved in an interdisciplinary activity with other colleagues, where students had to work in groups in a collaborative way. Each group had a different task that  would contribute to the final product (exhibition open to the community about the Celtic culture). 
Throughout this process, it was clear the motivation with which the students worked, contributing with good ideas and suggestions. In addition to learning, they have developed organizational, autonomous, supportive and leadership skills, among others, It was really a success!

Monica Fabri, Italy
Monica Fabri, Italy
Primary School, second class
1. Activities with a low level of collaboration:
The pupils in three groups, each group had a semantic field to explore and nine words to find, agree, draw and write on sheets. According to my plan, activity did not require a great degree of collaboration, because all the participants in the group had the same tasks. In fact there have been conflicts to handle.
2. Activities with a high level of collaboration:
Each group was given sheets with some "new" words belonging to the semantic fields already explored. The words were broken and the pupils had to find the combinations they would make sense, to write down, If they did not know the word, they would have to search the dictionary, if they knew they had to give it a definition (and then try to confirm the dictionary).
In this case there was a score attributed to the team - who first found the word,
he knew the correct meaning of the word
he found the word on the dictionary in the shortest time.
 The second test was much more complex to handle, both to keep the pupils focused on the task, as well as the time lag and the emergence of conflicts and renunciations.
Nurdan Maral, Turkey
Nurdan Maral, Turkey
I usually assign my students projects that require group work.  It is always interesting to involve students in a project and/or group work. 
ROSITSA DIMOVA BULGARIA
ROSITSA DIMOVA BULGARIA
My padlet address is:
https://padlet.com/erazmus137sou/9kpf3f48m5ov?utm_source=started_a_padlet&utm_medium=email&utm_content=padlet_url&utm_campaign=started_a_padlet
Chiara Semplicini, Italy
Chiara Semplicini, Italy
Last year I carried out a project called "Food from around the world". In groups, students had to describe a recipe. Each recipe was to be put on a shared Padlet linked on the school website.
High level collaborative learning
Making choices about which recipe include in the Padlet required high collaborative learning. Students in each group surfed the web together and had to discuss which recipe was the best one (relevance for a certain culture, difficulty in describing it using a simple language, which pictures use to show it in the padlet, etc.). 

Making choices together requires high level collaborative learning: students have to talk with each other, share opinions and find best solutions together (i.e. write down a recipe and find attractive pictures on the web).
 
Low level collaborative learning
Writing the recipe on the shared Padlet required low collaborative learning. Each group selected a "writer" who was responsible for the Padlet post, whereas the others had to check possible mistakes and give suggestions for the best lay-out.

Although collaboration between group participants was required even in the final part of the project, students appeared less collaborative, that is, those who were responsible for checking the "writer" work often got distracted and took the task less seriously.
Jurate, LT
Jurate, LT
It is always good to involve students in a project, or a team work. In my case, in early september I usually divide class into little groups (2-3 people) and give them a projects work - to prepare a theme of our studying field. they are free to choose what theme is their favorite. After we arrange the dates for the projects to appear. 

In my oppinion this is a low level of collaboration, becouse I do not know which student put more effort for a projects or that was the roles of each team member. 
Aleksandra Blazevska, Macedonia
Aleksandra Blazevska, Macedonia
Low level collaborative learning
In my problem based learning project (Expert for....(lungs, brain, heart))my students were divided in groups of 4 and each of them needs to find more information for some of the main organs in our body  for example( function of organ, pictures, structure, disеаsе) each group has specific task for example (Lungs, Brain, Heart...ect.) 
This is low level collaboration because Each student of the group makes individual researching
High level collaborative learning
According their investigation for specific organ the group need to prepare presentation in which they will be decide which research information is the best to include according the task they get. Final work is to present their work
This is high level collaboration because students needs to listen each other develop skills of presentation and team working 

Evaluation: with holistic check list, peer evaluation 
Ana,Romania
Ana,Romania
High levels of collaboration 

Collaborative learning contributes to the development of specific skills, including: leadership competences ,self-evaluation,listening skills ,presentation skills ,skills of persuasion & negotiation, team working skills .
 Collaborative learning is a relationship among learners that fosters positive interdependence, individual accountability, and interpersonal skills. For collaborative learning to be effective, teaching must be viewed as a process of developing students’ ability to learn. The teacher’s role is not to transmit information, but to serve as a facilitator for learning.
Maria Antonietta Perrone Italy
Maria Antonietta Perrone Italy
https://padlet.com/mariaantoniettaperrone2/ogixprjfhju0
Adina, Romania
Adina, Romania
https://padlet.com/constantinescuadina/1jyooyomazwy
Ioanna, Greece
Ioanna, Greece
Low level collaboration activity
Learners in the 4th grade were asked to collaborate to classify various images of animals into categories. They had to group them into categories and report to class what criteria they used to group animals together. The activity was the brainstorming activity into animal classification. 
It is a low level collaboration activity because they only had to manipulate images. However, they had to discuss the criteria of their classification and reach conclusions. They also needed to justify their answers when repoting to class.
Higher level collaboration activity
Learners were asked to research and present certain parts of the Geography syllabus in the 6th grade. To do this they needed to research the topic, select the information that they deemed appropriate, organize their presentation in class (which also included choice of presentation tool) and present it.IN the end they needed to answer points raised by  the rest of the class concerning material presented and they were also asked to create practice material for them (including selecting howto do this). Research, communication, negotiation, collaboration, pesentation and technical skills were all involved and necessary to complete the project. They undertook teacher's role. They also needed to self assess the process and end product according to a rubric with criteria discussed and selected by the whole class in the beginning of the course.
A process such as this allows learners to collaborate and take full ownership of their learning making them responsible for the whole process while at the same time allowing for self evaluation. 
Mariangela Fabiana Gramegna, Italy
Mariangela Fabiana Gramegna, Italy
each time I organize project with foreign partners, from pen-friendship to etwinning exchenges, I notice that students are high involved in collaboration because they are the first actors, but if they have to work without a real purpose they are bored and the level of their collaboration is lower.
Luizete Dias, Portugal
Luizete Dias, Portugal
Low and high level collaboration
https://padlet.com/ldias6/lthjir5lsqit

Yazgı Albayoğlu Akyüz, Turkey
Yazgı Albayoğlu Akyüz, Turkey

 the last year we worked in groups of four and tried to prepare a slide for the lesson. The difficulties we faced were the reluctance of group members in the area of ​​task sharing. The second was the problem of time planning. Although it seemed to be a job- preparation was mostly done by a person. 
because the other members of the group were unaware of the atrocities web tools. 
it is not possible to be able to use all the learning tools that are important for collaborative learning in an active and interactive way, and to be able to do well in time planning, otherwise you will not get rid of individualization.


Fionnuala, Ireland Collaborative Learning Activities
Fionnuala, Ireland  Collaborative Learning Activities

     

Low Level collaborative learning
This learning activity is a revision activity.
I had my class divide into pairs and use white learner boards. One student was asked to write a family member in french and the other person in the pair had to match the possessive adjective to the word. When ten completed nouns and their correct gender possessive adjectives have been completed the students then write their list on the main classroom white board to share their answers with the rest of the class. There is a time limit and the object is to complete the task while engaging in peer assessment and self assessment. This is low level learning as the content is not is not shared by both students during the process. The choices were not made collaboratively. The students were not working interdependently.
High Level Collaborative Learning 
Jigsaw Learning Activity

Our students were going on a trip to Paris and they were asked to produce a travel brochure for the whole class. 
In this activity students were divided into groups of 5.
Each group had a a specialist to research a topic suitable for the brochre examples being 'Les monuments de Paris' 'Le Transport'
Students changed groups to join other specialists so new groups were formed. Research took place and findings were reported back to their original groups. The six groups then created a brochure and had to present them to the class through the medium of Padlet.
Each group chose a preferred brochure presenting reasons for their choice.
This is high collaborative learning as the students share a common goal, they decide on the content themselves and they own their work.
Are they working together?
Do they have shared responsibility?
Are they making substantive decisions?
Are they working interdependently?
Micaela, Portugal
Micaela, Portugal
A learning activity which required a high degree of collaboration happened last year, in one of my classes. Students had to make a movie with (for example with Moviemaker) where they had to share a message to aware about some of the danger of the Internet to teens. They enrol very well on this task. They choose with whom they wanted to work with (they choose their own group). Clearly one of the problems was on what idea they wanted to share with the rest of the class and how. They had to do some kind of brainstorm, they had to compromise and to perform the task together in a coordinated effort. The product was also their choice (some made their own cartoon movie, some filmed, some painted, etc.). The final result was in my and their opinion very positive to all.

My learning Diary https://v.gd/oG0yvx

A learning activity which required a low degree of collaboration happened when a class of mine had to make a game where groups of students had to play against each other. Each group made their own 5 questions with three incorrect and one correct answer about what they had learnt the year before. Next they all played the competition. 

My learning Diary https://v.gd/m75ibA

Alexandra, Romania
Alexandra, Romania
https://padlet.com/alefejer/zcpa9o9i7lzn

High level of collaboration is requested in group activities where children learn something together, share their knowledges to perform a task, discuss, negotiate, take decisions together, present their works and learn by doing.
Low level of collaboration happens when children are not engaged or some of them wants to be the leader refusing listening others and taking decision alone.
 
Aura,Romania
Aura,Romania
In low level of collaboration 
Pupils involved at certain project was or bored,or they don't listen each other's opinion. So the project isn't ready at time
High level of collaboration
In some project that they liked a lot they change,shared good ideas and they were glad when they finished at right moment their projects
Fatih TOY / Turkey
Fatih TOY / Turkey
Low level of Collaboration
Last year, I arranged  a team project for the students in my ELT class and i let the students choose their roles in the team whatever they want. But it didn't work because they couldn't reach an agreement.
High level of cooperation
After I created classes on Edmodo and sharing Google Docs for their projects in my ELT classes, my students managed to interact and negotiate by means of written texts using Google Doc and they managed to create a good Prezi presentation

Monika, Poland
Monika, Poland
Low level of collaboration
 have noticed that the vast majority of activities which involve completing some grammar or lexical exercises don't lead to students' collaboration or even coordination especially when I give them separate handouts and ask to work on them together. They usually look at their own worksheet and do the tasks separately saying that they will compare their answers at the end. They don't feel responsible for their partner and they don't want to discuss possible answers or solve problems together. I try to avoid such tasks because they don't promote any genuine collaboration.

High level of collaboration
Students were asked to prepare a short acting scene based on a story written by themselves. I only told them the size of groups  and the first sentence of the story. They had to find their partners, assign the roles (who will be the narrator and the actors), come up with an original story, prepare the props, the costumes and the soundtrack, decide when they would rehearse (it was done outside the class). It involved a lot of negotiation and collaboration on their part but they loved the fact that they were given a lot of freedom and they could be creative with their use of English.
Laura, Italy
Laura, Italy
In my last classroom project I ask to my students (divided in small groups) to write in a collaborative way a little novel. It was an hight level moment of collaboration:  students interact, explain their opinion in the group, asking and helping each other. The output was the result of their hight collaboration. I think that we have low level of collaboration when the group's work doesn't create an unique composition.
Elena, Italy
Elena, Italy
I often include collaboration between students activities during my lessons, because I think it's a way to create a positive atmosphere, that can help students who have more difficulties.
I teach english as a second language, in a primary school and as a low level of collaboration activity I often ask students to work in pairs. 
The word search in pair, is in my opinion, an example of a low level of collaboration, because students interact, help each other, but do not have to organize anything. (See attachment
As an  high level of collaboration, sometimes I plan group activities, where students have a complex task to carry on. For example they can be instruct to  prepare a display for the classroom.  In this case the group is larger, and children have to decide who is going to carry out each single task:
in the group they usually should decide who is going to watch out the time (in order not to waste it), who will be the spokesman of the group, who is going to write, and so on.
All this requires a high level of collaboration.



Eleftheria Michalaki, Greece
Eleftheria Michalaki, Greece
I am an ICT teacher in primary schools in the suburbs of Athens. Every year I try to carry out several activities with my students and always get a useful feedback from them even if I try the same activity with students of the same age! (expected..)
1st activity:
I asked from my students to create a mini film – video using movie maker on their favourite habit. In this activity they worked in groups of 2-3 and they had to include some basic structures such as title, subtitles, at least 7 different captures with images and text, page transitions, music. 
This activity can be described as a low level of collaboration from students, as it was strictly organized and they were not forced to collaborate in a wide range. They had only to decide their subject and divide it into parts. I had to mention that some students divided this activity and each one created 2-3 captures independently without interesting on others captures. They didn’t collaborate at all but they just picked a topic together…
2nd activity:
After the Safer Internet Day and all the material that students had involved in (videos, leaflets, activities, coding, games, etc) they were asked to create an activity on the subject of “Safer Internet”. In groups of 5 students, they could create a cartoon story, a presentation, a padlet, a poster, a video, a conceptual map, an artwork or a storytelling on scratch. They should discuss several aspects in order to do that which meant that they had to involve advantages and disadvantages, problems appeared, solutions, current trends, students’ attitude, devices and other media used, etc. They had to divide their topic in subtopics and create each one a different subtopic. Every member commented and intervened on other members' work and expressed its attitude that had also to support. 
This activity can be described as a high level of collaboration from students because it gave them the freedom and variety to present their own attitude and aspect on such a wide subject. They should support their work, they answered questions after presentation, all members participated on presentation and questions and finally they were orally evaluated both from the whole class but also from their cooperators.
My Learning Diary:
https://padlet.com/elefki1/gdano4b3fnps

Agata, Italy
Agata, Italy
Students love working in group because they can know each other, move in the group, organize their work like they were adults. They feel self-estimated because they have the "power" to decide what and how to do. But it is not a simple game and this way they must use social rules and competences. Everyone of them has to participate and bring to the entire group his personal experience.
In the previous years I had the opportunity to let my students work and collaborate together. Sometimes I needed their help only in a peer to peer work, in a tutoring activity for example. On other occasions I had to divide them in group of four/five people where they assigned a role and a position to everyone so that there was : the online researchers, the graphics, the director, the actors, and so on. They had to realise some brochures of different anglo-saxons capitals, some role-plays, some air tickets. It was a very big work but at the end they were proud of it.
Nadia, italy
Nadia, italy
/High level of collaboration activities.
We are implementing a MIUR project about nutritional education. Some activities require group works. I've noticed that when there is a challenge, a competition or a final reward, children find a better way to collaborate. 
LOW LEVEL OF COLLABORATION ACTs.
When I propose them to cooperate to set up a poster, for example, they face problems in defining roles and responsibilities, often struggling with each other. I'd like them to find the best way to cooperate even when no reward is given.
Cândida Passos, Portugal
Cândida Passos, Portugal
During may past lessons, I had experienced some group ' works with my students.
I divided them in small groups and asked them to prepare a lesson in what concerns talking about a book they have to read in the future. They are searching the biografie of the author.

Zita, Budapest - half half of low and high collaboration
Zita, Budapest - half half of low and high collaboration
https://padlet.com/zita_zsemberovszky/86jqsqo6rugh
Please check my Padlet here to see the activity description and the comments.
Adriana, Romania
Adriana, Romania
I usually assign projects to teams so they can work together to accomplish them. Long term projects require high levels of collaboration, because of their complexity. Short term projects (in class or for the next day) require medium levels of collaboration.
Daniela, Italy
Daniela, Italy
In the past, I asked my students to collaborate in order to create a video guide about our town. The were divided in small groups and they had to collaborate in order to create a good item. I give them information to share the task and they had to collect information and to decide the way to represent them. It was not simple but the result was good. At another time, I asked my student to debate about "ius soli". they had to find information to support their idea and debate. It was a good work.
Maurizio, Napoli, Italia
Maurizio, Napoli, Italia

I have not yet made collaborative learning experiences.  This is the first year i try. At the moment i have only projects. some of this projects are in progress, but the results i will see the end of the year.
Federica
Federica
I think that could be a low collaborations in some activities where there isn't any final product and any presentation. Instead if you implement activities where every students have a specific role and have to give his or her contribute to a final product the collaborations became high.
Elisabetta, Italy
Elisabetta, Italy
During my past lessons I experienced some groupworks with my students. 
I divided them in small groups (heterogeneous) and asked them to develop the activity explained in advance. I monitored their work and gave them continuous feedback.
High levels of collaboration
They found the answers discussing together, sharing ideas and, of course, collaborating to reach the final goal and the positive result.
Low levels of collaboration
At the beginning the weakest didn't work and waited for the anwers. Each tutor in the group had to prod all the group, especially the lazy ones.
Angela, Italy
Angela, Italy
Last year I asked my students to create a miniguide of Catania, their city. I divided them in groups of 5/6 students and each group chose a different part or aspect of the city to describe. they collaborated in collecting information and then in creating the final product. each student had a specific role in the group ( find information, texts, images) and each group had a specific role in the final production. I think that there was an high level of collaboration and the product was good.  
Another time I asked a class to create a class diary with a padlet, each student gave his contribution to the final product  but they reached a low level of collaboration.
Andrea Bussani (Trieste, Italy)
Andrea Bussani (Trieste, Italy)
a) Sometimes I pair up students for the correction of written tests. The pair is formed by a helper-student (tutor) and a helped-student (tutored); the former is deemed to be able to give effective help and clarifications, the latter is more in need of bridging the gaps. Before asking the teacher, the tutored student must try to get some explanations from his peer-tutor, who is charged with making clear all the doubts of the helped-student. If the helper is not able to give an answer, they both ask the teacher. In this way the teacher has more time to answer the most difficult questions and making clear the concepts,  and, at the same time, students get used to give and to get help to each other. The level of collaboration is not so high: groups are very small (usually 2 students); roles are essentially different and rarely interchangeable; little negotiation is required since tasks are very clear for the both of them, the tutored asking questions about mistakes and the tutor giving the clearest  answers possible ; the activity is rather short and it lasts for only one hour at most, so not many interactions may occur between the two members of the group.
b)A high-level collaboration activity I took up last year was the study of the gaussian distribution. Students had to take measurements of the length of a sound that I had previosly recorded (using audacity). They did not know the exact length of the sound, so they had to take multiple measurements, usually ten per each student. Successively, they were put into groups of 4-5 people and they had to merge their respective data in order to make a larger dataset of about 40-50 measurements. Then they had to determine the width of the frequency classes (usually 10 hundredths of second, but other widths were also chosen according to the data spread) and draw the histogram. Finally, they had to decide whether the histogram shape was gaussian or not. From my point of view, this activity requires a high degree of collaboration since the group members not only have to cooperate to bring data together, but they also have to negotiate to decide what are the best choices to make the histogram (number of frequency class) and to estabilish whether the final product (the histogram) complies with the expected shape. Moreover, the better the data, the better the shape, Consequently, the group members have to pull together, cooperate and collaborate  in order to achieve the best results.

Antonino Marsala, Palermo/Italy
Antonino Marsala, Palermo/Italy
Co-operative work in groups generally organizes them in different situations. Activities that require a low level of collaboration for example could be the realization of a touristic-food and wine route in the territory. In this case, I ask groups of 3 to 4 students to locate the typical products of the territory and to follow the paths they produce from them. Of course, work is defined with moments of discussion, comparison and evaluation. Another activity that requires a high level of collaboration, for example, is the realization of the restaurant and bar service. Here the level of cooperation needs to be very high. In fact, the class is divided into 5 groups of 5 students each and one student as supervisor. Each group has well-defined roles and tasks to accomplish. The deficiencies of some students are retrieved with the support of advanced students. In conclusion, it evaluates the work done by analyzing the results.
Virna, Italy
Virna, Italy
High level of collaboration activity: 
A trip to London on Padlet
-Students divided in group of 4/5.  
-A different aspect of London assigned to each group, ex. Modern London, Old London...
-A Padlet for each group
- Group research for the city spots of the aspect to be treated and posted on Padlet, 1 post for each students and a final short video of each group evaluating the experience.
- Final London show with students performing their work 
Low level of collaboration activity:
etwinning project about the animals of the jungle
Students divided in grop of 4/5
- each group will create in collaboration a presentation with google slide about one type of jungle  and then post it in Zeemap



Marija, Serbia
Marija, Serbia
Higher level of collaboration: if the group have to present the result of their work: the task was to prepare the presentation about the HW components (every group had different task).  
Lower level of collaboration: the members help each other in learning but they have not mutual work result to show: before test I split the class in groups for repeating.
Helena Alves, Portugal
Helena Alves, Portugal
As teaching Biology, an experimental activity, in which students have to follow, in a group of 4 students, an experimental protocol to obtain certain experimental results, require a low level of collaboration from students. In this case, the students only discuss together the results obtained and answer the questions oriented.
Another type of experimental activity, in which the group of students has to identify an objective problem to create an experimental protocol, involving research in the internet, to carry out the experiment and to analyze the obtained results, for example using Excel, what require a high level of collaboration, as students develop other skills to reach the final result.
Astrid, Estonia
Astrid, Estonia
Hight level of collaboration. I created a Google Doc and shared it with my colleagues. Our aim was create formative assessment system for primery school. Every team member got responsibility of subject field, worked with for some time by own, and then shared with others in Drive. All the members work through the written material, made comments about. Project finished with a meeting in reality where we went through the text and confirm the Document. 

Also I use very much conference call via Skype with my colleagues to create courses and prepare materials for students. At the end of the projects we will gather to discuss about courses we made, how it worked out and what we need to improve next time. 

Low level of collaboration. My students were divided into groups (3 in each group). They needed to chare one Tablet to solve tasks I gave them. It was not so easy for them because of their age and low skills of team work. 

Caterina, Italy
Caterina, Italy
I ask students to think of famous footballers in their country or worldwide, than I write some names on the board. Higher level of collaboration: In pairs, students discuss the lifestyle of a top footballer talking about his free time, his habits, holidays and so on. Smaller level of collaboration: The students are divided in four groups, they listen and take notes about what they hear, than they repeat. I circulate and help them with vocabulary, than listen to some of their ideas in open class. 
I ask students if they think footballers have difficult lives. With the books open we look at the photos with students than I ask them to read a text about a famous footballer and then to find answers to questions on the book. It is important at this point to tell them not to worry about every word, but to concentrate on the task. Students read the text again and compare answers with a partner before feedback. Students re-read the text and mark the sentences true or false. They underline in the text where they found the answer and correct the sentences that are wrong. I read the questions with the class. In small groups, students discuss their answers. I get feedback from some individuals and write the most interesting ideas on the board. Then I tell the class they are going to role play a journalist and a famous footballer. In open class, I elicit questions for the journalist to ask. I write these questions on the board and check intonation. With weaker students I can also elicit the footballer's answers. At the end of the activity I divide the class in pairs, one taking the role of the journalist and the other the role of the footballer. Students create dialogues.


Sukesh Kamath S, Indonesia.
Sukesh Kamath S, Indonesia.
Low level of Collaboration 

I  instrudctured two students to make a video of a physics practical experment that they were doing . In this these two students need to demo a practical experiment of refraction of light through a glass prism, narrate the instrcution the students need to follow to complete the experiment. 

High Level Of Collaboration

This was conducted using technology.

A class of 25 students were given a task to produce an itinerary of 5 tourist places where they can go for camping.

For this 5 groups of 5 members were formed. Each group were given a particular place and group members need to collect information on particular area related to that place. ( eg food ,  areas to visit etc). This task was flipped using google sheets. so they work on there assigned area. All the 5 groups were collecting the information on the same file but different sheets. These group have varied level of permission. This has be finished with in a certian time limit.
Once they finish the first task all the group were brought to a room and was asked to prepare the itinerary on a google goc whcih they created for there itinerary. Once they finish the itinerary it was shared with other gorup with coment permision.Once the group receive the positive feedback they work on reviewing their own itinerary. and it was present to the whole class. 
Fátima Silva, Portugal
Fátima Silva, Portugal
Low level of collaboration:
I started with a Mindfulness session in which the students were asked to close their eyes and focus on the music. Then they were asked to think about school and which ideas came into their mind as they thought about it. This activity lasted two minutes. Then I wrote the word ‘school’ on the board and asked my year 8 students to share their ideas, this time orally, first to the person sitting next to them and then to the whole class. Each student was asked to explain why they chose a particular word.  The class become more engaged as each student gave feedback about their choices and develop a sense both of understanding and of audience.

High level of collaboration:
Digital collaboration tools in the classroom
In November, 2016, I created a Google Doc and shared it with my year 9 students. They were asked to research information on the event Armistice day and answer questions on the Google Doc. 
Once the information and task was shared, the learners are to access the file via their Google account, wrote collaboratively and accomplished their assignment. In class they can use their tablets, laptops and their mobile phones. In this particular case, they used their mobile phones and the classroom computer.
Although there were comments on what the others were writing, as they could see what the others were writing (I was also able to check on their progress), there was also constant feedback on how they were doing with the research, reading, gathering information to answer the questions on the Google Doc and how glad they were doing the research with the collaborative tool and using the mobile devices. It helped to increase these students’ engagement and achievement.


Ele, EST
Ele, EST
required a low level of collaboration from students:
I think the methodical material I am using in my English group is here in this category.
In each subject there is possible to make a poster presentation with your friend. And the students are having hard to accept someone else as a partner than the one they choose themselves.

    and one which you think required a high level of collaboration.

This one is like 10 years ago when I studied and made my masters. Then I worked with 7-th grade and we had informatics. We hadn't any books and it was wonderful way to be creative as a teacher. The students had to create a new program - they were dream.-team software designers. They had to make certain activities and reflect the process. 
I think I remember they didn't like the result themselves. The groups were unevenly motivated and they didn't understand why one teacher is doing something differently and why the self-evaluation and peer-review. At least we discussed the problematic side of you-can't-choose-your-own-colleagues-in-the-future- and -you -have-to-cope-with-everyone.
(BTW as an English teacher I am just helping out at the moment)

During the MOOC I realised I have to take time and find how possibly to use PBL in my English lessons (form 4)
We have Study Books and Busy Books- parents are expecting the teachers to teach the books. IT is so confusing. At least our head-teacher might be open - minded and supportive to try out some now approaches :P

One of my main goals as a teacher is to find a way to work 80-20.
I still find myself talking and doing way too much.

1) I am going to find at least one subject to use with PBL.


Leila, Italy
Leila, Italy
I'm experiencing group activities in which every member of the group has their own role: organize the work, coordinate the group, write down the output, relate to the others, observe everybody's behaviour. This may be a way each member of the group feel involved and obliged to be attentive. The kind of activity proposed is less important to guarantee a high level of collaboration.

Chiara, Italy
Chiara, Italy
High level of collaboration In groups of 3, each member with a specific role (Master of Writing, Master of Drawing, Tale Sectioner), pupils wrote and illustrated a fairy tale to be read aloud in a "Kamishibai" theatre. They first were introduced to the Propp's functions of folktales and were asked to create a class deck of cards to play with the Propp's functions. Once the deck of cards was ready, each group received 5 of them and started discussing the fairytale's plot. Along with writing, each group planned the drawings which were going to accompany the tale. Masters of Drawing suggested the most appropriate techniques while Tale Sectioners decided how many drawings were to be made and for which part of the tale. Each illustrated tale has been read aloud with our Kamishibai, during a sort of public performance.
Low level of collaboration
During a "Flipped teaching" session, pupils were asked to re-build a sequence of information about World War I which had been previoulsy written on pieces of paper and scattered on the floor. When placing each piece of paper, pupils were asked to motivate their decision. This activity required a low level of collaboration since each student worked on his/her own and the final outcome, though reached through a collaborative  effort, was merely the sum of individual decisions.

Henry, Ireland
Henry, Ireland
I teach to students 12-18 year of age across subjects such as Business and Accountancy. I use collaborative learning on multiple classes. The most recent is when my Business class of 15 year olds set up their own enterprise projects. This was done in groups of 4. Each group was given a template of a business plan and had to design a good or service to sell at the end of the 15 week module. There is a range of assessment tools used such as team member assessment sheets, presentation rubric, evaluation of business plans and of course profit made from the enterprise. 
Elena, Greece
Elena, Greece
 I teach at Vocational High schools and my students are between 16 and 18.

I consider as a low level of collaboration some simple exercises we do at labs. For example, a group of 2 or 3 students follow up some instructions given to accomplice an exercise and complete the datasheets with the measurements. Because all the steps are kind of defined it is more like mechanic movements than collaboration. 

From the other side, as a high level of collaboration I regard experiments, let’s say, from automation installations. An everyday life problem is given, the students, working at groups of 4 or 5, have to share the work need to be done, have to make the drawings, simulate them, and if it works build the installation, test it and finally present their work at the classroom.  I find this kind of learning activity to be high level of collaboration because from the begging they have to work together to find the solution of the problem, to make the drawings, find out what kind of components needed after research so they can pull together the installation. Every team has to talk about it, take decisions and undertake their responsibilities.
Adela Muresan, Romania
Adela Muresan, Romania
I have a great opportunity to learn and collaborate with partners from 5 countries for an Erasmus + on this topic: PBL and Mind Mapping.
Vasilis S, Greece
Vasilis S, Greece
I teach Computer Science in a secondary school in Thessaloniki (my students are 16-18 years old)
Low Level
Students are divided in groups of 2 -3 and I give them a fact sheet, that they can find in a greek electronic class provided by the ministry of education http://eclass.sch.gr. There they have find instructions about the activities they have to do for every lesson. They collaborate with each other
High Level
At the end of every chapter they have to make an application by their own and present it in the classroom. 
Nadya, Bulgaria
Nadya, Bulgaria
We usually collaborate in eTwinning and Erasmus+ projects with teachers and students from different schools. Students become more active and motivated.
Ingrid, Estonia
Ingrid, Estonia
LOW LEVEL
Sometimes I ask students to fill their workbooks together in paris or in groups. I ask them to help each other and discuss the answers. At the beginning it is quite difficult but it is worth it. Students are more active and bold.
HIGH LEVEL

PAOLA PATRIZIA CARDO -ITALIA
PAOLA PATRIZIA CARDO -ITALIA

HIGH LEVEL
Flipped Classroom
The pupils in groups of 4-5 look at a very impressive video, ask the question "What is the cell", to activate the curiosity of the students. I merely collect information only.
At home they deepen the subject by looking at a specific video on the cell (animal, vegetable), taking notes.
In the classroom, it will set up a "setting" for the "hunt for differences" challenge.
The material to be examined will be given and the groups will design a data collection table. It opens a debate, within which each group is called upon to expose their results. They will eventually produce conceptual maps.
LOW LEVEL
I choose a topic and propose a brainstorming to focus attention on the subject.



Adele, Italy
Adele, Italy
Last year I had a 5th grade (primary school) and I tried to use collaborative learning in several activities.
I will briefly describe the ones that required the highest and the lowest level of collaboration.

    inventing a "libro-game", a story with different developement: in the first step there were 3 big groups of 9 pupils, then 9 with 3 pupils per group and at last each pupil must write its own final - we had 27 ending for a common incipit. The pupils were free to organize their roles in the group. It was quite difficult and not all the pupils succeded to be interested in working, but at last they completed their task.
    inventing a poem in pairs using a particular form called petit-onze starting from a group of given words. They had to decide the words to include in it, the respect of the format and then check the spelling and grammar

Ispir Iuliana, Romania
Ispir Iuliana, Romania
We have worked together in eTwinning projects. We have conducted joint activities of Easter, Christmas, Child's Day; with my parents and I passed the final results to the initiator who made wonderful exhibitions.
Violeta, Lithuania
Violeta, Lithuania
Low level of collaboration: students are divided into pairs and have to analyze the information given , share their ideas together when completing the tasks. After checking they together have to analyze the mistakes and find the reasons.
High level: students gather in groups of 4-5 and choose one topic from given 5 about environmental issues in the world and our native country/town. In groups they decide how they are going to carry out that project. In class they make a plan and split responsibilities.  at home they search for information, discuss on Facebook, prepare slidesor pictures, etc. Next lesson they bring their works and give presentations. When all is said and done, they complete group-work self-evalation sheets and also assess their peers' projects.
Silvia - Italy Reflections about my current learnig activities with students: wich, why, how
Silvia - Italy   Reflections about my current learnig activities with students: wich, why, how
LOW LEVEL OF COLLABORATION: 
students have to prepare a presentation (emaze) about a european eighteenth century palace if it were a virtual touristic tour. They are divided into random groups and they receive from me the documets about the search (file, links, video, web sites...).
Students, after the study at home, do their presentation in the classroom.
HIGH LEVEL OF COLLABORATION: 
I propose a cooperative larning, I divide students into heterogeneous group for individual skills, behaviour and knowledge: every student in the group has a different task and he has to explain to the other his own subjet. the work in the class, my presence is like a mediator and facilitator. Collaboration is maximum and also motivation.
Maria Rosaria , Italy
Maria Rosaria , Italy
During my lessons there are often moments  when students work in a more collaborative way and others during which they work more individually.
High level of collaboration
In etwinning project  pupils  usually gather together in small  class groups discussing ,   and taking decisions  on several  problem solving  they have to face  later they have to report the result of their decision to international group debating   deciding how proceeding their work making their final product
Low level of collaboration
students have to draw a picture of the partner peer by following the his partner's description
Francesco, Italy
Francesco, Italy
Low level of collaboration: 
In the last week, I realized a lesson in the third class of a vocational secondary school about the classification of plant diseases. At the end of my oral lesson, I asked my students to use their own devices (smartphones) to do some researches on the web to find the means of some technical word I had used during the lesson. I divided the class into teams of two persons and finally, they presented a report about the research.
 High level of collaboration
In the past year, I purposed and realized with my students of the fourth year of a vocational secondary school the creation of a website as a simulation game in which they had to create a simulated company whose mission was to sell online agriculture products on the web. I divided the class into five groups and I assigned every group a task to do. At the end of the path they produced this website: https://boffra.wixsite.com/frutta-e-verdura. It was an amazing experience and the students worked together using a high level of collaborative learning.
Diana Oliveira, Portugal
Diana Oliveira, Portugal
Low Collaboration:
Students are doing a presentation about Portugal XVIII century and the teacher: 
- Chooses the groups 
- Divides de content for the presentation per group 
- Creats the templet the students should reproduce
- Provides presentation  

High Collaboration 
Student are doing a presentation about Portugal XVIII century and:
- Students choose their group, based on working with different colleges
- Teacher provides a large amount of content (ex. Book pages) and its group should choose what topic the should produce, based on that every group should work a different content
- On plenary the class decides if the topics were correctly selected or if need changes and decides which color and scheme all will use
- Each group produces their presentation
- Students should write down a question related to their content
- Teacher dynamizes the oral presentation day
- Class performs a quiz using for example Plickers on based of the questioner early created on all groups

Cláudia Barbosa, Portugal
Cláudia Barbosa, Portugal

English class for young learners
High level of collaboration: in groups, look for information on a given English-speaking country, prepare a poster to summarize the information according to given topics, decorate the poster
Low level of collaboration: students organized in pairs; one student describes one picture from a series of pictures, while the second identifies the picture described; once identified, roles are reversed.
Stanley,Nigeria
Stanley,Nigeria
A.Low level collaboration:Ask the students to read chapter of the class novel during the library period.Each of them is to take note of interesting and important points in the text and the moral lessons for derived from the passages.Then each of them will work with a partner to compare ideas and compile in a double journal format what they believe was really important.It's a low level activity because the exercise is done within the class period of less than an hour and limited to only two students.
B.High level collaboration:Put students in groups of 5-6 to investigate the topic:Mass failure in Mathematics in national examinations.The group will share their findings in a class presentation.Group members will be assigned subtopics to research on.Later the group members will meet to harmonize,share and organize their information before presentation to the entire class.This is a high level activity because it involves more students,more collaboration skills,more time and high mental activity.
Irene, Italy
Irene, Italy
An activity with high level collaboration: students were asked to prepare a vegetarian and vegan menu, sharing the different part of the meal: main course, side dishes, desserts.... It was very engaging and each member of the group was linked to the others in order to get the final result.
An activity withlow level of collaboration: a role play activity: ech student was playing a  to play a  different role but their engagement was very low and they got bored ery quickly.
Aldo, UK
Aldo, UK
low level collaboration
solving simultaneous equations: student "A" finds out the x. The latter is given to student "B" which finds out y. "B" give the value of y to "A" to work out x. Students like these activity and collaborate in a smooth way.
high level collaboration
plan and deliver an event at your school which involves the community where we live in. These activity involves organizational and leadership skills which also 18-17 years old students have difficult to manage.
Stanley,Nigeria
Stanley,Nigeria
1.Low level collaboration:Students were asked to read chapter three of the class novel during their library period.Each student is to record interesting and important points from the text and the moral lessons derived.Then they will compare notes with a classmate and compile in a double journal format what they agree is really major points in the text.This is a low level collaboration because the period for the exercise is short and a maximum of two students worked together.
2.High level collaboration:Ask a group of 5-6 students to investigate the topic:Students lack of interest in Mathematics.The group will share their findings in a class presentation.Subtopics derived from the major topic will be assigned to some members to research on.Later the group meets to harmonize ,share and organize their facts before the class presentation.This is a high level collaboration because the assignment is more tasking,requires more time and a lot of skills are required to be able to come up with aa good result.
Simonetta, Italy
Simonetta, Italy
Low level: playing the Hangman
High level: preparing a poster about food
They were both great successes!
Further info on my LD!
http://simonettaslearningdiary.blogspot.it

Isabela, Romania
Isabela, Romania
Low lev of collaboration: when I use brainstorming method ( ex. to find a cause of the specific problem).
High level of collboration: when I use cube learning method. It's no need describe this method........
Camelia, Romania
Camelia, Romania
An activity with a low level of collaboration from students: 
Students listened to the beginning of a story and in groups they had to continue the story but not all of them were engaged in the activity.
An activity with a high level of collaboration from students: 
The students had been taught food&drink items, methods of cooking and utensils. Their task was: Write a recipe for a dish you like. Include all the components of the recipe. The recipe must be easy and attractive to all the students in the group, something that everybody would like to eat.
When you have decided on all these points, produce your recipe. 
Students did the task in groups. They decided on the dish they liked most and wrote the name of the dish, ingredients & amounts of each ingredient, directions/steps, time needed to prepare it and the number of servings. The chairperson of each group presented their recipe to the class.
Ketlin, Estonia
Ketlin, Estonia
High level of collaboration activity
Children are divided in the group of three. Their task is to create a story. For the final story they need to use an app called Toontastic. As a class we have been learning about different story elements before the project. The groups can decide to create the story first on paper as a book, poster etc. After they finish their project, the whole class will assess the outcome. We have created a rubric together with the children. After that the groups need to make the necessary changes. They present the stories again. The audience can ask questions.
 
Low level of collaboration activity
We practice cooperation skills during Literacy lesson. Children are paired up. I will provide them a coloring page filled with images beginning with a specific learned sound. Pairs need to color all the words with specific sound. They need to agree about the pictures colored. The groups present their work. Discussion follows. At the beginning of the school year the children choose the colors to work with individually. They usually color the necessary pictures without further discussions. The discussion begins when someone is making a mistake or does not know what to color. As the year goes, the children start to choose colors together, they try to figure out if they can use colors beginning with the learnt sound, they search the pictures together and color them together. Some group members begin to draw pictures that begin with the learned sound on the other side of the page. Both members have a voice. 
I do believe that this activity is a low collaboration activity at the beginning of the school year.





Tanu Daniela,Romania
Tanu Daniela,Romania
Low level of collaboration,using the google slides app-each group choose to deal with a part of a topic.
Roberta, Italy
Roberta, Italy
Low level of collaboration
Most part of the Italian traditional way of teaching involve a low level of collaboration activity by students. I sometimes use myself the so-called socratic lesson, which allows the class to quickly gain some knowledge and which requires less efforts by students (as they told me). It is sometimes useful also because Italian education system doesn't recognise student collaboration the same relevance as individual work yet.  
High Collaboration level Activity
During one of our CLIL lessons I organized a jigsaw activity which required various level of collaboration: in the first part, groups of students, homogenous in their language knowledge, had to recreate a text through a running dictation, then they had to answer some questions and write a little summery. 
There were 3 different texts, because at the end of the first activity we create new groups with people from each of the previous groups and they had to cooperate in order to create a final text.
Nevenka, Croatia
Nevenka, Croatia
 
High level of collaboration 
Game “Escape the classroom” 
First, students get video with main problem. There are 4 boxes with combination padlock. To open the box, students must solve three different problems which combination opens the padlock. In a box there are three new problems to solve and combination opens the next box. 

Collaboration between teachers to create problems (math and physics), collaboration between students who are filming the video and collaboration between students to solve the final task (they have to organize the groups and split the problems all by themselves, solve the problems, find the combination and open the box). 

Low level of collaboration 
Does gravitational energy depend on mass of the body and distance from the surface of the Earth? 
I form groups, give them instructions step-by-step, give them tables to fill, give them the equipment and sketch the  experiment. 

Fionnuala, Ireland
Fionnuala, Ireland
High Level of Collaboration activity
With white learning boards I divided my class of 16 students into pairs. This task was completed over a 2 - 40 minute period. They had to produce a written piece of 90 words in french about a current affairs topic such as 'Homelessness today' or 'Environmental catastrophes. I provided them with a variety of reading resources, dictionaries and they were able to use the class computer to access information on the internet. They were asked to correlate their information using mind maps , key words lists, and lists of commonly used phrases . They used the flipped classroom methodology and over the next 3 classes during the week produced and shared their essays and methodologies with the class group as a whole. The class then assessed the work with my guidance and a corrected version was produced. 8 pieces of quality work were produced covering 8 topics for the final state examination. Students found this very helpful and then used Padlet in their computer technology class to  log their new knowledge in their learning diary. This was a high level of collaboration as all groups had to share and assess.
Low Level Collaboration
Senior Students preparing for their french oral examination were placed in groups of 3. 2 students would play the role of examiner and candidate asking and answering questions  whilst the third student would assess the other 2 on the content, language proficiency and pronunciation of their oral work. This was timed for ten minutes each and the role of each student was changed. This was low level collaboration as it was not new material but revision and practice of previously acquired knowledge.

Marta, Poland
Marta, Poland
High level of collaboration - European Day of Languages - third grade class divided into four groups of 3 pupils - each group made a flag of a different country which they have chosen themselves plus they were asked to search online and find greeting expressions/words in the language of their country, at the end of the lesson they all presented their work. Tasks had to be divided among members of the group, time was limited, everyone was responsible for something and at the end they had to put it all together.
Low level of collaboration - pairs of students putting together  words to make cpmpound nouns - task did not require high level of engagement as it wasn't very demnading, time consuming nor difficult but introduced to break the classroom routine .
Cláudia Monteiro, Portugal
Cláudia Monteiro, Portugal
High level of collaboration – 

I have used the Jigsaw method a few times, This method is divided in two stages and each student takes part in two diferent groups in each phase. I start by dividing a subject into topics (4, 5 or 6) preparing materials on each one for the students learning. On the first stage I create Specialists Groups where each group learns just one of these topics. They must collaborate to learn and to guarante that every one learns and understands the topic. On a second stage, these groups are dismembered and each specialist teams up with one specialist each of the other groups, becoming Multidisciplinary Groups. Each specialist is now responsible for sharing what he learned in the 1st stage to the new team members, and do some task together, some quizz or problema solving or any other assignment. 

 

In this strategy there is an interesting dynamics of collaboration with diferente stages, which creates diferent social environments and demands students to adapt to 2 different situations. Also, there is a lot of individual accountability as well as interdependence, since each specialist as a high degree of responsability inside the Multidisciplinary Groups and every other member depends on him playing his role. This can also helps the teacher to understand which student from which group did not performed well, either by having learning dificulties or by being disengaged. 

 

Low level of collaboration – 

Very often I set up groups for research and production of a writen work or a class presentation. I usually start by setting a guide with each phase of the project, and to set up the groups. Usually the students divide the subject in to topics, research individually and gather information into one single document or presentation. 

 
In this strategy, there is a low level of collaboration since students tend to work individually on each topic and to mix every single contribuition into one bigger project. Usually the major collaboration comes in the begining, when students divide the work into parts and assign each one to a team member, as well as in the end, when students gather their research results and collaborate to build a powepoint or prezi presentation, or a writen essay. The interdependence is there as well as the accountability, but it is less visible, less intense and harder to evaluate.  And this is why I´m looking for other ways of doing this. 

Anda, Romania
Anda, Romania
High level of collaboration> 24 pupils of 11th grade from literature class had to study the origin and evolution of romanian language collaborating in 2 teams and trying to identify and explain the theory of latin origin and the supposed origin from a different language. The students collaborated researching the documents, exploring the history and creating the presentations. The collaboration had like result a presentation and a debate session
Lina Tetradi, Greece
Lina Tetradi, Greece
Low level of collaboration: Students watched a film in class and they were then asked to think of a question about its topic in order to create a collaborative quiz for their partners and play it on KAHOOT. This activity was collaborative in the sense that all students contributed for the creation of the quiz, but they didn't have to actually work together and decide about the questions and answers. Their only concern was not to include a duplicate question.
High level of collaboration: The most collaborative activity I have actually engaged my students in was the creation of online posters in international groups. This activity took place in the context of an eTwinning project and there were students from Greece and Italy in each group. Students discussed about what to include in the poster by posting their ideas on a padlet (one for each group). They also used the chat option of the tool we used for the poster creation (Postermywall) and they finally met online to complete their work. It wasn't easy, since there were several times they didn't agree with their partners' choices of pictures or logos, but it was really interesting watching them trying to negotiate and reach a final decision.
Claudia Murelli
Claudia Murelli
The levels are justified by the concentration of attention of the boys and their ability to cooperate and share the experience listening
Caterina,Catania,sicily
Caterina,Catania,sicily
As a digital expert teacher, (Animatore digitale), I had to create an interdisciplinary project using technology. it was hard, but really challenging. the first difficulty was to find the way how  to collaborate with my colleagues and to explain them what is collaborative learning and teaching. MOre or less, some of them collaborate with me , and, more importantly , students' involvement was enthusiastic. The result was great so that my project was selected as one of the "best practices"
Teodora, Romania
Teodora, Romania
High level of collaboration
target group: 28 pupils of the 10th grade from mathematics and computer science
purpose: use of mathematical statistics to centralize and interpret statistical data
didactic strategy: the project
There were 6 groups of 4-6 pupils, depending on the interest shown for one topic or another (eg the professional orientation of the pupils of the 11th grade, the interest of the students for the thematic groups, the analysis of the results obtained by the school students during the tests or national exams).
Students have elaborated and applied questionnaires, centralized and interpreted the data provided by the respondents and presented their conclusions to their colleagues, respectively to the board of directors of the school (regarding the impact of the 2nd edition of the regional symposium Thinking on all sides!)
Marta, Portugal
Marta, Portugal
Activity with low level of collaboration - Resolution of mathematical challenges in pairs.
Activity with highest level of collaboration - Students in groups of 4 elements define a word that they consider fundamental for life in the school / in the class. In the group they chose the word, presented to the group and justified the reason.
It was a very interesting activity that resulted in a joint panel.
Annalisa Di Pierro, Pisa, Italy
Annalisa Di Pierro, Pisa, Italy
Low level of collaboration:
using the google slides app: students are in couple or in three , each group choose to deal with a part of a topic, then the group writes on a slide his research and then they present it to the class.
High level: TGT game: Team Game Tournament or a  jigsaw  activity 
Patrícia Carvalhais, Portugal
Patrícia Carvalhais, Portugal
Damla Güder, Turkey
Damla Güder, Turkey
There are 40-42 students in our math classes. I divided class into 7-8 groups. Low level collaboration activity: it is the out of class activity but they must study together but some of them are very hardworking but the others don't look anything. High level collaboration activity: I divided the class into 6 groups. They choose the way to be hardworking. They manage themselves and all of the group member is working actively.
Zeynep Özdoğan, TÜRKİYE
Zeynep Özdoğan, TÜRKİYE 
Low level collaboration activity: I divided the class into  4 groups. I gave the title " Countries and flags" Each group members prepared posters. Almost all was the same.
High level collaboration activity: I divided the class into   4 groups. Firstly we discussed the project. Students shared their ideas about the project. Each group  discussed all the possible activities and assign tasks. At the end  each group brought well prepared one poster as a final product of the project. Each group presented the projects.
Irina,Russia
Irina,Russia
Well, let`s start with pair works . Low level of collaboration is required to ask your partner a set of questions which are given by me or written in the Student`s book. Anyway you may increase the level of collaboration if the students get only situations, for example “Going to the shop”. A great one for younger learners as it will teach them the basics of interacting with people. Children generally rely on their parents to buy things for them, therefore this will boost their overall general confidence in buying. It can be as simple or as complex as one wishes, depending on the situation. Key phrases are often important here, such as “I would like…” “How much are…” “Good morning…” and so forth.
High level of collaboration requires independence, confident, awareness. Usually it`s possible to achieve such goals with the students of senior classes. One of the activities it`s our “English Theatre” where the students are active members who decide what we`ll stage on and who will star as the main character. Last year we showed “Three songs of Love” scenes from “Pygmalion and Galatea”, “Romeo and Juliet” and “The Gift of the Magi”. It was really fascinating.
 
SABRINA POLI
SABRINA POLI
 Last year I worked with my colleague about popular neapolitan proverbs. We divided students in small group; each group chose a proverb to describe in a final poster with draws and descriptions
Daniela D'Arrigo, Italy
Daniela D'Arrigo, Italy

High Collaboration Activities:
During my class activity I divided the pupils into small groups with the task of realizing a design of a mechanical piece. During this time all the pupils have worked together to meditate their skills. Such activity has developed critical thinking and initiative spirit.
Low-Collaborative Activities: First they receive my instructions, then they look for information online in order to prepare a presentation and finally they present it to the class. All the tasks were decided by me. Students only sit together, there are no roles and they just divide the tasks between them. There is no really collaboration.


Michaela, Österreich
Michaela, Österreich
High level:

    For their City presentation in Geography, two children has one google presentation. Because we were working on different devices, they had to allow access to their tablet-address. They did some work at home as well, so they had to get the app there too.
    they had to give feedback and choose the ones used for the presentation.
    Everyone was very proud of his / her work.


Low level:

    Everyone shaped only one side of the document with a short text and picture.
    In two hours they were ready with this.
    Nobody was really fond of this work, it was only a small part of a bigger project.

Jose Teixeira
Jose Teixeira
Low level collaboration activity: Students work in groups of 4-5  about Spanish cities: monuments, localization, population, history, gastronomy. First they receive my instructions, then, they look for information online in order to prepare a presentation and finally  they  present it to the class. All the tasks were decided by me. Students only sit together, there are no roles and they just divide the tasks between them. There is no really collaboration. 

High level collaboration activity: We worked at school the world’s largest lesson 2017 and students worked in class about sustainable development goals. Firstly, students decide on the topic that they want to work. Then, each group of four students have a different sub theme of a main subject and they have to find a solution to achieve one of the sustainable goals. They have to investigate it and need to know about all the others in order to develop their own. Collaboration is needed to achieve the main goal and all the students tend to participate actively. They use online collaborative tools that we prepared in google drive. 


Daniele - Italy
Daniele - Italy
 
Reflect on your current learning activities

    Reflect on some learning activities you carried out with your class in the past year which included some level of collaboration.
    Select two of these learning activities; one which you think required a low level of collaboration from students, and one which you think required a high level of collaboration.
    In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.
    In your Learning Diary, explain why you think each activity requires a low or high level of collaboration from students.

Low level of collaboration
Activity on fantasy novel
My class was divided into three groups of four members each one. For each group I assign the role of each component and I give to the group some material for the research. Someone took pictures or paintings or sketches, another one read the material and started writing the essay/creating the digital product, another one looked for other material on internet and another one lead the group and check time table. It was low collaboration because the material was structured and the role already assigned by the teacher. But this helped this class with weak collaborative competencies in reaching a better goal.
High level of collaboration
I divided another class into five groups of four members each one. Each group has chosen an aspect of Greek history to make a research about (politics, war and political expansion, mythology, religion, etc.). Each group had to research material on books and on internet and to create a final digital product. It was not so simple because they had to organize themselves, choose their roles and decide how to plan their job. In fact I have to admit that some groups have suffered cause they were not so used to working in a such way.
Florbela, Portugal
Florbela, Portugal
Last year I developed some activities with some level of collaborative learning that I share. I worked with student groups between the ages of 10 and 13.
I emphasize in the first place the activity that required a greater level of collaboration among students. The class was divided into 5 groups of 4/5 students. After reading an anthology of short stories, each group chose one of the short stories, recounted it and illustrated it. As each group had to write only one text and one illustration, this required a great level of collaboration. Thus, 5 retellings were presented to the community.
To review History content, each group of students was assigned a sub-theme. Each group elaborated 4 questions, with 4 hypotheses of answer, being only a true one and a representative image. The questions were organized in a game using the kahoot tool and the students had fun playing. In some groups the participation of the group members was not equitable and in other cases, each student in the group elaborated a question. The students had fun playing and enjoyed the activity but I find the level of collaboration low.~
Chiara, Italy
Chiara, Italy

Low collaboration: 
In pairs or in groups of three people, students had to read a page from the textbook, to underline the keywords and to repeat the content to each other, be sure that all group’s members were prepared to repeat the lesson. Low collaboration because there aren’t different roles and there isn’t a finale product.

High level of collaboration:
Students had to read all the same book (Mause, Art Spiegelman). In class  they were divided in groups and they had to reflect on one thing/aspect that should not be forgotten. Then, with different roles, they had to prepare a poster with writings and illustrations and present it to the class.

High level because students have to agree about the idea, they have to assign roles and to work together to make the poster.

Anna, Italy
Anna, Italy
Low- level collaboration
As an English teacher I often ask my students to work in pairs to role play conversations. 
An activity that is always qiite successful is when I ask them to role play a dialogue based on a public place. They have to read a poster with information about the place and then imagine a conversation between a student and a librarian or a student and a new student to the school.... explaining the dos and don'ts of the institution.
It usually works quite well.  It is a low level of collaboration because I give them the information they have to role play and there is little negotiation of meaning involved but it develops their ability to empathize with the other speaker and their language skills when they need to help each other  to make the conversation fluent.
HIgh level of collaboratiion

As I have already written in a different post a few years ago I asked my students to work on a webquest. The class was divided into different groups and in each group they had different tasks to carry out. All of them were necessary for the final presentation of the group. They had to rely on each other, learn to trust their mates' abilities and negotiate meanings and  goals. They had to share ideas and learn how to mediate different opinions. It was really hard work but on the whole very interesting.
Silvia, Italy
Silvia, Italy
Silvia, Italy
Silvia, Italy
Low level of collaboration: students are divided in five groups of five members, I assign every group an ancient civilization ( Egyptians, Sumerians, Phoenicians, Micenei and Babylonians): they have to find information about the given subject ( religion, government, laws, traditions...) and to explain to a nowadays child their everyday life. This work requires a low level of collaboration from students because they just have to gather different information about the same subject.
High level of collaboration: students are divided in five groups of five members, they pretend to be on a boat and, after a wreck, ythey reach a desert island: working together they have to describe the environment and its inhabitants (they can be real or imaginary); they have to find a way to leave the island and to draw a flag as their symbol. The level of collaboration is high because: they have to discuss what they'd better do and why; they have to create a final product (the flag) and to explain why they chose it; they finally have to read their work in front of the class.
Katerina Papadia, Greece
Katerina Papadia, Greece

High Level collaboration: we had to choose a topic for the E-Twinning Project: The children were ten and so they were divided into two groups. On the first day, each group discussed the issues they wanted to deal with. All students suggested a subject. After the discussion and after all the views were heard, each group chose one. Then all students were asked to choose one of the two themes. After they reached the point, they entered the E twinning page and searched for collaborators. They studied the objectives of all the programs and started the discussion. At this point there were disagreements, but since I gave them some explanations they ended up choosing the right program. I came into contact with the teacher and started the E-twinning project. During this project the two groups used ppt to present their schools and town, skype to communicate with the other European school and finally they made an e-book with the plants of their area.
Low level collaboration:
 I asked the students to read a fairy tale and to make a relative poster. 
Elisa, Italy
Elisa, Italy
I have worked with my Science teacher colleague last year on a project meant to make students find out how much sugar is hidden in different types of food or drinks. They were made to read the labels and then build a food pyramid based on sugar. The most collaborative moments were those in which they had to create the sets of English "scientific" vocabulary and when they build the pyramid. I must say collaboration was always high, it was low only when they had to write and decide which of them was going to speak in front of an other class to teach them what they had learnt.
Osnat Hayak,Israel
Osnat Hayak,Israel
Low level of collaboration -
Building a collaborative presentation on the types of violence and ways to prevent violence among youth.
High  level of  ollaboration
Preparing an advertisement clip  and posters about violence prevention among youth
 
 
Monica RomeAs I wrote before I have to admit that I haven't a great experience of collaborative learning and teaching, That way I enrolled this course. So I can suppose that one learning activity which requires a low level of collaboration from students is a flexible, interactive one like that described in module 1.2 carried out with senior students who have to achive a non-structured objective such as an elaborate on a definite subject where the single steps/tasks are self-defined. An activity which requires a high level of collaboration is, for example, a project based learning where the problems is defined strictly and thus the goal, but the way to achive it can be different and creative as well as need high level of knowledge. In my experience this type of activity is realized when student have to build a mathematical model to solve problem of reality
Monica RomeAs I wrote before I have to admit that I haven't a great experience of collaborative learning and teaching, That way I enrolled this course. So I can suppose that one learning activity which requires a low level of collaboration from students is a flexible, interactive one like that described in module 1.2 carried out with senior students who have to achive  a non-structured objective such as an elaborate on a definite subject where the single steps/tasks are self-defined. An activity which requires a high level of collaboration is, for example, a project based learning where the problems is  defined strictly and thus the goal, but the way to achive it can be different and creative as well as need high level of knowledge. In my experience this type of activity  is realized when student have to build a mathematical model to solve problem of reality
Adnan AKYÜZ, Turkey
Adnan AKYÜZ, Turkey
There are students with different learning styles and perceptions within the same group. Sometimes it can be a problem if different people are together. But often different individuals learn something from each other. In a STEM event like photography, students with different learning styles are producing beautiful products.
Mariella B. - Italy
Mariella B. - Italy
A second activity that required collaboration but at a high level was making an ebook with recipes of local dishes together with mates from 5 partner schools in Europe for an Erasmus+ project https://www.erasmussmile.it/ . In each group the students had to 
- choose to the dish they wanted to describe
- write down a draft of the recipe and then edit it
- select the pictures for each step in the recipe
- plan a video to concretely explain the recipe of the chosen dish
- translate the recipe into English
- give some members the task of studying the recipe 
- record the dish making activity 
- make a video
- upload the recipe and the video onto the common ebook using a given link that allows collaborative work.
The task involved a lot of problem solving and decision making activities and the students had to take specific roles in the groups. Coordinating everything was also demanding and required a great effort but eventually they succeeded in achieving what planned: https://madmagz.com/magazine/982707#/ 
Mariella B. - Italy
Mariella B. - Italy
An activity that required a low level of collaboration was making a mind map. The groups were made up of three students each. They had to brainstorm about the benefits of playing sports, write them down  and then build their map. The students shared responsibilities: one was in charge of looking for the needed pictures  and after dividing them into two sets, the other two had to write the captions. All the three members then edited the texts together: they read the captions and corrected the mistakes. To accomplish the goal of preparing a mind map the students had to cooperate and collaborate, the activity didn’t require them to engage in a difficult and demanding task but anyway a clear and fair distribution of responsibilities and the ability to stick to the given schedule were asked.

Olga, Spain
Olga, Spain
Low level of collaboration: 
Activity in the context of the study of very large quantities, their approximation and estimation in Statistics.
In small groups of 5, the students were given press reports from different newspapers about the number of attendees to some important citizen demonstrations and from them we worked on how to estimate the number of people that fit in a square, miscalculations and importance of reliable estimation, reading information.critically...
 
High level of collaboration:
Etwinning project about number Pi in the context of the study of irrational numbers. One of the introductory activities was aimed at discovering (and discovering to the rest) what citizens at the street knew about the "famous" number pi. The students prepared interviews in mixed groups formed by students of different schools, recorded, edited and elaborated as a final product a collective video that served for a collective debate on the necessity of the mathematical education in the near daily reality. 
 
Gamze Siper, Turkey
Gamze Siper, Turkey
I want make example in same activity because there are different group dinamcs beyween classroom and  groups of students. 
Last week we learnt "Cell is the Unit of Life" and ı wanted to design a cell model to my students. They are 6th grade and they really worked well together. I think it was a succesfull collaboration most of the groups and i let them to work with their fav friends, ı think it is the reason why they work well but in one group there was a problem because they were not know each other and they did not respect each other ideas. 
Krunoslav, Croatia
Krunoslav, Croatia
8th year of elementary school- high collaboration... They had to use their whole knowledge of Math, their digital and exploration skills, communications within and outside of group to create an idea of fitness trail in their local area. They had a month to finished it. They even contacted real manufacturers of fitness equipment and local government for information. Low level - 5th grade... before using rounding numbers, thay had an assignement to decide how to calculate how many  grains of sand there is in a bucket , using a glass and a thimble.
Vasiliki Psaridou/Greece
Vasiliki Psaridou/Greece
A high level of collaboration between 6th grade students was an interview. This is a high level collaboration because my school is a Minority primary school  in Greece and greek is their second language. Pupils work to gether first in order to decide which person they will interview (they had to presend a local product and since tobacco is the local product they had to find the suitable person). They also work together in oder to find the questions, write them down and coreect them and decide which one will take the interview, which one will hold the camera and which ones will uploaded to utube.
low collaborations happen every day. They work together for art classes. 
Lisa, Scotland
Lisa, Scotland
A learning activity which required a high degree of collaboration was a movie-making project I carried out in a previous job. The children each had to take on a different role (producer, camera-person, director, presenter) and work together to produce a short film.  The finished product was really good and through the whole process the children learned about script-writing, editing and other technologies.  Where it could have been improved on was in relation to how we assessed it.

A low-level activity would be one that I have just designed as part of my teacher-training course. We designed a lesson to work in groups to sort materials according to their characteristics/properties.  The way it has been set up would not necessarily engage all the children in the group and may cause some to disengage.  The final outcome is quite vague too - this lesson could definitely be improved upon.
Jo, Italy
Jo, Italy
A learning activity which required a high level of collaboration. 

As part of our involvement in the Erasmus+ projects, we arranged cross-grade research teams, to learn about the different countries with which we are collaborating. We had Grades 3, 4, and 5 working together, with a 5th grader acting as team leader. The 3 class teachers worked together to create a project rubric, and then encouraged the team leaders to assign roles within their teams. The final product was a poster about each country, with standard features, to be used as a display in the hallway outside the administration offices, so that all visitors to the school would see it. 

The students had to work on their research and writing at home, then come together in the first half hour of school. They met in the cafeteria (our school’s largest space), and worked together to create the final product. The team leader had to ensure that all team members were on track with the work (with teachers facilitating this), and all team members had to swap work and check for errors of spelling and grammar, and make suggestions for expanding on information where necessary. 

In the end, the students from each team co-presented their posters to the school, before they went up on the wall. This project required a high level of collaboration, as each student was responsible for one aspect of the project, while all students were responsible for the accuracy and attractiveness of the final outcome. 

A learning activity which required a low level of collaboration.

Last year I set a task for my 5th grade students of working in groups to create a PowerPoint about the human brain and how we learn. My planning, however, did not facilitate collaboration, and in most groups (of three students) there was at least one, if not two, who really just cruised, and let the most tech-savvy student do most of the work. This project really taught me a lot about how important it is to set up collaborative tasks in a way which ensures that all students are equally responsible for the positive outcome of the project. 
This project required a low level of collaboration, as it was too easy for team members to disengage. This wasn't fair on the students who were motivated to work hard. 
Stefania Altieri
Stefania Altieri
Rimini/Italy
Francesca, Italy
Francesca, Italy
Low and High Level Activities
An example of a low level activity could be an activity which requires a low level of collaboration, compared with the standard of the class: e.g., fill out a table.
MATHS - The students work in pairs at school, we are all doing oral exercises. In order each couple says loudly their results. They have to understand what are the required contents of the table and calculate following an example. 
PHYSICS - An example of a high level that comes to my mind could be, working in groups at school and a at home, preparing a lesson on a new topic that has to be explained to the rest of the class.
There are many skills to be activated and also some competences. For example,  they have to decide if they will be a cooperative or a collaborative group and then the way work together. If they choose to meet each other, they have to choose a place. Alternatively, they have to choose a digital tool by which exchanging sheets and links, via computer or smartphone. They have to select and organize their final production and have to plan how to explain the topic in class.
Simona, Romania
Simona, Romania
https://padlet.com/simona_petrescu/xk3qt7d7hqd7#


Nathalie/Carcassonne/France
Nathalie/Carcassonne/France
Low level of collaboration: I put my students in groups and they play against other groups. They have a text, and must produce WH- questions the answers of which are in the text. Each group in turn asks a question, which must be grammatically correct to score a point, and the first group of the others that find and phrase the answer correctly scores a point. I think it's
Antonella, Italy
Antonella, Italy
Low level collaboration learning: Vocabulary fields that is  each group has to find out as many words they can in each vocabulary field such as FOOD, SCHOOL OBJECTS AND ACTIVITIES and so on. High level collaboration learning: "compito di realtà" that is students have to plan a real trip in their own territory: each group has got specific aims (find images, write captions, briefly explain the history of places, and so on
sevimhazar-TURKEY
sevimhazar-TURKEY

we did group work in philosophy class. Some students in the group could not fulfill their duties. We could not have the necessary equipments that we need to work for cooperation.
Mahesh Bhardwaj (India)
Mahesh Bhardwaj (India)
i mainly collaborate with my student through my website. 
i recently start, online quiz for my student 
http://teachingpoint.org.in/QUIZ/
my student visit to my website and complete the quiz and send me the screen shoot through Facebook or through what's app. i check their score and solve that quiz in class room as well so that they can understand their problem.

i also provide resource to my students to clear their concept in the form classroom notes and assignments.
http://teachingpoint.org.in/Downloads/ 
Irma Hoxha, Albania
Irma Hoxha, Albania
Anastasia Botou, Greece
Anastasia Botou, Greece
Low level collaboration learning 
Brainstorming
I am writing the word e.g. energy sources and I am asking my students “which energy sources do you know?” My students rise up their hands to answer my question. I am writing right students' answer on blackboard around the main word.  This is a low level collaboration teaching action, because students answer to my question only personal. This technique motivates students about the lesson’s object. I use it very often, but it doesn’t demand collaboration in this phase. If I want to increase the level of collaboration, I will divide students per two and I will ask to divide the energy sources in renew sources or no. In this phase increase the level of collaboration learning, because of students became couples to find answer at my question.
High level collaboration learning
Frozen theatrical picture about Immigration
I ask for my students to create a theatrical picture about the immigration. This activity demands high level collaboration, because have to participate all students, playing a specific role. My students have to collaborate to decide what will present and then to share roles among them, e.g. someone has to take on directing the picture etc. It is a very pleasant and creative activity, which improve a lot of students’ skills and relationship between them. Students discuss, communicate, create, share and learn.
Joaquim Almeida, Braga, Portugal
Joaquim Almeida, Braga, Portugal
In my opinion, an activity that I develop with my students that requires a low level of collaboration may be when I ask them to jointly work out a multiple choice questionnaire. With regard to an activity that requires high level of collaboration, I think writing in pairs requires greater negotiation, mutual understanding, leading to more complex collaboration to achieve a specific common object.
Ildikó, Hungary
Ildikó, Hungary
I consider low level collaboration when students are given a link and a list of questions to answer. They share the questions and each one of them looks for the answer on his question and they fulfill the same task by adding the solution of different smaller task.
High level of collaboration - students are given a problem to solve. They have to share their ideas, express opinions and come to a common conclusion. An example from my lesson: 
Situation Card - you are the editors of a magazine which contains a problem page. You've got a letter from a reader  describing a problem. Compose the answer to be printed in the magazine.
Selda Yakut,Turkey
Selda Yakut,Turkey
In low level collaboration activity,my students read a text and try to understand and translate it via their dictionaries and then they present it in groups.In high level collaboration activity,we use project-based learning.Ss have to produce original ideas,products.

Edmond, Ireland
Edmond, Ireland
HIGH LEVEL COLLABORATION: Senior Geography Class - students worked in pairs and researched a sub-topic on Brazil. I then organised 12 of the students (in 6 pairs) in stations. Each station was visited by the remaining 12 students in the class (6 pairs) who circulated around the various stations. This meant there was a constant revolving movement of students to the different stations. At each station, the teaching pair explained what they discovered about Brazil (on their topic). The classroom sounded like a bee-hive! The receiving pair asked questions and made bullet points.  In the next class, the process was reversed. Overall, very positive feedback from the students on their learning, their growing confidence and their enjoyment of the activity.

LOW-LEVEL
5th. Year English - students in heterogeneous groups of 4 conduct research on one poem by the American poet Elizabeth Bishop. They assume responsibility for researching relevant biographical details, the poet's thematic concerns, her characteristic writing style. The group then consider what they've found and negotiate to provide a 200 word  (max) written piece on each. This is translated onto a Powerpoint. They then revisit the poem and discuss their personal understanding and appreciation of the work. This personal response is added to the Powerpoint. Finally, each group presents 'their' poem to the class and responds to questions, clarifying understandings etc.
Mário, Portugal - Music
Mário, Portugal - Music
I teach Music within a musical development theory called CLASP. Composing, Literature, Appraising, Skills, and Performing. Each of these 5 activities require and promote different levels of collaborative learning:

C - As a music teacher I believe that everyone can compose (as they can draw, paint, dance, or write. If it is good or bad, that is a matter of judgement). When I create composing learning experiences for beginners (of all ages), I set a common goal, organise students in small groups, ask them to listen to each other musical ideas, work through trial and error, make suggestions on how to improve other’s ideas, in fact I believe they compose collaboratively. And despite the fact that composing is not a frequent activity that students’ are asked to carry out (unfortunately, in my view), the ones that experience a composing activity managed this way, will always remember their creation, as well as the process. 

L - in small groups they search online different interpretations of the same musical work, or other musics from the same composer, and  use Google Docs to collect the information from web pages, and Google Presentation for… support their presentation to the class.

A - listening with understanding, in semi-circle assembly, to give their opinion, talk about how they relate to that specific version of the musical work;

S - rehearse, instrumental technique in semi-circle assembly;

P - alone or in small groups like in a band, in this case they better collaborate or their rendition of the musical work will be flawed.

To better understand how CLASP activities promote and require collaborative engagement, please refer to the picture below (note: I had to transform the table in a picture as Padlet does not allow tables in its posts).


Maria Calà, Italy
Maria Calà, Italy
The activity was carried out in a fourth primary school class.
The subject: The 4 Gospels and the New Testament.
The activity was carried out in different stages of work with 4 groups:
- Look for the names of sacred books by consulting the Bible index
- analysis of a card with the various Bible books
- team play (multiple answer quiz on New Testament books).
- making a billboard with the Bible Library
The stage that required a lower level of collaboration among members was the analysis of the card with the various Bible books. In this case, everyone forgot to be part of a group and they were trying individually without splitting the tasks.
The phase that required a higher level of collaboration was the one where the teams realized the billboard with the Library. In this case, knowledge of the books was crucial to completing the work.
Maja, Macedonia
Maja, Macedonia
Activity with low level of collaboration - making presentation about different places in Macedonia. Each member of the group has each own task in order to make better assessment. But each of them worked at their own, communicate and collaborate a little with other students.
Activity with high level of collaboration - students need to prepare workshop about safe use of Internet. They needed to find information, analyze them, discuss, select the most important details, plan a workshop and create presentation. They worked together all the time, giving each other suggestions how something should be done and how to get qualitative final product
Hasime, Macedonia
Hasime, Macedonia
Lest year in end of semester I did activities with 9 grades students. We create questionnaire with which we collect information about family members and how many members of those family are working. Wit nformation which we collect we create diagrams. In this activity I saw high collaborative learning. Students work together in groups, they respect each other opinions, and the were very enthusiastic during the activity and they did very good presentation of their work. I think this is happen because this activity was connected with everyday live, and students have a chance to act like a 'real researcher'
Natalia Mikhajlova, Ukraine
Natalia Mikhajlova, Ukraine
1. At the lesson of the Ukrainian heroic epic, the disciples were to learn about the heroes - Ukrainian Cossacks, who had a fame in the 16-18 centuries. Each group had its own historical hero and a song about him. Each group was looking for information to present the hero. It was a high level of cooperation. 2. That the students answered the problem questions on the novel, each group received a question. The students shared the assignment. Each of them did their part. This is a low level of cooperation.
Doinita, Romania
Doinita, Romania
A low-level collaborative learning activity is found, for example, when I ask students to compile a glossary of keywords related to the theme of a lesson.
A high level collaborative learning activity was the one in which I realized with my students an interdisciplinary project with the theme "Metals in our lives" through which we presented the connections between metals and different fields of activity: literature, mathematics, physics, chemistry, religion, economics, geography, history, modern languages, architecture, sport, ecology. Students have an illustrated presentation of all the information gathered.
MARIA, Italy
MARIA, Italy
~
The activity was carried out in a fourth class of primary school.
 the subject: volcanoes.
 The activity consisted in several phases of working in group, some of which were:
- class experiment (simulation of an eruption)
 - search for the names of active and inactive volcanoes in Italy (use of geography and atlas text)
 - realization of a billboard with the localization of the volcanoes
 - analysis of a data sheet with the different elements of a volcano
 - team play quiz game of the volcanoes (multiple questions on the different elements of which they are made up)
 - design of the guessed element.
 The phase that required a lower level of collaboration among members was the experiment. In this case, everyone forgot to be part of a group and instinctively asked to try to make the experiment individually.
The phase that required a higher level of collaboration was the one that the teams analyzed the data sheet containing the different elements of which volcanoes are made up. To take part in the team play it was necessary the well knowledge of the parts of the volcanoes. That was crucial to winning the match~
Nicolina, Italy
Nicolina, Italy
Last year I involved my students in  a science CLIL lesson about Life Cycle. In this lesson plan students used some resources online. After listening and watching the story , they discussed about the big ideas and then worked in groups . They were provided with some websites where they could  find useful information about their topic. Then they created a Voice Thread, an interactive tool that allowed them  to add immages. At the end of the learning unit they created an Anchor Chart for plant parts and functions and  reflected on how lesson went and how the use of technology helped them to have a better understanding of the lesson.

Anna Bottari, Italy
Anna Bottari, Italy
I work in high school and in the past school year I proposed to my classes to examine the Musical videoclip and "Metropolis" di Friz Lang. The students study Photography and cinematography . 
1. High level of collaboration activities - "Metropolis". Student groups were formed by 6-7 students and they use the Jingsaw technique. Every group had to find materials about the film ( plot, symbols, techniques of editing). Each group analyzed one aspect of the topic and had to summarize own work and to present a well-organized report to the other groups. In the second step each student changed group.  In this new " expert group" students  wrote a complete report about  the topic, planned a padlet or a video with Adobe Spark.
2. Low level of collaboration activities- "Musical Videoclip". Students worked in group of 5/6 student. They chose three different videoclips and analyzed them. Each student had his/her own task and then he/she wrote a report about his/her topic.then they plan a presentation for the class.The first activity is collaborative. It encourages listening, engagement,and empathy by giving each member of the group an essential part to play in learning.Group members must work together as a team to accomplish a common goal.each student depends on all the others. This collaborative way to work facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

Gabriela Bruno, Portugal
Gabriela Bruno, Portugal
Low level collaboration activity: When students do group work on a subject to obtain a final product and present it to the class. Most of the times all the tasks are decided by the teacher. The students tend to divide the tasks between them. The collaboration is minimum.
High level collaboration activity: Each group of students have a different subtheme on a main subject. They have to investigate it and need to know about all the others in order to develop their own. Collaboration is needed to achieve the main goal and all the students tend to participate actively. However it is time consuming and more difficult to prepare. I find that most teachers do not want to work and collaborate like this.
Melinda, Romania
Melinda, Romania

Looking back, I observe that most of my activities require a low level of cooperation. After my presentation, my students do not cooperate very much, because they work individually. At this moment I know why they lose their interest.
Daniela L. - Italy
Daniela L. - Italy
 
Activities which require a low level of collaboration are for example Vocabulary Bingo and the Interview. 
Vocabulary bingo is an activity which students love and it is perfect to review vocabulary. The teacher gives a list of words and gives to students a blank Bingo card and they must write in it for example only 5 words. The teacher calls out the definition not just the word and keeps track of the words he uses each time to verify the winner. 
The Interview is an activity a teacher can do the first day of school. The teacher can brainstorm a list of questions and students can choose which ones they write down. The basic idea is that two students will be paired together and they will interview each other. The students who did the interviewing will report about the student who was interviewed. I usually do the interviewing on one day and the reporting out over a course of day. 
An activity which required a high level of collaboration was one I did last year, when I proposed to study a different Shakespearian work for each group. 
Each group was formed by 4 or 5 students, depending on the total number of students in the class. 
After receiving teacher’s general advice, they developed their work by themselves, searching information on books or online. Every student of each group had a precise task. The collaboration was more evident when they put together the information they found to build up the Power Point to show and discuss their work in front of the class. 
Nicoleta, Romania
Nicoleta, Romania
An example of activity with a high level of collaboration because it is thought to be achieved after studying some information, requiring member involvement, higher working time.
Time Number 1: Establish teams, project themes, recapitulate the necessary notions.
Time Number 2: Documentation on the chosen theme is carried out on the Internet and the information needed to complete the project is saved.
Time Number 3: Choose the image / color / background design. The information and photos saved in the last hour are inserted into the presentation.
Time Number 4: Add animation effects, transition effects, background song, recordings and work on the overall appearance of the presentation.
Time Number 5: The project is presented in front of the video projector class and questions about the project are answered.
Stella Siouli, Greece
Stella Siouli, Greece
Low level of collaboration is taking place, when I use most of the time explaining the subject to the students, followed by exercises that students do on their own (Teacher-centred teaching).
High level of collaboration is, when students are being encouraged to work in groups, find information about the lesson, prepare the material and share their work with other students.
Nicoleta, Romania
Nicoleta, Romania
An example of a low-level activity because it is thought of for a moment of activity, the task is resolved relatively easily, requiring little time to work.There will be 4 groups of 5 pupils.
Each group will respond to the two questions in the Fact Sheet
work, looking for information in the text.
Students in each group will choose one representative who will
read questions and answers.
Students will tell their opinions and correct mistakes.
Then the cards will be exposed on a panel in front of the class.
Bernardo Ramos, Portugal
Bernardo Ramos, Portugal
In my opinion, to have a high level of collaboration there must be good collaboration between the participants; activities with a focus on relevant issues and learning resources that are realistic. 
A good example of this kind of collaboration was an activity that I asked the students to construct an online platform that could geographically refer a place and associate with it an excerpt from a book that spoke about the place. There was a sharing with the ICT teacher and colleagues from English and French. It's still going on.
A low level - 

When I ask students to just research something about the author of a book and share something with the class.



Michele, Italy
Michele, Italy
https://padlet.com/michele_santochirico/k9m4oridgrlr
https://padlet.com/vlasta_vandekar/xaob8hffw421
https://padlet.com/vlasta_vandekar/xaob8hffw421
Athina, Greece
Athina, Greece
When I teach in the classroom I ask students to work together in groups of 2-4, use some formula and calculate some values. This is a low level of collaboration because usually the problem is solved by the most motivated student in the group. When I use the science lab I organize hands on activities with high levels of collaboration. Students work in groups of 4-5 and the conduct the experiments. For example, they record the velocity of a small vehicle, they draw the diagrams they come up to conclusions and each team presents its results.  In this case we have high level of collaboration because each student in the team undertakes a different and well defined role. 
Luísa, Portugal
Luísa, Portugal
https://padlet.com/m_luisa_mantas/7wxi12dtvoy8
George, Greece
George, Greece
During the past years, some activities that I used in classroom required low levels of collaboration and some high levels. 

For example, during an organic chemistry course, I asked the students to read in advance and present the next chapter. The students formed 3-member-groups and each one presented his or her part. Τhis is an example of low level of collaboration, because the each member worked individually with no significant interaction.

In another example, in our chemistry lab, I asked the students to form groups of three. The first student had -mainly- to get guidance from the teacher and explain to the other members. The second student had to set the experiment. The third student had to write a short lab report. Then all members had to sign the report and return it to the teacher. This is an example of high level of collaboration, because the work of each participant had impact on the final outcome. Altough each member had a main task, all members had to co-work and they shared responsibility (by signing and giving one report). Also, the members had to interact between them (e.g., the first student had to explain to the others, and the others had to ask questions about the procedure). 
Valeria - Italy
Valeria -  Italy
 
Last year I worked as a History and Geography teacher in secondary schools with students aged 11-14. 
1- High level of collaboration activity: I usually propose group works for researches on different Countries they have to study and I haven't presented. Students groups are formed by 4 or 5 students, depending on the total number of students in the class. After receiving my general advice, they develop their work by themselves, searching information on books or online. Almost always they divide the research to be done in different tasks for each one of them or for couples. The collaboration is more evident when they put together the information they found in order to build up a presentation to show in front of the class (either on powerpoint or on a hard paper panel). They cooperate designing their presentation.
2- Low level of collaboration activity: when resuming a topic in order to prepare for a written or oral test, sometimes I ask students to work in pairs or small groups to make a map or a scheme with the main facts and data. They use their textbooks and their exercisebooks. Most of the time, the activity is leaded by a stronger student in the group who helps the other ones.

I think the first activity requires an higher level of collaboration because without the contribution of every member of the group you cannot have a complete presentation of the requested topic and, moreover, even if they part the activity in different tasks for each other, most of the time they collaborate also during the research, in the classroom or at home.
The second activity requires a low level of collaboration if a student, somehow, take the teacher's part, guiding and leading weaker students. If the couple or small group is made of students who are at the same level of knowledge and ability, they can cooperate as well. 
Sandra Rebelo, Portuga
Sandra Rebelo, Portuga
Most of the activities I did didn't required a high level of cooperation. That's why I took this course, to learn more about collaboration so that I could use it in class. I gave them the driving questions and they did their work according to it. For example: I asked them to research about their eating habits. What is healthy and unhealthy and then they had to present to their classmates. There were very low collaboration. But this year I did something that with higher collaboration. I talked how to write an interview. Then I divided them into groups of 3 and I asked them "Who do you want to interview? And what do you want to ask to that person?" They sat together and discussed who they want to interview and then they wrote the questions. When they had difficulties they called me about the questions. And I just asked if that question was or wasn't  

appropriate . I think it worked very well and it requires a high level of collaboration. 

Tânia Serrão, Portugal
Tânia Serrão, Portugal
Last year I implemented a learning scenario that attempted to answer the question "Which animals are in extinction in Madeira and why?». The question arose after a survey of the topics of interest of the fourth grade students.

Students worked in pairs during several classes doing research, creating videos on Animoto, pamphlets on Lucidpress and using Google Drive to work on the construction of informative texts in word online. They used the same tool to leave feedback on their colleagues' work with the main goal of improving it. The self-assessment of group work was also a reality that allowed, in some cases, to improve the commitment of the group. Throughout the implementation of the scenario, I asked the students twice to choose another pair to work on and I think the groups worked well. I find this a high-level activity of collaboration once the students have built their own knowledge, the teacher monitored and students worked together for the final product: building a book to offer to the school library. In some classes I did not resort to collaborative work because they were classes shared with other colleagues who preferred the traditional exposition of subjects with later application of knowledge in an online platform that contained exercises on the topic approached. In this activity the levels of collaboration were low since the process was teacher-centered and there was no room for students to make their findings, interact, exchange opinions, build knowledge,….

Domenico, Italy
Domenico, Italy
In the past school year, I worked with a class before primary school, I proposed to my school executive to implement an innovative methodology, flipped classroom, class for primary school, and as a highway the constructivist theory to follow. You can imagine what the difficulties have to overcome for most of the year, learn how to read, write, use the tablet as a work tool, etc ... all this was crucial to address the second quarter.
From now on I started to flip the flipped working times, and with the help of the parent, I sent them the links of movies that spoke of the letters of the alphabet that would be addressed in the following days at school. I can say that moments of little collaboration have been in watching home movies in the early days. In the classroom, we immediately worked in groups with difficulties to overcome their young age on a daily basis, but once they were over, the "collaborative spirit" was born to deal with, for example, the writing and reading exercises of the letters previously seen in home videos. The work of the group ended when each component of it completed the proposed work. This pushed those who first came to help those in the group left behind. Collaboration strengthened when we started working with coding, in the previous months we participated on the coding day and after the coding week, which allowed them to start and finish, in the second quarter the course 1 on the code.org site .
Beate, Germany
Beate, Germany
Low collaboration activity:
When the teacher has defined the driving question for the pupils, then pupils are only limited protagonists of their learning process.
Example: 
Design a poster that presents the differences between man and animal.
Some negotiation skills are needed to agree on a design, critical thinking is stimulated by everyone, all members need to tackle the Task in a coordinated effort, presentation skills are required, but there is little individual accountability, individual student Engagement may vary.
High collaboration activity:
What will the job of a .... look like in the future?
Present a job of your choice in its development from the past to the present and its potential change in the future by creating an ebook with your eTwinning partners.
Positive interdependence is being fostered, the goal is clearly defined, yet the way pupils create the ebook is fully open, the resources are not given, real-world problems are addressed, a  high degree of student engagement is required, coordination with international partners is asked for. The product is defined solely on the grounds of the format, yet the way it is 'filled' with the use of various other ICT tools is still open. A project diary is obligatory for every international team (meetingwords), so that the teacher can monitor work in progress.
An example:
https://etwinning2017.atavist.com/film-maker

Maria S., Italy
Maria S., Italy
Most of the activities I did last year required a low level of cooperation. They started with a brief, participatory explanation of the subject for me, followed by individual study by the pupils. Obviously, this type of activity does not greatly affect pupils' motivation.
An important activity has been the construction of groups of pupils who have collaborated to solve problems on the recurrence of numbers and the results have been very satisfactory. The evaluation of this work was individual, using open tests.
MARIA, ITALY.
MARIA, ITALY.
Low level of collaboration has happened during my lesson when I take the greatest part of the time and the students' activities depend on my own decisions and tasks. For example a teacher centered lesson as a literature page , often requires little collaboration among students, who carry out group tasks  following the book or teacher instructions. A high level of collaboration, on the contrary has been possible when I have asked them to find out unknown information. For example my last lesson about the Elizabethan age started by watching a film "Elizabeth and the Golden Age". After the film I  asked them to work in groups of 3 or 4 and find out all the necessary information about costumes tradition, religion, superstition, art, during  the English renaissance through what they had watched in the film. The collaboration was high because each member of the Group remembered different events, that collected in an ordered sequence , gave them the possibility of a wider idea of the Elizabethan age
Teresa Morais, Portugal
Teresa Morais, Portugal
The previous year I did some cooperative learning activities. One method that requires a low level of collaboration is the work of peers for a simple task. For example, research on the tablet arguments for and against civil disobedience.
A cooperative method that requires a high degree of cooperation is the constructive controversy.
The constructive controversy is a cooperative learning method in which students are confronted with problems, situations, ideas or information that enable them to take opposite positions, for and against, and  in which students, working in cooperative groups, have to reach an agreement. Its aims at preparing students to research on a topic, learn from facts, evaluate critically arguments for and against, defend their thesis convincingly and persuasively, be able to argue likewise in favor of the opposite view and build a final synthesis that integrates the best arguments from both views and finally present the best solution to the problem. These processes enable a shared regulated learning dynamic.

Lia, Italy
Lia, Italy
High levels of collaboration are encouraged through projects: in my last eTwinning project students took part into different activities to experience inclusive education: making podcasts in English (digital storytelling); an ebook about buildings in towns; language tutorials into different languages; a tutorial about making a one-minute film; a documentary about inclusive stories from Italy; e quizzes about Myths and legends. I consider them high levels of collaboration because the team is collaborative not only cooperative.
Rosy
Rosy
High level collaboration: making a power point about their grandparents live, uses and custums about when they were young. 
Low level...very time I teach and they just listen to me😉
Giovanna Festa
Giovanna Festa
Last week I showed to my pupils a research of lexis through word clouds.they were very interested in finding the meaning of several words that moved . I proposed a game .The winner tam had to find more words.At the end they write a test with those words So I had two very different  activities .
Two main activities come to mind. The first one is when my grade 10 students were required to complete a set of real life problems using trigonometric ratios. Since these tasks were quite challenged most learners neeeded each other’s help and to discuss certain difficulties. All in all, I think it was quite successful since they managed to incorporate each other’s ideas.The second activity is when my students had to come with a business plan for our school’s canteen. This required high collaborative skills since there were many aspects which needed to be discussed and many skills were required. Everyone put in their efforts into creating a sustainable business plan and all the mathematics behind it was discussed afterwards as an evaluation of the whole collaborative process.
Two main activities come to mind. The first one is when my grade 10 students were required to complete a set of real life problems using trigonometric ratios. Since these tasks were quite challenged most learners neeeded each other’s help and to discuss certain difficulties. All in all, I think it was quite successful since they managed to incorporate each other’s ideas.The second activity is when my students had to come with a business plan for our school’s canteen. This required high collaborative skills since there were many aspects which needed to be discussed and many skills were required. Everyone put in their efforts into creating a sustainable business plan and all the mathematics behind it was discussed afterwards as an evaluation of the whole collaborative process.
Rosa Mongiello , ITALY
Rosa Mongiello , ITALY
 
Last year my students collaborated for a science CLIL lesson about the natural disaster of Rigopiano. In this natural disasters lesson plan, students used BrainPOP resources to identify and explore various types of natural disasters. Students explained whether natural disasters are weather-related or geology-related. Next, they researched a self-selected or teacher-selected natural disaster using BrainPOP resources, and completet a graphic organizer explaining the cause/effect relationships behind the selected disaster. GROUP ACTIVITY : students researched and recorded informations , prepared material to share with other students , they worked on cards ,puzzles games and they participated in cooperative group activities. Finally students , in pair or in group, created a poster on natural disasters

Milka, Croatia
Milka, Croatia
High level collaboration:
Making our class website

I do this project with the 8ht grade of primary school. Pupils are devided in small groups (usually of four). Every group needs to  make one link on their website. Every group has its captain who devides work among memebers. First, they have to collect data(photos, interview teachers, school mates, ...) and then they work on computers.
This is high level because pupils had to give feedback to the group capatain who then directed their work.

Low level collaboration:
Parts of computer - mind map

Pupils worked in pairs. Thy had to write as many parts of computer as they could remember. This activity is low level because they have no need for research and it does not effect further learning.
Vito - Italy
Vito - Italy 
The experience I report related to a laboratory of material art. After dividing the class into four groups, the first low-level activity they were asked to do was to research the techniques, artists and expressive forms of material art on the web. Following this first phase, each group chose a theme of material art and created one or more creations of material art. In a second phase at a higher level of collaboration, each group produced a sway presentation of the artistic path followed and the final products produced.
Robert, Belgium
Robert, Belgium
I started the project ICT4U and the aim was to improve the ICT-skills from students as well as teachers. 
High level of collaboration: the ICT4U-project became an international project with other secondary schools. Therefore we created international teams working on specific tools like Prezi, Screencast-o-matic, padlet, etc....
As we received funding we could meet our international friends in their own schools and during 2 or 3 days students could finish their collaboratie work face-to-face and present their work to their colleagues and teachers from the hosting school.
The ICT4U-project was a Comenius-Erasmus+ and eTwinning-project.
Antonella, Castellana Grotte
Antonella, Castellana Grotte
High level collaboration
Debate challenge:
students worked together in small groups, not only at school, to search accredited informations on the assigned topic. After the group – quest, they had to decide who will take part in the debate challenge (always 2:2) and the role (introduction speech, discussion, conclusion). Preparing to the debate challenge needs trying many times to monitor: time, speech quality, memory and so on...
Each memeber of the group is “on track” by his own ability and task: preparing notes, graphics (or other pictures). Students use during the training the same rubric we use for the final evalutation of the debate challenge. So that they are engaged also in assessment process. 
Low level collaboration
Class notebook:
Students use Google documents and padlet to collect their school-notes in different ways: conceptual maps, summaries, tables, pictures, presentations, graphics. This is a sharing modality that helps weakest students but it also improve metacognitive skills for higher-level students. It is also a good way to monitor learning process and self-alignement to the level of the class (“did I study/understand this part?”, “Who could help me to complete this task?”) 
Amelia De Chiara, Italy
Amelia De Chiara, Italy
Low Level Collaboration: Pair Work. I use this kind of activity when I introduce a new topic (asking my students to express what they think or to find out key words in a text and research them on the internet) or at the end of an important topic (asking them to solve exercises or to do a mindmap). It'a a low level collaboration because there's no need to make substantive decisions, they only give feedback, they can split the work and go on independently for a while.
High Level Collaboration: CLIL with PBL. I realized a CLIL project about "Architecture and Materials of ancient Rome in Britain", using PBL methodology. I splitted students in 5 groups, each one had to work on a specific topic related to the main theme. Each group decided how to carry out the task, what they wanted to produce and how. They searched and selected information, made video, took pictures, made drawings, realized Prezi and Adobe Voice presentations, competed in a team quiz, showed the team final work to the class. They had to work interdependently, give feedback to each other in order to correct what was wrong and improve work to reach the final goal.
Daniela Corradi, Italy
Daniela Corradi, Italy
Last year I involved my 1st year pupils in a lot of collaboration activities, such as describing objects in teams: every kid had to use a single sense to describe, so the 1st one used eyesight, the 2nd one  hearing...in my opinion this activity is an example of an high level of collaboration, because noone of them could fully complete the task without the others, so their work was interdependent. A low level collaboration activity could be the revision, in pairs, of their work, because they could help each other but their works weren't interdependent.
Ivan Ireland
Ivan Ireland
Physical education setting. 
Low level of collaboration would have been with senior cycle class split into mixed interest groups and asked to outline their desired expectations for physical activities for the year (from list provided). Priotise 5 with top choice as 1 and least as 5. Share these via padlet. Transparency for all involved. 
High level of collaboration. Instructional model called sport education where class is split in small teams of 5 with specific roles to undertake e.g. coach, manager, equipment manager etc. Student's participate in activities in these roles for the duration of the module culminating in a final event (tournament)
Luca Lucio Grasso Italia Last year my students collaborate for lots of works. The most required collaborated works were working together to create billboards and this activity required a low level of collaboration. Instead, an high level of collaboration was required to work in little groups involving a disabled pupil for support activities as studying a particular subject (history or geography) like a tutorying approach.
Luca Lucio Grasso Italia                                Last year my students collaborate for lots of works. The most required collaborated works were working together to create billboards and this activity required a low level of collaboration. Instead, an high level of collaboration was required to work in little groups involving a disabled pupil for support activities as studying a particular subject (history or geography) like a tutorying approach.
Dalia Krasauskiene, Lithuania
Dalia Krasauskiene, Lithuania
Through collaboration children can acquire so many skills, so i often use it in my lessons. We have all the necessary equipment - smart board and iPads, so it's easy. We learned the Past Continuous tense and compared it with the Pas Simple with my 7 class students. Their task was using iPads and the tool Toontastic 3D to create video stories using these tenses. That was a brilliant experience for them. 
Also, I like to use the method called PAIR-SQUARE-SHARE in my lessons

Chrissa Aggidou, Greece
Chrissa Aggidou, Greece
Last year, as part of the history lesson, the children collaborated in the construction of a Byzantine castle. It was a teamwork that required a low level collaboration. The students' collaboration went very well and the result was very satisfactory.

In the environmental program that we worked last year, the students  collaborated on many project. In one of these group works, each group had to choose a city in Greece or abroad and present us through online tools the positive and the negative environmental problems that it has. Collaboration required high evel collaboration, το develop critical and creative skills, το learn to use tools and το use their abstraction skills. The students worked in groups of 4 people, each consisting of pupils of all learning levels, they had access to the internet from which they sought to find the information they needed but also to set up their work with the help of the padlet. Finally, they had to present their work in class. The children worked enthusiastically and the result of their joint action was very satisfactory.
Ondina Espírito Santo, Portugal
Ondina Espírito Santo, Portugal
I chose from all the collaborative works of the previous year, the geological time, the difficulty of the concepts and the amount of data that the students are "required" to retain. Briefly, the work was divided into four separate parts: 1-viewing a BBC film about the emergence of Earth life and evolution of living beings over time. 2- The students had to make a short summary of the film (individually), untangling the main steps of the geological time. 3 - In group work, each group worked only one of the Eras, deepened the knowledge and presented to colleagues. 4- On the writing wall, a blank table was designed and all groups were filling in the data they had obtained, helping to build and complete the entire table. Collaboration, not only between groups, but the entire class, was fundamental to the overall knowledge of geological time. I believe that this work was a high level of collaboration. Collaboration within group and collaboration between all groups.
https://padlet.com/ondinaes/jcawx7vuv9xv 
Another collaborative but low level work was the elaboration of a scientific poster, very oriented work, although very creative and important. Padlet provided to students  

Burcu ŞIK/Turkey
Burcu ŞIK/Turkey
I do not have sufficient technological equipment in my class. Therefore, I can not apply the collaborative learning environment including research to the class. Therefore, I want to do a study based on cooperation outside the library or in the home environment. At the end of the study, it turns out that all the students in the group are difficult to come together. Because I am not there during my work, I can not show the solution to the problems they have experienced. Problems occasionally arise in groups of students created during collaborative learning. Some students do not want to be in the same group with students they can not agree on and this reduces collaborative learning.
I can manage the process when we create a collaborative environment where they can experiment or observe in my class. This means that more efficient collaborative learning takes place. But we can use limited technology. If they need to do research, they need to wait in order to be able to do research on the smart board. Waiting also affects time management in the negative direction. In our normal classes, there is no modular class class to do collaborative learning. If the science labs are empty, a classroom environment can be created to do group work. Despite such negativity, our students are motivated when we try to follow the collaborative learning method in our class. When they are supported by technology, students enjoy without work done. With the change of technology, the expectations of the students are increasing and they are getting tired of traditional teaching methods. Collaborative learning is perceived by students as an unusual learning style.
Lúcia Ferreira, Portugal
Lúcia Ferreira, Portugal
 Construction of an accordion book for the BIC competition. The students wrote the text, perfected it collectively with the guidance of the teacher; they divided it into chapters; they copied the chapters to Word and printed. They then drew a chapter by group and planned the page illustration, listened to their colleagues' opinions, and illustrated it in a group using a variety of techniques. They photographed the book, did a PPT with the images and turned it into PDF.

Everyone participated in the improvement of text, heard the opinions of colleagues and accepted the improvements proposed by others. They developed ICT skills and showed their personal skills. 

Ana Cotovio, Portugal
Ana Cotovio, Portugal
Low level of collaboration:
elaboration of a biography - formation of work groups with division of tasks: internet searches on the life of the author, writing of the text in word, elaboration of a PowerPoint with images on the life of the personality and research of videos. At the end each group presented the work to the class.
This work was limited to the division of tasks, presentation of work to the class and evaluation, although not all elements of the group had collaborated.

High level of collaboration: 
preparation of a discussion- Students prepared different activities to present to the school and the invited personality. Students used a video, PowerPoint, designed, written and read him poems, composed and sang a song and organized a coffe-break.
  This activity allowed for teamwork, discussion of ideas, resolution of real problems and the assumption of different roles.
Izabela, Kiss, Romania High level of collaboration
Izabela, Kiss, Romania High level of collaboration
Today I started an activity based on group work in the 11th class. It was a high level of collaboration that I asked for. After a lesson about the knitting, I asked my students to select knitted fabrics used for clothes for a certain type of activity and season, to write the name of these clothes on a flipchart paper and fix the pieces of the knitted fabrics near each name.  I asked my class to divide in 5 groups, each group being formed from 4 students. I gave to each group the task (each group had a different task) and  some images for help, the time necessary for resolving the task, a piece of flipchart paper, markers to write, pieces of different knitted fabrics and needles to fix their fabrics on paper.  At the end of work, one student from each group (the lieder) had to show the finished work in front of the class. For evaluation, I explained and gave to each group the evaluating grid. All the students had a task to do in their group: to write on the paper the names of the clothes used for the certain type of activity and season, to select the materials, to arrange them on the paper and fix them with needles, to talk with colleagues about the presentation of their activity in front of the class and one of the students to make the presentation. The students liked the activity and worked with pleasure. 
Greta, ITALY
Greta, ITALY
Low level of collaboration: students gathered in groups to discuss the pros and cons on certain topic (technology etc.) - low level because everyone could just give his ideas and stuff, but there was no wrong or bad, so some of them could do all the jobs and some could just partecipate in the background.

High level of collaboration: students had to prepare a lesson in small groups and share it with their classmates - high level because the group had to do a presentation, so they needed to work together, find infos, be prepared and to know what the others where saying, in case it was wrong, and especially they had to answer the possible questions of their classmates.
Franceso, Milan (Italy)
Franceso, Milan (Italy)
Low cooperation level learning activity
SS had to circle words that they did not know in a new mtext. Then, they could attempt a possible meaning through textual inference, asking their classmates, or using online dictionary. Not everybody referred to their classmates and I did not force them to. Cooperation was one of the possible ways to accomplish the task.

High cooperation level learnin avtivity
SS were divided into not homogeneous groups and had to analyze handouts about major characters of English history / culture (King Henry VIII, Queen Elizabeth I, the Brontes, Virginia Woolf, the Beatles). This served as a springboard for searching further info about those peoples life and jobs and works, plus standards of living, images and so on. Everybody was given a role but as the task got more complex, e ery group had a chance to set new roles, goals, procedures. Collaboration was the only possible manner to accomplish the task which was a complex one and required everybodys attention.
Georgia , Greece
Georgia , Greece
Low level of collaboration 

Students  ( 8-10 years old) worked in groups of 2-3 to write a collaborative story using web2 tool StoryBird . They had to choose an artwork and then select some of  the  pictures and  write their story .Some students collaborated really well during the whole project , deciding together for the  pictures and the story While some of them just choose to flip roles , with one choosing the picture , and the other writing the page and so on . The students were working in the computer room during ICT class.

 

High level of collaboration 

Students  (12 years old) had to present  a  subject regarding the European Union . Each student proposed a subject and then they  organized themselves in groups (3-5 students). They had to search in specific web pages for information and decide the way they would present their subject . Each group had to learn a different web tool ( prezi , powerpoint, quiz , moviemaker ..) in order to use it (guidance for teacher and pre-selected video ) . At the end , all teams presented their work on a video projector  .They were asked questions and were evaluated by the other groups .  They also “taught” the other teams the new web tools they have learned. The students were working in the computer room during ICT class.

Katarzyna, Siwczak
Katarzyna, Siwczak
Low level of collaboration: students watched a film and worked in groups of three where two students took the roles of the film characters and one student interviewed them.
High level of collaboration: students worked in groups doing some research on an inspiring person, collecting information and photots, writing a script and making a film.
While the former I would call temorary collaboration, the latter required good organisation; it consisted of several stages leading to a final product that is lasting.
Michela, Italy
Michela, Italy
Activity with low level of collaboration:  the class worked in groups of five, where more advanced students created appropriate reading selections for lower levels. These types of readings allowed each reader to understand at their own proficiency level and provided some interaction between the levels. Above all it was a great way for uppers to learn how to communicate with those not so proficient.
Activity with high level of collaboration: peer assessment and feedback, because peer feedback really changes the feeling in the class.
Ameris, Italy
Ameris, Italy
HI! Here is my activity.
https://padlet.com/miameice/1ykr4i284coe
📎 v.gd - Shortened URL
Laura, Italy
Laura, Italy
Here you can find my activities:https://padlet.com/nannalaura057/z9asosplhtsl
Giovanna, Italy
Giovanna, Italy
This is the link to an activity I carried out with my students. I used the Learning Designer tool.
https://v.gd/6A8SrR.
This activity required a low level of collaboration, as only ten minutes out of 120 are dedicated to the group work.
Last year I carried out an other activity on Etwinning, a project named "Un milione di passi", in collaboration with "Medici senza frontiere" and a school of the Northern Italy.
The level of collaboration from students and from teachers of different school was high, as the project required this kind of setting, and both the students and the teachers were extremely engaged in it.
Irini, Greece
Irini, Greece
Here is a lesson plan I applied in the past, with a combination of low and high level collaboration: http://learningdesigner.org/viewer.php?uri=/personal/ikassotaki/designs/fid/53bb2f7fc2016ff833be184759ad799e346d29dcf25f2ba7e9b0d78e45cdc9bb
Natércia Dias, Portugal
Natércia Dias, Portugal
Low levels of collaboration - work in pairs, a single task, very oriented

Natércia Dias, Portugal
Natércia Dias, Portugal
High Levels of collaboration- large group, less oriented, more tasks, involved high skills.
Maria, Cyprus
Maria, Cyprus
I haven’t worked in a class in the past year therefore I am writing two activities for the purpose of the learning activity. 

Activity with low level of student collaboration:
Students work in groups of 2 to write in a T shaped table advantages and disadvantages of social media. They can write their own ideas and search online for more information. One student works on the advantages and the other on the disadvantages and they then show each other what they have found to complete the table. 
This activity requires students to work together for the final product but the students can work independently and they don’t make substantial decisions together. 

Activity with high level of student collaboration: 
Students in small groups have to present the advantages and disadvantages of social media. They can choose the way of presentation (e.g. a presentation, a website, a poster, a video) and they all have to work together for the final product. 
In this activity students share responsibility for the final product, they have to make substantial decisions together and their work is interdepended.  
Snjezana Kovacevic
Snjezana Kovacevic
A good example of collaboration  was when pupils from Croatia, Spain and Poland worked in groups in eTwinning project "Classroom, homeland, Europe" and made oline travelogue. 
https://issuu.com/ekoeko_zlatarbistrica/docs/discover_poland__spain_and_croatia-
Anna, Austria
Anna, Austria
Find my activity here https://msbenglishcorner.wordpress.com/category/learning-diary/
Ad, Belgium
Ad, Belgium
Collaborative learning in my classes: students work individually or in groups on their own project. Students that work individually have a lower level of collaboration than those who work in groups. The first ones can ask for help. Most of them do that regularly. The second ones rely on each other for the completion of their project. Therefore their level of collaboration has to be a lot higher.
Angela, Italy
Angela, Italy
I have asked my third yesr students ( secondary school) to create a leaflet about a touristic place in our area. the place had to be familiar to them. the aim was to promote tourists' interest in our area. My students had to find information about the place and project and describe a tour ( be it by bike, trekking, etc) in the leaflet. the leaflet, then, would become the object of a video reproducing the communicative function of asking and giving information at the tourist office. in this activity my students had to show a very high level of collaboiration, because there were multiple tasks and they had to share them and organise the timing together.
Valentina, Italy
Valentina, Italy
Students of the last year, high school. It was a literuture activity in which students should work in small groups (4-5 people) on both novels and newspaper articles. They should write an article for a class blog by using Google doc and the collaborative writing. Some group did well, using the online tool and saving time. Other gruops found it difficul to use Google doc, prefering the traditional writing and then sharing their ideas with the other groups.
Stefano, Italy
Stefano, Italy
I proposed an ICON activity in which each group had to analyze an ICON (jobs, gates, page, bezon, zuckenberg) and produce a presentation to the rest of the class that had to cover some specific topics. The same activity has been proposed to 2 classes: one was deeply involved and really collaborated to the topic; the other instead really work with low level of collaboration being not so motivated even if they were asked to participate answering questions etc. 
Another big problem was HOW they approched the work outside school... that was basically COPY-PAST of something...
Palma from spain
Palma from spain
High level activity, with students of four years  , from the center of interest of the animals, each working group decides the animal that they are going to study. In iPad they look for photos of animals eating, in their habitat, customs ,,,,, , print the photos, make a poster and explain them to their colleagues. Easy collaborative activity for example: I dictate a word and each group should form it on their magnetic boards
Teresa, Portugal
Teresa, Portugal
 
High level of collaboration – To study a realistic novel from the XIX century, students were divided in 5 groups (5 elements each). They previously knew the objectives, the timeline, which contents to approach – different for each group - and evaluation criteria. They were free to plan the methodology during the process, including the way to present the final product (prezi, powerpoint, drama, videos,…). Two problems emerged: some groups tried to divide tasks (they later realized it was a bad decision, since they wouldn’t be aware of all the aspects) and plagiarism during the research period (they tended to copy content  from several websites). I was there during the process guiding and making sure they all had a voice. Since they were so motivated, even with some sense of competition, they were truly engaged in the project and very proud of the outcome. Despite the collaborative nature of the project, it was possible to see how some students overshadowed others more shy or insecure, even though they wouldn’t do it on purpose. A situation to think about further on. 

I struggled to find a practice that envolved a low level of collaboration when students are working together. Even when I present grammar exercises to solve in Pair work, they tend to help each other. I then  thought about problematic students who have no interest in school. Even though they have major gaps, they are more interested in the task. Finally, I came up to this conclusion: when there is a small task (level of difficulty, less challenging work, short exercise) and the group is up to 4 elements or more, some students tend to rely upon others and become more distracted, there is no really commitment. 

Soni.Albania
Soni.Albania
A low collaboration example is when I as a teacher,assign the work to each of the members of the groups and they work individually and come together only at the final result.( a project on a country where each of the students search and find specific information as assigned.)
While a higher level of collaboration is when the students share the work to be done by themselves i.e assign to each of them what to do and above all the elements are related to each other.for example the languages spoken in Europe related to the population etc
Vasiliki, Greece
Vasiliki, Greece
An activity that required a low level of collaboration from my students was an experiment in science. Students were separated in groups of 4 and they prepared an experiment. they collected the materials, accomplished it and then it was presented in the classroom.
Iryna Kharchenko, Ukraine
Iryna Kharchenko, Ukraine
My students participate in two Etwinning projects and one of them requires more cooperation than collaboration as in this project they devided the tasks, each of them is doing his/her assignments, research and presentation and at the final stage they combine all the materials and get the final product. They are creating an e-magazine and each issue is dedicated to different topic.
In another project more collaboration is needed. We use some etools but the project is still in its initial stage and so far they are doing videos and research materials together in small groups of four, but it is too early to speak about the level of collaboration. The main aim of this project to research UNESCO World Heritage sites in our country and make an interesting presentation about them. It can be a slide show, videofilm, Prezi, Sway presentation, 3D model etc.  
1.low level of collaboration (it is routine for my subject) Students work in groups on laboratory experience (physics). They have to follow a precise scheduled procedure in a spreadsheet. They will also have to answer short questions to reflect on key points. The groups are formed by 4 students and are free to organize the work as they wish. At the end of the class must have completed the measurement procedures and each of them must have clear all the steps and the final goal. They then write a report individually.Student cooperation is important in the operational phase: understand the final goal, clarify the individual steps, be able to use the measuring instruments. In my view this requires a low level of collaboration because it is not necessary to share the next crucial steps: data analysis is the core of the experiment and needs critical skills as well as writing the final report.2.high level of collaborationI’ve experienced the following learning activity in a first class (age 15). The topic was ‘fluid pressure’ and it is particularly suitable to be learned using the Jigsaw technique. I divided students in groups of 4 and they chose each one a name: Pascal, Stevin, Torricelli and Archimede. Then I rearranged the groups of experts each one had to study the relative law. I gave each group materials and webresources. During the next 2 lessons students, arranged in the original groups, had to explain their groupmates the topic assigned, using presentations, maps, videos or showing experiments. During the second phase I followed the students interactions in each group , asking questions, filling a specific rubric and evaluating the singular "teaching performance". I also asked students to give their peer evaluation using a grid that we previously defined together. In my opinion this activity needs high level of collaboration: each student has the responsibility of their groupmates learning. Students are asked to give an immediate feedback both to evaluate the mates work and to be evaluated on their learning Italy
1.low level of collaboration (it is routine for my subject) Students work in groups on laboratory experience (physics). They have to follow a precise scheduled procedure in a spreadsheet. They will also have to answer short questions to reflect on key points. The groups are formed by 4 students and are free to organize the work as they wish. At the end of the class must have completed the measurement procedures and each of them must have clear all the steps and the final goal. They then write a report individually.Student cooperation is important in the operational phase: understand the final goal, clarify the individual steps, be able to use the measuring instruments. In my view this requires a low level of collaboration because it is not necessary to share the next crucial steps: data analysis is the core of the experiment and needs critical skills as well as writing the final report.2.high level of collaborationI’ve experienced the following learning activity in a first class (age 15). The topic was ‘fluid pressure’ and it is particularly suitable to be learned using the Jigsaw technique. I divided students in groups of 4 and they chose each one a name: Pascal, Stevin, Torricelli and Archimede. Then I rearranged the groups of experts each one had to study the relative law. I gave each group materials and webresources. During the next 2 lessons students, arranged in the original groups, had to explain their groupmates the topic assigned, using presentations, maps, videos  or showing experiments.  During the second phase I followed the students   interactions in each  group , asking questions, filling a specific rubric and evaluating the singular "teaching performance". I also asked students to give their peer evaluation using a grid that we previously defined together. In my opinion this activity needs high level of collaboration: each student has the responsibility of their groupmates learning. Students are asked to give an immediate feedback both to evaluate the mates work and to be  evaluated on their learning Italy
Victoria Serban, Romania
Victoria Serban, Romania
An activity that required a low level of collaboration from my students was giving presentations. In groups of 4, my students had to prepare presentations on different topics (e.g. holidays, customs and traditions, famous people, etc.). They usually divided the work in various aspects, each member of the group dealing with one, then they just presented together. They collaborated just when dividing the tasks and putting the presentation together, that is why I consider it to be low-level collaboration. 

An activity that required a high level of collaboration was a project based on the topic of poverty. In class the students watched some videos on poverty (what is means, causes and cases of extreme poverty). Then, in groups, they had to discuss and come up with different solutions to end poverty starting locally and going globally. As I wanted to introduce technology in this project, the students were asked to present their work using different platforms (storyboardthat, smore, prezi, etc.) and to post the link to their work on a common padlet (https://padlet.com/pusa_h/4z1b2zku09aw). In order to find the solutions and also to create a presentation, students had to collaborate to a great extent and share different responsibilities in the groups. 

Muresan Angelica, Romania -
Muresan Angelica, Romania  - 
A Learning Map is a great tool that supports individual contribution and group engagement. A teacher creates groups of three to five students and assigns a task to each group, students of each group connect within the online environment and start creating and editing a Learning map. They can do this simultaneously or separately
Each member of the group gathers information related to the specific theme. To make information understandable to the other group members, he puts a brief text explanations inside Learning map’s nodes, attaches source links and optionally adds graphics elements. Afterward all group members can add, exchange, discuss ideas and information which they find relevant on the Learning map and complete it collaboratively. All of this can be done quickly and easily, because a Learning map gives student a whole view on one page at all times. All of that results in students’­­­­ direct engagement and motivation.
Once they complete their assignment, each group presents their Learning map to the whole class where they can improve their ideas by comparison, asking questions to the teacher and to their peers.
Stefania (Italy) My experience with this kind of activity is letting groups of students create interesting videos about grammar rules or particular dialogues. We have used edpuzzle to gather them.
Stefania (Italy)             My experience with this kind of activity is letting groups of students create interesting videos about grammar rules or particular dialogues. We have used edpuzzle to gather them. 
     
Anelia Kircheva-Lubenova
Anelia Kircheva-Lubenova
My experience with this kind of work is not very long. I worked with small groups in the class. The aim was to collaborate and work together to create a poster, a book, greeting cards and     so on. 
Letizia, Italy
Letizia, Italy
High learning level of collaboration:
Working in group as class activity, around a table and with no leaders, students had to analyze an argumentative test about social media.
First phase: 1) trace the key words or key points in the text, 2) debate among them and choose the most significant, 3) give a written motivation for their choice, 4) discuss in class with the other groups, just about the main keys. 
Second phase: 1) using just one mobile per group, students had to find on internet any pros and cons (reading in turn to the group) and choose the most suitable (according to them!). 2) Write down their final choices.
Third phase: 1) Each group had to choose a spokesman, 2) Class debate about pros and cons; groups could consider ideas from other groups more relevant and change opinion. 
Fourth phase: Each group had to choose a leader (usually among the best in writing) to write a final report about the topic to be published in the school journal.  This is, in my opinion, a strong collaborative learning activity. Students interact among them, learn a load of new words, have to share and accept other opinions, take the responsibility to publish an argumentative test in good English.

 Low learning level of collaboration:
Groups of students, at home, had to create a power point about a literary topic. Each one had to analyze a particular aspect (historical contest, literal contest, most famous writers, most famous writings). All students had to send their own slides to a mate whose task was to collect them in the final product. Each student had to read what had been written by the others so as to avoid to write similar concepts. While doing so, students learned quite everything about the topic assigned. As last phase, each power point was reported in class to the other groups. A useful activity when students need to learn about general and quite difficult topics.



Luli, Italy
Luli, Italy
The first activity was supposed to require a high level of interaction among students. It was for a third year of junior high school; I divided the students in groups of four, more or less, and I’ve told each group to study two or three pages from the Culture book. Then, individually, they had to make mind maps with the most important topics; then comparing their four maps they had to make a poster with a shared map and illustrations. At the end, each group had to report its topic to the class. The aim was that everybody could learn from the other students all the topics. At the end, in some groups everybody worked properly, in others someone did most of the work. Not everybody was able to report the topic; and, what has been really frustrating, no one else learned anything from the others’ speech!!!

The second activity I can think of has been my first attempt of cooperative learning. It is not a proper activity, it is something that I have tried in more than one class last year, after a short course I had followed on cooperative learning. I explained a new grammar topic, than I asked the students to work in couple, just as they were seated,  and to re-discuss the topic: they had to be sure they had understood it well. Then they had to apply the new rule creating phrases. I think this one required a short level of interaction.

 

1.6. Learning Activity (Galya, Bulgaria)
1.6. Learning Activity (Galya, Bulgaria)
The teaching unit with lower need of collaboration I would like to describe was designed for my 16-years old students, who I teach Psychology. They are put in rooms, which are not flexible. The topic was “Psychological Schools: Theoretical & Practical Approaches”. I have saved the instructions in a file and used multi-media in class in order to make them visible on the white board. In the beginning all students had to read a description of a phobia and the approaches to investigate the causes and find an appropriate treatment of the Behaviorist School and the Psychoanalysis. In the next step students read on the white board the instruction to write down for each school 1. In which part of the human psyche does this school search the cause for the phobia: consiousness, unconsiousness, cognitive or emotive processes, habits for doing, character etc.; 2. Which psychological means does everyone school use in order to help overcoming the disorder. Each student is working  separately. After completing the tasks students have to exchange the sheets they were working on and make suggestions or corrections. 3. In plenum students discuss the results and the questions arising during the work.
 
The unit with high need of colaboration was design for 17-years old students. They study at school Basics of Ethiks and Low. The topic of the lesson was “Comparison between customery low and civil and penal low”. At the end of the session students had to be able to make an oral presentation about the possibility of the written low to deliver justice and social kohesion.
Before starting the session the students had to read at home from the textbook and through webquest about the main features of the customary, civil and penal low. 
In class students were divided in 6 groups of four on a random principal. They received materials - sheets of paper and pensils plus a text about a case in Papua - New Guinea. It was about a man, who selled black people to become slaves. After the civil low it was a crime, but a lot of black people didn’t mind. The problem was, he had treaten them badly. So, they have killled him, which was also a crime after the written low, but it was not after the customary low.
 Each group had got a different task: 1.What is the content of the conflict  between both social groups?   2. What is one oblidged to do in a customary low, when a person from another group has done an injury against the own group?  3.Who is authorised to сimpose a punishment on a crime in the penal low? Why? Who is the authority in this case?  4.What is the substance of the crime of the slaves-seller after the customary low?   5.What is the substance of the crime of the slaves-seller after the civil low? And of the native people ?  6. Try to explane to the native people the disantvantages of the revenge.
After having completed their tasks, representatives of the groups had to present the results (answers). Discussion in plenum about the possibility of each kind of low to deliver justice and social kohesion.
Eleonora, Italy
Eleonora, Italy
I have worked with Etwinning projects and so my students worked together,divided into groups, according to the activities they had to do.They created videos, wrote on Titan Pad, sharing ideas.They used lots of collaborative etools to  work together.
Sarah Spain Activity with low level of collaboration-
Sarah Spain Activity with low level of collaboration-
An activity in which students must write individually a personal story and then make it into a comic working on characters and plot. This activity involved some group disussion of ideas but I would not call it collaborative as the amount of interaction and collaboration required was minimal with students working alone the majority of the project. 2. High level-My secondary students worked in groups on creating a wearable fashion item in groups of 4 with varying levels of success. The groups self assessed at the end anonymously evaluating the level of contribution and effort by each group member.
Learning activities I carried out with my class in the past year (Luca, Italy)
Learning activities I carried out with my class in the past year (Luca, Italy)
1. HIGH LEVEL OF COLLABORATION: a work about the Thirty Years' War, dividing students in groups specialized in a single part (text, images, maps, conceptual maps...) of the final product, that is a presentation of the war; it's a difficult work because each group have to collaborate with others (through their  Team Leader!) in order to make a good work!
2. LOW LEVEL OF COLLABORATION: a work about Renaissance, dividing students in groups; each group have to produce a presentation about a single aspect of the period. It's a easier work because each group divides the single parts of the final work (text, images, maps, conceptual maps...) without an active collaboration with others groups!
Mariana Loureiro, Portugal - Activity with low level of collaboration
Mariana Loureiro,  Portugal - Activity with low level of collaboration
This activity was called "Experimental activity with physical properties of materials". For this experience they need: maize flour, cold water, food coloring.
The students where split in groups of six elements.
Aims: Understand the physical propertie of a liquid and solid material, at the same time.

In this case, this experiment was a big "caos" perhaps because was a pratical experience and everybody wants to dig their hands on the substance and prove to others that they can transform a liquid material in a solid one.
Michael, Austria
Michael, Austria
My students worked on a long term project. The aim was to create a magazine for the other students of our school. They had the chance to form groups individualy for each task they had to work on. First they had to figure out the content of the magazine. Afterwards they split up in groups to work on the articles. There was a group of lectors. Some students worked as editors. For every article they wrote for this magazine, they joined new groups.
We worked on this project for one semester in a voluntary computer course.
The role for the teacher changes dramatically. Instead of providing knowledge, I supported my students during their work.
I guess this was a high level activity.~
Mariana Loureiro, Portugal - Activity with high level of collaboration
Mariana Loureiro, Portugal - Activity with high level of collaboration
This activity was called "Socks with patterns". I divide the students in groups of 4 elements and give them a group of socks (each group has different socks with different colors and patterns and positions).
Aims: continue the sequence on the stretch and build the new socks and patterns with gum paper. 
After they complete the stretch with a lot of discussion and exchange of opinions, they present their product to their colleagues. 

I think this activity was the most collaborative one, 'cause allowed students to pay attention to every detail, discuss, create a new sock like the other one in the stretch and reach a product as group (just one with everyone participation).
George, Greece
George, Greece
During the past years, some activities that I used in classroom required low levels of collaboration and some high levels. 

For example, during an organic chemistry course, I asked the students to read in advance and present the next chapter. The students formed 3-member-groups and each one presented his or her part (this is an example of low level of collaboration). 

In another example, in our chemistry lab, I asked the students to form groups of three. The first student had -mainly- to get guidance from the teacher and explain to the other members. The second student had to set the experiment. The third student had to write a short lab report. Then all members had to sign the report and return it to the teacher (example of high levels of collaboration)
chiara, Italy
chiara, Italy
etwinning project
Title: My city my heart
Students were involved in all the phases of this interdisciplinary project whose outcome was a leaflet about our cities. Students worked in groups and cooperated at different levels, some of them  were more active than others.
📎 Fikret Yavuz (fikretyavuz4736)
Gabriella, Italy
Gabriella, Italy
Construction of a video end of unit. They work in groups. They cooperate.  Skills to improve emerge.

Activities with geogebra. One of the first lessons on straight line in the Cartesian plane. They work in groups of 2 people. They are happy. 

Sophia, Italy
Sophia, Italy
PRE-TASK IN A CLIL ACTIVITY
In the networking world, the word "protocols" is used quite often.  I wanted my students to understand exctly what is a protocol.  
I decided to start working on human communication's protocols, which is a simple concept. I gave my students a set of conversation pictures where two people agree on the language and method they will use to communicate.  I asked them to work in pairs trying to identify the human communication's protocols. 
The activity was soon successfully completed by every group. It required a low level of collaboration from students as it was so easy that they could identify the rules autonomously without much discussion between each other.
Fikret, Turke
Fikret, Turke
I am english teacher. I gave some key words then they wrote a best dialogue next role play.students wrote a dialogue and made 6-8 minutes role play in front of the class .this high level collaboration study.Other Iwant draw an ghost İmage and tell this is low level.one of them was telling
Low level of collaboration from students: Observation, description and comparison of lichen in the town and in the village. Students take photographs, recognize and name lichens and they prepare conclusions. High level of collaboration from students: plan, organize and run an experiment based on scientific method on theme: What are three factors that could affect the activity of enzyme catalase and how they affect? Students look for information about catalase, prepare plan of experiment: research problem and hypothesis and experience course, prepare all materials and laboratory glassware and lab coats. They present an experiment in the classroom and write documentation with discussion.
Low level of collaboration from students: Observation, description and comparison of lichen in the town and in the village. Students take photographs, recognize and name lichens and they prepare conclusions. High level of collaboration from students: plan, organize and run an experiment based on scientific method on theme: What are three factors that could affect the activity of enzyme catalase and how they affect? Students look for information about catalase, prepare plan of experiment: research problem and hypothesis and  experience course, prepare all materials and laboratory glassware and lab coats. They present an experiment in the classroom and write documentation with discussion. 
Flora, Italy
Flora, Italy
High level: Groups of 3 -4 (10 years old). Each group should read a text, understand, find the key words and organize itself (very simple mind maps, images, slide show) to explain it to the rest of the class. Each text is a different part of the same topic, for example “Life in Ancient Greece.                    Tasks in every group change at every new paragraph, so that each child can train more abilities. Evaluated is the performance of the whole group and of each child.   

Low level: Pair works in reading a text about a topic, trying to understand it and find key words to create a simple mind map. Usually one pupil does all the work, the other one only reads and underlines the suggested words.

Mariana, Romania
Mariana, Romania
My children's like working in teams or groups 
Anna Maria Mulliri (Italy)
Anna Maria Mulliri (Italy)

High Level of collaboration: Marketing a Product 
My senior students of a Technical Economic Institute planned a business model to promote the activities of their territory rich of ancient traditions, astonishing environment and pastoral activities as well as the production of typical pecorino cheese in order to preserve them and to make business in these sectors cost-effective. 
The basic idea was to create a platform that allowed producers and consumers to connect to it, interact with each other and create an exchange value. 
This activity required a high level of collaboration because each group chose a product or a service to be promoted. Therefore, they learnt about Marketing theories and actions related to it, like writing questionnaires for field research purposes, focusing on the segments of a potential market, advertising a product etc.) but they also developed a digital tool to promote a product or service, improved their business communication skills as well as their decision making. 

Low Level of collaboration: Thanksgiving from a tale to history 
Students in the first year were asked to make a distinction between tales and history. Groups looked for materials for exploring myths about the Pilgrims, the Indians, the Mayflower, and the First Thanksgiving in  http://www.scholastic.com/scholastic_thanksgiving . 
Then, they were asked to explore the site http://www.history.com/this-day-in-history/mayflower-departs-england / and to gather information about the historical events. 
After answering a questionnaire, they decided which information referred to myths or to history. 
Then each group presented their works with Power Point. 
Daniela, Italy
Daniela, Italy
1) Students divided in groups should read different texts by Greek authors and then relate to others by using Power Point presentations. Each group has different roles and the final work will be evaluated with a single mark.
2) Students  choose a topic to discuss in a formal situation (European Parliament), find the information and what to report, assign the role to the partecipants of the group and then read it to the others trying to be similar to the real ones and possibly being contrasted by opposite thinkers
Sophia, Italy
Sophia, Italy
Escape rooms are live action team based games where players discover clues, solve puzzles and accomplish tasks in a room in order to escape from the room in a limited amount of time. 
My students had a 60-minute time limit to escape. They had to collaborate and work as a team in order to solve the problems given. I put symbols, QRcodes and pictures on the walls: the solution to one task led to something else (a code for a padlock, the starting key for a puzzle and so on).
The main theme of the escape room was cryptology. My students could use mobile phone to google, to scan QR codes and to use augmented reality technology.
Students were involved and motivated in the tasks. In order to escape the room different competences were needed so the activities required a high level of collaboration. 
Rosália Ribeiro, Portugal
Rosália Ribeiro, Portugal
Learning activity  which require a high level of collaboration from students
Students organized in a group (4 or 5 elements) developed a research project that involved research on the Internet and laboratory activities. The result of their research was presented in the form of a website. 
Roles were attributed to each member of the group according to their abilities, having defined a leader. 
Goals have been defined for the group project and distributed weekly tasks for each group member. Every week were made situation points concerning the development of the project and the fulfillment of tasks through checklists. All decisions were taken in group and registered in collaborative documents and on a team blog. Every week the team recording a reflection in the TeamUp app about was running the project. At the end of the project the students evaluated the final product, its own participation and the participation of other members of the group. 
Paola, Italy
Paola, Italy
 
In my class, pupils have some organizational tasks. every week they change their job self-serving. It 'a fairly simple collaborative work through which children learn to play a role and to respect that of others. Today in the lesson of history, children (4 primary) have played a role-play. In the groups had to agree on the "moves" of the game, they had to play a role (speaker, writer, cashier), they had to find agreements. It was a complex activity. They love this work. 
Rosália Ribeiro, Portugal:
Rosália Ribeiro, Portugal:
Learning activity  which require a low level of collaboration from students
After analysis and discussion of a topic of the discipline, students organized in  group of two elements were challenged to create a learning resource, specifically one google presentation about the subject. 
They distributed some of the work for each and each carried out its part without discussing with the colleague what he was doing. In the end, they gathered what each had done to complete the work.
Bojana, Macedonia
Bojana, Macedonia
My students worked on a project, ,How the music affects the nervous system in humans body,,there was a collaboration between music and biology,students connected music with science. Me  and my colleague in music  together in the collaboration  we made the project from the beginning to the final presentation together with students. At the end of the project the students evaluated the final product  its own.
Natalia Moldova
Natalia Moldova
In my activities i used to practice learning collaboration , that motivated a lot the students to be the best in their projects. each year in our school is practiced to celebrate European English Day. At this activities my students ' task is to make something interesting, so they need to collaborate , negotiate, share their ideas. They did  movie about this holiday, learn poems in different languages, sang. The result was wonderful. they proved  a good collaboration, friendship. this activity was at a high level.
Sandra Leite, Azores - PORTUGAL
Sandra Leite, Azores - PORTUGAL
During the last school year activities were carried out that required a high level of collaboration, where the students themselves assumed different roles in solving the proposed one, each one being in charge of a task, privileging and promoting cooperative work cumulatively. I will give the example of the representation of a song, with the respective animals of the farm. The students were aware of the problems of each one and democratically decided the task of each one. This was also a work for the eTwinning project, in which each country represented the music in the way that it wanted, to later be presented a single video with the various representations.

There were also activities with low level of collaboration, in particular activities in pairs with TANGRAM teaching material. The group activities of 2 to 3 children that involved the use of this material is not always a high level of collaboration. Even having schematized the parts needed to fulfill the request and knowing that it was group work, they often opted for individual work while remaining individualism!

I
I 
In low collaboration pupils had to be a signed to make a door mat in which learners had to bring material to be used. This was very simple because each student new what was expected of them.
In low collaboration pupils had to be a signed to make a door mat in which learners had to bring material to be used. This was very simple because each student new what was expected of them.
In high collaborative learning, pupils in groups of 5 where each given a project of reading a book and summarise. This one needed more work of reading together, drafting the summary of the story, editing by various adults, and the teacher. So pupil needs to consult of how to use some sentences and word.
Mari-Hélène Fasquel, France
Mari-Hélène Fasquel, France
 activity which did not require much collaboration : writing a haiku and then asking friends to proofread them.
 which required a great amount of collaboration; writing short stories in groups of 4 max.
Tina - Italy
Tina - Italy 
I have not used collaborative learning much in my classes but this year I would like my first year students in middle school to work in groups to research and plan a presentation of an English speaking country of their choice. I will put into use all the online tools and strategies that I'm learning in this course in order to assess and monitor the and manage their behavior during the project. 
Isabella, Italy
Isabella, Italy
In the past year I made a series of CLIL lessons about Italian Constitution; in them I explained the first 12 articles of the law. This first activity didn't need a high level of collaboration among students as they didn't have Law knowledge. 
The second activity, instead, required a high level of collaboration as they took part in a debate about these articles and their application in everyday life in Italy.

Eirini, Greece
Eirini, Greece
I am an ICT teacher in vocational school in Alexandria, Greece. 
High level
Four years ago we worked with my students in a project "Kids playing". We tried to used as many web 2.0 tools as possible. (google drive and google forms, dropbox to exchange files, blog to present their work, zunal for websearch, smore for making posters, scribd to share taxts, scratch to build games, use qr code and finally appinventor to built an app.) Our blog in greek https://bepal2014.blogspot.gr
Students were divided in groups and collaborated in order to complete each task. The groups were changing depending on the task so all the students have a role
Low lever
In subject Introduction to ICT students are divided in groups of 2 or 3 in computer lab and they collaborate to complete their exercises. Their exercises are available in dropbox. Each group uploads their exercise to be seen be the rest of the class
Francesca, Italy
Francesca, Italy
 
One activity that required a lots of collaboration was the creation of a radio programme called “5 minutes with James Joyce” by my last year students. The students worked in groups and each group had to write a script about a topic related to Joyce’s life and works that we had studied together in class. Then they had to record it. Each students had a role, one played the part of the presenter, one of the expert, one of the listener calling during the programme. It was a way to have them retain and re-elaborate the information they had already met (I used a flipped classroom approach to introduce this author). The result was amazing and they had great fun. Have a listen !
Conceição, Azores, Portugal
Conceição, Azores, Portugal
I am not sure if this is a collaborative experience,  though the students were very committed and everybody had a role. I will describe it briefly:
3 years ago, we were covering the topic "Holidays". I divided the students in groups, told them that they were a family who went on holidays. I gave them a budget and they had to decide where they went, what they did, show photos and tell the class everything about it. They were really excited with their research,  they virtually visited places and museums with google maps, prepared a digital presentation (ppt) and even edited photos, pretending they were driving a Ferrari, for example. This was a highly motivating experience that lasted about 3-4 90 minute lessons.
Zulmira, Portugal
Zulmira, Portugal
When we are developing an eTwinning project, I think there are high level of collaboration between membres of each group and also between groups, because everyone wants to present a good job and be proud of it. First, we must do a good project planning so that all membres know the several steps towards the final goal. One of my projects was about Escher and Tesselations and all groups created an original tesselation based on the work of Escher. Another activity with low level of collaboration is for example, peer work to solve a problem in my Math classroom. Sometimes one student is more efficient and solve that problem without sharing ideas or collaborate with the other, so that together solve the problem.
Raffaella, Italy
Raffaella, Italy
Last year I and my collegues proposed to students different cooperative learning activities; in particular:

1.  Analysis and investigation on waste recycling with the realization of multimedial products (ppt or prezi presentation) each related to recycling of a specific type of material. In this activity students firstly have to analyse the characteristics of a specific type of material and its recycling and possible reuse; then they have to share what they learned  with their classmates creating a multimedial presentation explaining and describing all the aspects above. 

2.  Analysis and examination of original first world war’s documents  with the realization of oral exposition describing materials analysed. For this activity each group, first of all, have to select some of the documents made available by teachers. Then, they have to analyse the material trying to find out all the historical information (both explicit and implied one). Finally they have to organise and then realize a brief oral presentation about them.

 

 

The first activity required just a bit lower level of collaboration from students than the second one because the argument of investigation is familiar  to students and they already have a knowhow about this. Moreover, in the second activty an high level of collaboration is required just in the first step in which they have to reach a shared selection of documents.

La
La
Laura
Laura
Laura, Italy
Laura, Italy
High level of collaboration. A guided tour in Siena with a French partner class. The pupils had to arrange the visit. I  divided the class into small groups giving to each one a task: prepare the itinerary, some brochures and give historical and cultural explanations. Realizing a successful visit depended on the contribution of each student and from the internal collaboration of the group and between the different groups.
Low level of collaboration: Knowing Etruscan Civilization: After a guided tour, groups of 4 people had to illustrate a specific aspect of Etruscan civilization using the collected material. Pupils had to present a final product, but every group was working separately and they can divide each presentation into 4 parts - that means that a most of the work could be done by a single student.
Andrea Marri, Perugia (Italy)
Andrea Marri, Perugia (Italy)
Computer Science class (16 years old); data science.

Groups had to build a conceptual model, first working individually and then sharing their outcome with the group, finding a common solution. Tracks of their work was recorded in paper forms. This activity had a high level of collaboration because the pregenerated individual work forced everybody to interact with the others and made everyone responsible for the final outcome.

Computer Science class (17 years old); web site creation.
This was a low collaboration tasks because I couldn't assess who actually contributed to the final output.
Silva Italy.
Silva Italy.
Past  years  I  used peer to peer ctivity with my students and also group activity.

An activity low level of collaboration: the students listen to a brief explanation, then  they  read  the argoument and design  maps, in the end  everybody explain the maps.  In this activity the level of collaboration is low because  each student works single, only during the end  the students  interact  by questiontime

An activity higth level of collaboration between students:

 I launch the argoument  through a map and a  topic, I divid classroom in groups , I define team work, roll  and polite  inside the groups. In the end each  group presents his  product. In this activity the level of collaboration is higth because the students cooperate, prepare all materials and plan, research problem and hypotesis, improve the group dynamicts.

Irina, Romania
Irina, Romania
I teach English to primary and secondary level students. One project that is very dear to me is one that transcends language learning process only. Pupils work in groups, choose a country and prepare a short presentation of it. They also have to bring traditional food, illustrate traditional costumes or different iconic items of the country they have chosen. This way they learn that tolerance and diversity are valuable and desirable 
Gráinne, Ireland
Gráinne, Ireland
I teach Home Economics and one of the activities I ask my students to collaborate together in is designing a weekly meal plan for a family within a certain budget. I generally supply the basic information they require to solve this problem. I think the learning would be improved if they had to do more of the research themselves and then apply the knowledge. The collaboration opportunities in this task are low as it is limited in scope and  time. Another project was where student had to organise the student council elections in the school as part of citizen education class. This had far greater collaboration and drew on a lot more skills as 
Cristina, Romania
Cristina, Romania
My students, 10 years, like working in teams or groups, but they often argue on diffrent minor isues like: colours, ideas, dance coreography, because they all wish lead the team about them ideas. 
Hardly make compromise in a team!
Maria Luisa, Genova, Italy
Maria Luisa, Genova, Italy
I am a teacher of Italian literature and History in a secondary school in Genova, Italy.
I have done to work my students in to activities:
1) Realitation of a teaching unit of History on"Napoleon";
2) Realitation of didactic project on "Teenagers and alcohol".
In the first case, the level of collaboration required way non very high.
In the second case the level of collaboration way very high:the students had to do different activities(Make videoclip, use the internet...)This activity requiered a job of about four weeks.
The final product way very satisfactory.

Anita, Croatia
Anita, Croatia
I have participated in various eTwinning projects that have been brilliant . Mathematics and cooking and Mathematical stories last year. Children put to practical use their knowledge of mathematics. It was fun and productive.
Lídia, Portugal
Lídia, Portugal
I have worked in eTwinning projects in which my students worked in groups, researching, sharing and creating vídeos or other products to show aspects of our culture to our friends in Bulgary or Itália.

Despoina Amarantidou, Greece
Despoina Amarantidou, Greece
I cooperate with other colleagues through eTwinning. Our students exchange ideas and projects and collaborate with students from other countries.
Eva, Hungary
Eva, Hungary
eTwinning projects offer a great opporunity for working together. Here we created cooking videos at home and shared these internationally so that each country could reflect on what the others cook.
Paulo, Portugal
Paulo, Portugal
Collaborative work between teachers and students (primary and secondary schools)
Manuela, Italy
Manuela, Italy
Attività 1:
I mestieri dei nonni
Interviste presso le case dei nonni con attività di role playing e quindi scrittura articolo collaborativo (alto livello) per ogni singolo mestiere/intervista effettuata.

Attività 2
Esecuzione di commedia sui promessi sposi. Basso livello di collaborazione perché ognuno imparata la propria parte.
Filomena, Italy
Filomena, Italy
Docenti coinvolti: prof.ssa Filomena Montella
 
DESTINATARI
Studenti del I anno del II biennio: classe III AS – serale
 
TEMPI
Febbraio-marzo 2017
 
PREREQUISITI
Saper:
•         seguire una lezione frontale e prendere appunti
•         partecipare a una lezione interattiva
•         comprendere varie tipologie testuali
•         saper analizzare un testo letterario in poesia e in prosa
•         usare a livello elementare le nozioni di base di metrica, retorica, stilistica e le parole chiave
 
 
CONOSCERE
 
DANTE ALIGHIERI
• la poetica di Dante
• la produzione di Dante
• le nozioni di base di metrica, retorica, stilistica
 
UGO FOSCOLO
• la poetica di Foscolo
• la produzione di Foscolo
• le nozioni di base di metrica, retorica, stilistica
 
GIACOMO LEOPARDI
• la poetica di Leopardi
• la produzione di Leopardi
• le nozioni di base di metrica, retorica, stilistica
 
GIOVANNI PASCOLI
• la poetica di Pascoli
• la produzione di Pascoli
• le nozioni di base di metrica, retorica, stilistica
 
GABRIELE d’ANNUNZIO
• la poetica di d’Annunzio
• la produzione di d’Annunzio
• le nozioni di base di metrica, retorica, stilistica
 
GUIDO GOZZANO
• la poetica di Gozzano
• la produzione di Gozzano
• le nozioni di base di metrica, retorica, stilistica
 
GIUSEPPE UNGARETTI
• la poetica di Ungaretti
• la produzione di Ungaretti
• le nozioni di base di metrica, retorica, stilistica
 
UMBERTO SABA
• la poetica di Saba
• la produzione di Saba
• le nozioni di base di metrica, retorica, stilistica
 
PRIMO LEVI
• il pensiero di Levi
• la produzione di Levi
• le nozioni di base di retorica, stilistica
 
OMERO e l’ODISSEA
COSTANTINO KAVAFIS e Itaca
JAMES JOYCE e Ulisse
Lucio DALLA e Itaca
FABRIZIO DE ANDRÈ e 
 
Obiettivi formativi
Sviluppare:
•         l’abitudine all’attività cooperativa in particolare per la formazione del sapere
•         la pratica del dialogo e dell’ascolto reciproco
•         l’acquisizione e l’uso di competenze
•         la ricerca di informazioni e il loro uso appropriato
·         in modo più consapevole l’espressione della propria interiorità e dei sentimenti
 
Competenze letterario-interpretative
Quelle individuate dai documenti Compita per la poesia e per il testo narrativo (aspetti della competenza interpretativo-letteraria, indici disciplinari, descrittori di attività e compiti per le classi del II biennio e dell’anno V)
 
METODOLOGIA
• Lezione frontale in orario curricolare
• Lezione guidata con domande
• Lezione dialogata
• Ricerca e relazione orale
• Esercitazione a piccoli gruppi e individuale (in tal caso domestica)
• Lavoro a distanza tramite e-mail
 
Il tutto tenendo ben presente i principi base della centralità del testo, del lettore e del procedimento euristico
 
STRUMENTI
-          Testi degli autori forniti dal docente
-          Testi di critica letteraria forniti dal docente 
-          Manuali in adozione
-          PC e LIM
-          Internet
 
Valutazione e verifiche
 
In itinere: tramite l’interazione continua con gli studenti; esercizi di analisi del testo poetico e del testo narrativo 
 
Finale: prova scritta di tipo creativo.
 


 
DIARIO DELL’ATTIVITÀ
 
Lezione 1: (1 ora)
Lezione dialogata con domande continue
 
Presentazione del progetto secondo le indicazioni di COMPITA
 
1.      La letteratura e il mito di Ulisse, simbolo dell’uomo che ricerca 
2.      Il valore della letteratura e la sua funzione di conoscenza
 
3.      Articolazione del progetto: 
 
v  Dante e il Canto XXVI dell’Inferno
v  Il modello omerico
v  Ulisse in Foscolo e Leopardi
v  Ulisse nel ‘900: Pascoli, d’Annunzio, Gozzano, Joyce, Ungaretti, Saba, Levi, Kavafis,
v  Ulisse nei cantautori italiani: Lucio Dalla e Fabrizio De Andrè
v  La riscrittura dei testi: dal testo letterario alla lettera Caro Ulisse
 
 
DANTE A,     
 
Per l’analisi dei testi letterari sono state proposte queste scalette:


 
ANALISI DI UN TESTO POETICO
 
¶ Informazioni sul testo poetico
·        Autore
·        Titolo
·        Opera dalla qual è tratto il testo
·        epoca
 
¶ Individuazione dei temi e loro articolazione nel testo
¶ Livello metrico-ritmico
·        Versi (tipo di versi e composizione poetica)
·        Strofe (terzina, quartina, sestina, ottava)
·        Enjambement
·        Rime
·        Figure retoriche del significante (figure fonetiche: allitterazione, assonanza, consonanza, onomatopea, paronomasia; figure dell'ordine: anafora, antitesi, chiasmo, enumerazione, gradazione o climax, anastrofe, iperbato)
 
¶ Livello fonico
·        Suoni predominanti
·        Rapporto fra suono e senso
 
¶ Livello lessicale
·        Parole chiave
·        Figure retoriche del significato (similitudine, metafora, analogia, metonimia, sineddoche, sinestesia, ossímoro, iperbole, litòte, eufemismo, ellissi)
·        Impasto linguistico
 
¶ Livello sintattico
·        Struttura dei periodi
·        Figure retoriche dell'ordine
·        Rapporto fra struttura sintattica e significato
 
¶ Rapporti extratestuali e intertestuali (contestualizzazione)
¶ Conclusioni
 
 
 


 

ANALISI DI UN'OPERA NARRATIVA
¶ Informazioni sul testo
·        autore
·        titolo
·        genere letterario
·        epoca
 
¶ Sintesi del contenuto
¶ Livello delle azioni
·        divisione in macro sequenze
·        struttura del testo (esposizione; esordio; peripezie o mutamenti; momento culminante della vicenda; scioglimento)
·        rapporto tra fabula e intreccio
·        rapporto tra tempo della storia e tempo del racconto
·        azioni di primo piano e azioni di sfondo (attraverso l'analisi dei tempi verbali)
·        dimensione spaziale
 
¶ Livello dei personaggi
·        presentazione
·        caratterizzazione (fisica, psicologica, socio-culturale)
·        attributi
·        ruolo (protagonista, antagonista, oggetto, aiutante, avversario)
·        sistema dei personaggi, l'insieme delle relazioni che intercorrono tra essi
 
¶ Livello del narratore
·        narratore (di primo o di secondo grado; presente o assente dal testo)
·        punto di vista o focalizzazione (narratore onnisciente, narratore interno, narratore esterno)
·        tecniche con le quali è data la parola ai personaggi (discorso diretto, discorso indiretto, discorso indiretto libero, monologo interiore, flusso di coscienza)
 
¶ Livello stilistico
·        scelte lessicali
·        scelte sintattiche
·        aggettivazione
·        figure retoriche
·        suoni
 
¶ Temi trattati
¶ Contestualizzazione
¶ Conclusioni


 

Lezione 2: 2015 (1 ora)
Lezione dialogata con domande continue
 
Verifica dei lavori di analisi svolta a casa
Si è potuto notare una poca attitudine all’analisi del testo: si tratta di alunni di un corso serale, con poca esperienza nella pratica dell’analisi testuale, anche perché molti non hanno frequentato il primo biennio. Le analisi mostrano un tentativo di analisi dell’intera opera. Tuttavia, tali analisi mostrano una spiccata attitudine alla riappropriazione del testo in chiave personale.
 
Assegno dell’esercizio di scrittura creativa:
 
Lezione 3: 
Lezione dialogata con domande continue
Lettura partecipata degli elaborati
 
Lezione 4: 
Verifica dei lavori e discussione aperta; preparazione ebook
 


 

Griglia valutazione Italiano tipologia A

 | INDICATORI | Punteggio
 | a) Abilità espressive | Max pp. 2/10
 | b) Conoscenze relative al tema trattato | Max pp. 4/10
 | c) Competenze elaborative e critiche | Max pp. 4/10
 
ARTICOLAZIONE INTERNA DEGLI INDICATORI
 |   | // | Esposizione confusa e morfologicamente scorretta. Uso improprio della lingua | L.N
 | Abilità espressive Sintassi Lessico Ortografia Punteggiatura | 0,50 | Esposizione quasi sempre chiara e  corretta Lessico con qualche imprecisione | L.A( Base)
 | 1 | Esposizione chiara e corretta Lessico adeguato | L.B ( Avanzato
 | 2 | Esposizione fluida, organica, articolata e corretta Lessico appropriato | L.C ( Padronanza
 
 | Conoscenze e Comprensione - individuare attori della scena (chi parla cosa dice e/o fa), temi, ambienti -collocare testo e autore nel loro tempo; -scarto del significato nell’uso delle parole nel testo e nelle lingua corrente; -significati denotativi e connotativi del testo; - mettere in relazione il testo con la struttura complessiva dell’opera di appartenenza; -collegare elementi del testo e vicende narrate con la biografia dell’autore; -riconoscere nei testi e/ o nell’opera elementi della poetica dell’autore; -riconoscere le figure retoriche e spiegarne la  funzione nel testo -individuare i registri stilistici presenti in un testo   | 1 | Lacunose Sviluppo frammentario | L.N
 | 2 | Superficiali Sviluppo elementare | L.N
 | 2,50 | Adeguate Sviluppo lineare e coerente | L. A ( Base)
 | 3 | Ampie e ben strutturate Sviluppo equilibrato e personale | L.B ( Avanzato)
 | 4 | Complete, ben strutturate ed organiche Sviluppo originale e approfondito | L.C ( Padronanza)
 
 |  Competenze elaborative e critiche (Riappropriazione-Valutazione)  Ipotesi sui significati del testo, -relazione fra elementi intratestuali (tematici, strutturali, formali) ed extratestuali (movimenti, epoche, poetiche) -analogie e differenze fra i testi dello stesso autore , di autori o di linguaggi differenti | 1 | Scarse o modeste capacità di elaborare concetti e stabilire nessi logici | L.N
 | 2 | Qualche difficoltà a ordinare, collegare e valutare i contenuti | L.N
 | 2,50 | Capacità di ordinare e collegare le informazioni nel rispetto delle consegne | L. A ( Base)
 | 3 | Capacità di stabilire collegamenti, individuare inferenze | L.B ( Avanzato)
 | 4 | Capacità di stabilire collegamenti, individuare inferenze, formulare valutazioni personali, valide e approfondite e /o originali | L.C ( Padronanza)
 



CONSIDERAZIONI FINALI

Dalla valutazione degli elaborati degli alunni si è potuto notare una poca attitudine all’analisi del testo: si tratta di alunni di un corso serale, con poca esperienza nella pratica dell’analisi testuale, anche perché molti non hanno frequentato il primo biennio. 
Nonostante la prima fase delle attività non abbia prodotto risultati eccellenti, gi esercizi di riscrittura mostrano una spiccata attitudine alla riappropriazione del testo in chiave personale. 
Gli alunni si sono confrontati con l’elaborazione di una lettera, indirizzata ad Ulisse, mettendosi in gioco nella scelta del lessico, dei contenuti, delle forme specifiche. 
La creazione dell’eBook ha permesso agli alunni di confrontarsi anche con il mondo digitale, nell’ottica di acquisizione di competenze sempre più specifiche.


 

 

Claudia, Italy 🌄
Claudia, Italy 🌄
Activities 1 High level of collaboration
The regions of Italy: morphology, history, traditions, legends.
Times: 2 hours a week 2 months.
Use of Padlet, work at school and at home.
Low level of collaboration 2 activity
Multiple Response Assessment Test Building with Kahoot Application. Work done at school.
Times: 2 hours a week.
Hüseyin, Turkey
Hüseyin, Turkey
there is no subject area for 
collaborative learning activities that I think is low.  each topic can be realized with the collaborative learning activity and active participation of the students.
Incoronata, Italy
Incoronata, Italy
attività 1:
le favole, lettura di una favola in 3 primaria, ausilio CAA per alunni diversamente abili

Attività 2 
Musica e movimento. attività di danze culturali con accompagnamento di tamburi
Spasija Neshkoska Cuculeska
Spasija Neshkoska Cuculeska
Low level:
I start with the saying:
"Japanese people plan for 1 year and build in six months. On the other hand, many people tend to plan for 1 month and build in six years".
Afterwards, I provide students with different materials (paper, straws, plastic cups, markers, pencils, glue etc) and ask each small group to build the tallest standing tower in 20 minutes.
Students who communicate, discuss, plan and organize show best results. On the other hand students who do not cooperate always fail.
I ask them to self evaluate and peer evaluate while discussing the reasons for failing or succeeding. 
Low level of collaboration because it is a short activity that aims at teaching them more about the importance of collaboration.

High level:
I ask the students to build a real play house using recycled materials. 
Each group is given list of guidance about the process of planing and later on the process of building the house (dimensions, colors, interior, exterior, materials for the roof, walls, windows, how to put everything together etc.). They are given couple of weeks to come up with the plan and the drawings of the house which needs to stand up several criteria.
When planing period is over we self and peer assess and decide on the best solutions for each aspect of the play house building before engaging with the building itself.
High level of collaboration because students are asked to collaborate for a longer period of time, with an outcome that is according to their wishes and desires but needs to stand up to certain criteria, which asks for a bigger engagement and much deeper collaboration.

Marianna, Italy
Marianna, Italy 
I'm teacher of ICT, PE and Science in a Primary school in Como (north Italy).

ACTIVITY 1
Topic: "water cyrcle" with Mindmeister
Time: 4 hours.
Number of students: 19.
2 pupils with special educational needs 

1. Low level: cooperative learning is about water cyrcle. 
We devided the topic into five parts and we created five groups of four-five students. They searched videos, documents on line with tablet and created 5 posters with different materials.

2. High level
Time: 6 hours 
5 groups of 4-5 students
In the beginning teachers gives rules. Students co-create mind-meister with tablet and Mindmeister app. They use them to reflect, to studir and review together.
Emma, Italy
Emma, Italy
Balloon debate. 
 Students sit in groups of 5. Teacher assigns roles. 2 students choose one position on a topic for debate, the other 2 take the opposite position, and the person left takes notes and decides which side is the most convincing and provides an argument for his or her choice. the 2 who are more convincing will stay on the balloon which is sinking , the other 2 will be thrown out otherwise all the group will die because the ballon will crash down.
This activity requires high levels of colaboration 


Andrea, Italy
Andrea, Italy
I am a teacher of Maths and Science in an Italian Middle School.
Activity 1
Topic: Build your own inclined plane and repeat the Galileo's experiment. 
Description: the students discuss the experiment and, under the assistance of the teacher, are divided into small groups which subsequently organize their work: what they need, who brings what, how much time they need, etc.  After performing the experiment, each group writes a short report of its activity and shares its ideas with the classroom.
Aims: Understand the scientific method. Communicate scientific results and concepts. Peer-to-peer and self-evaluation. 

Activity 2
Topic:  Storytelling with Scratch!
Description:  After a brief introduction to Scratch! I asked my students to divide into small groups and prepare some examples of storytelling of their favourite or funny facts that involve Science.
Aims: introduction to coding, cooperative learning, storytelling, searching for quality information, communication of science. 

Maria Grazia - Ital
Maria Grazia - Ital
I am a teacher of Italian literature and History in a secondary school in  Sassari (Italy - Sardinia). 

Learning Design for: History lesson
My driving question: “Are you really sure that the nuraghi exist only in Sardinia?”
Topic: The monuments megalithic in Sardinia (nuraghi, dolmen, menir);
Total learning time: 240
Number of students: 20

Description: To  divide the learners into four working groups, identify a leader who will coordinate the group; ask the question guide and invite them to find an answer by means of a research collectiv work. Later the four groups will present their research and after a confrontation will develop a shared summary  digital document with the class.

Aims
to know the monuments megalithic in Sardinia and to know the culture that created them;

Outcomes
Knowledge(Knowledge): learn about the prehistory of Sardinia and know how to make comparisons with other cultures.~
Visnja, Serbia
Visnja, Serbia
Low collaboration: 
Students had to present one country from the middleages in Europe, but each student got the speciffic aspect : monasteries, dynasties, economy, everyday life. They did their search individualy, only read it as a group. They never got together to create a presentatation together. 
 High level of collaboration :
Students were divided in groups, and without  lecturing by me, had to find out about one part of the medieval society. One group was dicovering nobles, another peasants, third knights, fourth royals. They had to learn about their lives, relations and present it in a form of roll play. Group had to become a team in order to do that, and it was very fun 
Patrizia, Italy
Patrizia, Italy
As I'm a teacher for students with special needs, I collaborate with my colleagues to realize two different experience of cooperative learning that could include also my students.
1. Low level:  Cooperative learning on Italian writer Alessandro Manzoni.  We divided the topic into 5 parts than  in groups (5 groups of 5 students) students have to search materials, read documents, watch videos with the final aim to prepare a presentation as much creative as possible to the class. 
2. High level: Cooperative learning on  climate changing. In groups (5 groups of 5 students) students have to analyze documents, watch videos and read articles. Then they have to discuss and find out as many creative and possible solutions and ideas to solve the problem.
Serena-Italy
Serena-Italy
Last year I worked in a primary school and we made a game to play in the gym. The pupils prepare the materials in the classroom. This part involved them with high level of collaboration. The second part , in the gym, involved them with low level  of collaboration because movement for the children is part of life.
Giovanna Italy
Giovanna Italy
I teach English in a middle school and when I show my pupils a new dialogue through a video theyare  very motivated 

Alessandro Michele, Italy
Alessandro Michele, Italy
I teach generally in this way, step by step: 1. Explain the subjects. 2. Make a conceptual map. 3.  Ask ideas. 4. Find the right or the possible solutions. 
Paolo, Italy
Paolo, Italy

 I have done to work my students in two activities : 1. Realization of a teaching unit of History; 2. realization of a didactic project against bullying.
In the first case, the level of collaboration required was not very high: the students knew what they were doing and only had to link the various parts of the work I had shown to them. Students just had to be careful to have good and effective relationships that would make them reach the ultimate goal that was achieved well. This activity required a job of about two months.
In the second case, however, the work required a higher cooperative level because students had to do different activities (make videoclip, use the internet, make drawings, make theater performances) in small groups that would later have to be reunited in a final product. This type of project took longer than the first activity of about six months. The final product was very satisfactory and the class involved was also rewarded by the competition jury.


Nasser, Morocco.
Nasser, Morocco.
teaching history and astronomy requires both levels of collaboration.
For exemple, in history topics, individual research and developpement of ideas are necessery for the whole group, indead, for astronomy topics, a high level of collaboration is more important than a low level.
Carlo Italy
Carlo Italy

Cooperative learning is a method of teaching / learning focused on group activities, structured according to precise principles, which has proven to be a formidable effective both in the promotion of school learning and in the development of civic coexistence skills, in stimulating different intelligences and different styles of learning. It therefore represents a fully-fledged response to the need to promote the full-fledged growth of the person, underlined by the National Curriculum Guidelines, and to create an inclusive environment as required by the Ministerial Directives for pupils with Special Educational Needs as it is based on the principle to which every component of the group, with its peculiar and special features, can contribute to the learning of everyone and each one can become a resource for others.
Realizing cooperative learning, however, is not something that can be improvised. Based on my experience last year I did two lessons, one on the cell and the other on the metabolism, in the first I found no difficulty
 in the second I had some difficulty:
• designing cooperative learning activities
• Form groups for business cooperatives
• teaching and developing social skills
• fostering the cooperative climate in the classroom
• propose simple and complex cooperative activities
• evaluate the cooperative group. The difficulties that I think are due to the topic, the groups have had difficulties in realizing them.
.
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Ian

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La colazione tipica del perú é pane con avocado,pane con uovo fritto, latte con avena,o avena con quinoa al posto del latte col caffè

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EPL
High collaboration,naughty but disciplined team work

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I want to start with the activity involving high levels of collaboration. I made groups of four with both weaker and stronger students. They read famous fables, wrote a book report, translated into their native language, drew new pages for tales and finally roleplayed it. During this work, after each phase, they assessed their peers and themselves. In the end they submitted a project portfolio and each group had quiz for their tales. They were responsible for their peers' knowledge of fables. The ones who could draw well painted pages. The ones who could act well roleplayed. Everyone showed up their talents.

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I did a group study on the ecosystem.I wanted them to decide what ecosystem they were going to do first.Then I wanted to collecct the materials and consolidate them.

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All group work activities require high levels of collaboration ( role-plays, debates etc)

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1) Low level of collaboration:  students prepare a presentation about their passion, the other students listen and in the and provide peer assessment.
The collaboration here is only in the assessment phase.
2) High level of collaboration: students, in groups, turned a book into a graphic novel. To do so, they had to share responsibility and make substantive decisions together, their work was interdependent,

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I used

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As a teacher of English, I use video in class to force students to speak, because we learn a foreign language to communicate

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An activity in which I used collaborative learning was at the science. I split the class into two teams. One of the teams had to find as many advantages as using the computer, the other team had to find disadvantages of using the computer.

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Usually my activities require high levels of collaboration as I tend to work with projects and learning scenaries.
For instance, in the project Iam designing for Co-lab, students will have to assess and create solutions in orther to make the pre-selected by them areas of downtown Oporto acessible for all. Part of this means they willhaveto make teams, choose the streets, analyse them via google maps, really experiment them o a field trip and create a 3D solution and a digital itinerary. This require high levels of collaboration becaus of its complexityand also because there are many steps and students must organize and share work. However there is a regular activity that requires low levels wich is a learning diary that they all have to develop, individually, in orther to assess themselves what they havelearned and how.

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An activity that has required a lot of collaboration from students: We were learning recipes. So we were going to have a role-play for the whole school in an “English Morning” day. All the class was involved in creating the recipe: a fruit salad. They decided on the ingredients, quantities and what utensils they would use. They created sentences narrating the recipe while some students would perform what they were doing. Once one of the narrators said what ingredient we would use, the whole class had to ask about the quantity, using “how much” or “how many” questions. The whole class had interaction respecting students who were shier and did not want to perform in front of the other classes.

It was a “closing” activity where students had previously studied the topics and would put them into practise.

A low level of collaboration activity was when we were beginning the lesson about recipes when students had short vocabulary about fruits, vegetables or actions when cooking. We were reading the book, checking for words that they knew, checking pronunciation and whether anyone in class could help with the vocab.

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The two activities are: 1) group work about friendship 2) write their profile in a padlet. The first work required a high level of collaboration because the students divided in groups,  had to create something about friendship and friends and then to present the work to the other groups. The second was a low level of collaboration work because the students had to write their own profile in a padlet and some of them sometimes  needed help from their classmates as to the use of padlet  but the work was individual.

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The two activities are: 1) group work about friendship 2) write their profile in a padlet. The first work required a high level of collaboration because the students divided in groups,  had to create something about friendship and friends and then to present the work to the other groups. The second was a low level of collaboration work because the students had to write their own profile in a padlet and some of them sometimes  needed help from their classmates as to the use of padlet  but the work was individual.

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I worked with students between the ages of 12-14 with design creation. There are two stages. First, the design elements in the objects will be discussed and decided. the second was the process of creating their own designs that lasted for 2 weeks. the only rule is the right side and the left side are group members. There was a need for the group to contribute to their work. top-level work.

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Low level collaborations.
Each pupil has written a text about a tipicol break fast of each capital European city.
Than we talk about various diet.
High level of collaborations. I put the kids in groups and I gave narrative text. Each group had to reshape the text shiftin the initial topic in to a new one. They carried out this task with passion and collaboration and produce a wonderful text!

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Last school year, I developed an activity where students had to create their own digital portfolio. Most of them used Wix and Webnode. They were to help each other while creating their curriculum vitae, searching for a job ad related to their area of study and writing the cover letter for the chosen ad. I consider this to be a low level of collaboration activity as it was mostly an individual type of activity.

On the other hand, and as an example of a high level of collaboration activity, I will choose the interdisciplinary project we named “A Lisboa de Pessoa” (Pessoa’s Lisbon). In this activity, five subjects – Portuguese, Civics, Physics, IT and English as a foreign language – were involved. 12th grade students, divided into small groups of three to four students, had to create, as a final product, a tourist guidebook, pretending they were Fernando Pessoa (one of the most famous Portuguese writers of the 19th century). They had to search for information on modernism in Portugal, its aesthetics and literature context, Fernando Pessoa’s biography and poetry, local establishments that existed in Lisbon in the late 20’s as well as professionals (in the intend to make them realise how consumerism has changed along the years) and build a route any tourist would take to know the poet and the city of Lisbon. The guidebook had to be bilingual and some students chose to make a paper version (and most of them used Canvas), like a pamphlet, others to create their own app, using MIT Inventor. It was great to watch them work together to build their own guides for about two, two and a half months.

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My pupils live on the school day, rather than in collaboration, in competition.
Sometimes it is stimulating to the class, everyone finds the urge to do better. In the working group, the collaboration translates as a substitute: they are self-evaluated as "super doing everything" and are turning to leaders.
Instead, only in groups of particular interest, such as tablet use, collaboration, interactivity takes up high levels.
I believe that age plays an indispensable role: my students (6 years) believe that the remaining egocentrism still prevails, I believe that over the years this can be blunted. Of course I realize that working often, working hard to achieve the same goal is not easy already among adults.
I'm also doing a serious job on myself, because I often notice the limits of those who work with me and, in order to make it useful, in fact, I put myself in substitution rather than in collaboration, preventing others from evolving.

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Low level collaboration:
Students work in couples and present an organization chart of ecosystems.
High level of collaboration:
Students work in groups of 4 members. Each group analyzes a type of ecosystem (e.g. marine, land, river etc) of Greece. Each member of the group undertakes to find plant, animals populations of the ecosystem, relationships and interactions . Finally each group presents a collage work. The final  goal is the construction of a map of ecosystems in Greece.

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Low level of collaboration: my students worked in small groups (3-4) and had to create posters on different school rules (while learning to use modal verbs in practice).
High level of collaboration was used only carrying out Erasmus + KA2 project activities. Students work individually and in groups collecting material on different topics, translating it and preparing presentations for their partners. In such a way project participants work for 2-3 years. Students really improve their collaboration skills.
In my lessons I have to find the way to make students use high level of collaboration in the learning process.

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Low level of collaboration:
Students have to solve some simple Math problems. In this case they have just to communicate to the others the formula, the way to solve it and the results.
High level of collaboration
Students have to make a geography-Statistic map.
In this case they have to separate the rules, made a research, collect the data,made a speed sheet, elaborate the data, produce a map with online tool like Mapmaker. The feedback in this case are a lot.

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I made them to group in five and in accordance with their learning ability they are tasked to complete each part of the work the group was carrying.

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My students are very competitive! All groups have a leader and sometimes they find unfair to take the same assessment with their peers in their group.So,sometimes,i try to let them to assess their own group(group self assessment)

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I often work with students in groups. The last lesson of this kind was the Mystery Box
I made four or five groups each one had one subject and some questions about it and they organized his work to present to colleagues.

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Low level of collaboration:
Students, working in pairs, prepared and presented in classroom the educational system of European countries that they selected. They got information from books and internet and they wrote them down in a cardboard and presentated it in class.

High level of collaboration:

They revived their own opening ceremony for Olympic Games. Through collaboration they prepared the choreography with the help of an expert and they enjoyed a lot

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Two years ago I had an experience building a book with fourth grade students. A low level of collaboration was the one in which we faculty chose groups within the classes and their members. In this sense the children did not choose, but they came together through the choice of teachers. The teachers themselves then read the short texts they had to change the final. The high level of collaboration was the one in which the elements of the groups had to interact with each other by discussing, hypothesizing, choosing more kinds of finals and then casting the most attractive ending.

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The programm i have to teach is rather complex(law), so i tried to overcame it with a lot of visual examples and with research and group projects, in wich they can discuss ideas and exchange difficulties. I always guide them closely, so they have a permant feedback. They are responsible by defining roles and selecting who will present to the class their project. This demands a high level of envolvment with the project itself.

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High level of collaboration
Organization of a school trip: compilation of forms and letter to the director, study of the route, cost calculation, history of the site.
Each group conducted media research, then shared it.

Low level of collaboration
Each student has prepared a text on a typical Carnival mask of an Italian region with photos.
Each text was applied on a map of Italy poster.

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Low level of collaboration.

During a “Pixel Art” activity a couple of students have to read a code and make a draw with it.

A student read the code and the other draw the picture.

High level of collaboration

Students are divided into group of 4 persons. They received from the teacher a logic-mathematical problem which they have to discuss about and they have to try to find a solution.

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Low level of collaboration: work to create a poster in which each one draws an element (for example a poster in which they illustrate the most interesting places of their city and write a caption), write a story in which each group tells an episode (starting with the title, the subject and the characters; then the first group starts the story, the second reads the first piece and continues and so on).
High level of collaboration: a history activity in which each group deals with an aspect of civilization, prepares, studies, illustrates and explains it to others in a clear and complete way. It is generally a job that takes at least one month.

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Low level of collaboration
Students were given a task to find some information about the plants that grow in one of the protected areas of Lithuania. Students worked individually and shared the information they found on the Padlet.

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Low level of collaboration
An activity in which every student does his part of a work on his own. They share their results at the end, separately.
I think this is a low level of collaboration because everyone is more interested in his personal work and they don't even need to share any information.
High level of collaboration
An activity designed for a group of students to work together, a project in which they need to put together their knowledge and their capacity of searching for the right information. The final result should be exposed and praised in front of the classroom and each group should have

the occasion to explain their project in front of their classmates.  All the students must have a role in the group and his/her personal contribution.

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During a short mobility, within a three-year Ka2 project, my students have shown to foreign students an overview of carnival masks. Everyone presented their own. So collaboration, but low.
Instead they made a padlet with an Italian poetry about the water and each of them worked closely with each other

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high level of collaboration - we worked on rock foramation so there were initially 5 groups of 4-6 students. each group worked on a separate type of rock (sedimentary, ingeous and metamorphic) using analogies and simulations and there was one group working on the destruction on rocks by erosion and the fifth one working on how rocks move in the lithosphere. each group member had a role. then we had new mixed groups, where each member had to contribute their part by explaining and sharing the knowledge they had gained in their first teams (jigsaw puzzle technique) - so the students become the knowledge facilitators - then all new groups have to fill in a chart of the rock cycle using all the nkowledge aquired.

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Low level of collaboration (everyone does a separate part of the work):
Writing an itinerary.
In groups of 4-6 students wrote their itinerary for a six-day tour in their country. Each person writes about one section of the tour. Then they present their tour to the class.

High level (four small groups create a collaborative document):
Ethical shopping
Students worked in 3 groups of 4-5 to investigate the problem, find their own solutions as groups,  create a collaborative document as a class about impacts of shopping on the environment, people and animals and possible solutions.

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Low level of collaboration: Students, in pairs work together to complete an experiment.

High level of collaboration: Students, analyse the data taken from an epxeriment to draw conclusions and present their findings to whole class.

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“ Climathon is your opportunity to find solutions to create  a cleaner, healthier, safer and more prosperous world. ”
(Ebrahim Mohamed Climate-KIC, Director of Education)  Debate.

Low level of collaboration is the activity of working in small groups (tables) in order to create a poster about the climate problems.
High level of collaboration
After reading some articles about a smart city and their citiziens pupils decided to co-create the potraits them, a padlet and a postcad interwiew.
(secondary school; Ist grade)

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Low level of collaboration is the activity of working in small groups (tables) in order to create a poster about the earthquake. And that because the  were already printed pictures and therefore the students just matched them to the poster.
High level of ollaboration
After reading a book about a city and its citizen that forced "war" to exilepupils decided to co-create the potraits of war and peace. everyone wanted to draw in both potraits, so we decided to do it as a game. Each time 5 kids draw in the table of war together and in the table of peace . They draw what they have already decide in discussion groups before. When the activity ended its group have draw in both potraits and all the teams have draw something deifferent that adds to the potraits

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low level of collaboration  small groups investigating old  local games  part of the cultural heritage as they have been transmitted  from one generation to another and reinforce the local social identity. Even nowadays, simple traditional games are a way of involving local people and promoting association, socializing and sports. Traditional games are inspiring for all ages and through its practice we can develop both our physical health and our mental and social skills.

high level of collaboration -  The individual cannot develop memory without a particular social context, and individual memories can only be understood within the framework of collective memory. Traditional games as a specific part of the global sport system may engender the notion of old, exotic and endangered cultural manifestations, but to some extent that is only the outsider´s view on an extremely widespread and interesting sub-group of sports, which can be analysed from different perspectives relating to sociological, anthropological or cultural sciences. And the result as practical presentation by each group,  the most symbolic and representative games.

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Low level of collaboration - All students in a row make free throw in Basketball on their turn.
High level collaboration
-  Teams of 5 players play basketball agains each other with defined positions and tactics choosen by them.

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low level of collaboration activity: students had to find out where they come from, their origins interviewing their grand parents. The final product was a padlet.
high level of collaboration: students had to presents to partners in different European schools their region, town and school.They chose power point presentations and short videos.

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High level of collaboration: groups work on a topic and are asked to prepare pros and cons about it and support them (as a group) with their own ideas in a final debate.
Low level of collaboration:  groups  have to complete the worksheets with missing information or do exercises like 'answer the following questions' (about the topic)

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With  high level of collaboration - a group work about the UNESCO main goals, in which students were asked to prepare a simualation of an UNO session at the school library;
With a low level of collaboration - a class Talk Show or debate under a given topic, in which each student had to prepare his personal arguments to support his ideas / positions.

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Practice collaborative learning especially at laboratory lessons. Students are excited and learn from each other, because you can not teach another that you do not know.

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The last year the principal of my school gave me a class of 22 children ( 9/10 years old), there was the first year with them and these children had never worked in cooperative learning. at first time I found many difficulties, while in the previous class children from the first class had been working together in this new class children were a bit 'confused; what was blocking them initially was the enormous freedom on how to create their own job they had never had. Freedom of choice, new to them, the freedom to create initially made them insecure. But then once they finished the first work were so excited that now they want to work only in this way.

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High level of collaboration -  the students create a padlet with the most  interesting  problems and their solutions.
Low level - they write test

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A low level of collaboration activity: students had to complete the worksheets using information given by their collegues. This activity required a low level of collaboration because the missing information was retrieved from other students' worksheets.
On the other hand, when creating an advertisement, students negotiated the topic, the main ideas, the vocabulary and its drawing. These tasks required a high level of collaboration.

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In math class: definition of a game using statistical knowledge and testing of the game. Results may agree with a rubric. Students must reach agreements so that adjustments lead to desired results. After that, other group plays the game and assess results.

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A treasure quest in which students have to solve math problems to get clues that lead to more difficult problems which end in the treasure. They have to split problems and solve them (ones in group, others individually in order to move forward.

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I'm doing a project where the students can collaborate in learning in Scratch and robotics. I have groups of 18 students and it's not easy to do it because they have not experience on this kind of learning.

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We created a flash mob within an Erasmus + project, and for this, 24 students - dancers were involved. The level of collaboration was very high, as all the steps of choreography had to be synchronized. Students have worked hard but were very excited about the experience.

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I chose the same activity writing an essay on a given topic. An example of high level of collaboration could be whenever I ask my students to do that in pairs. They have to come up with one essay while keeping in mind all assessment criteria (content, organisation, vocabulary, grammar, punctuation). This requires a lot of effort and discussion from the students to decide on the best variant. This is when active collaborative learning takes place. An example of lower level of collaboration is when students write an essay on their own, but later have to correct their classmates‘ works and come up with comments for greater success in the future. Or another example could be when they are asked to write different paragraphs on their own to make one common essay for 2, 3 or 4 students. In these cases students usually feel more responsible just for their part of work. No collaboration between students is present when they write an essay individually and the teacher corrects their work.

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Last year I involved my students in  a history CLIL lesson . In this lesson plan students used some resources online. After listening and watching the story , they discussed about the big ideas and then worked in groups . They were provided with some websites where they could  find useful information about their topic. Then they created a Voice Thread, an interactive tool that allowed them  to add immages. At the end of the learning unit they created an Anchor Chart and  reflected on how lesson went and how the use of technology helped them to have a better understanding of the lesson".

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A low level of collaboration was required in an activity of creative writing where in groups students discussed the main features of each novels or short stories genres; then they had to compose short stories (new groups made of one student from each of the previous groups) on a fixed structure of a game (what does he do, what does she do, what does he say, what does she say, what does people say?) each student trying to work on their part using the features on a genre.

A high level of collaboration was required in a discussion about two topics, both chosen by students: one easier to practise the roles for the discussion (facilitators, checkers, speakers for both sides, public opinion), that was Harry Potter vs Twilight, then a much harder one, rights for different couples in society. The groups worked hard to document and sustain their opinions, find evidences and materials to support their point of view and finally they discussed the topics trying to shift the public opinion using ideas and not verbal attacks.

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I asked my students to introduce a character from a play we had studied to the rest of the class. Each student was in a group of 5. Each group discussed what they felt should be included in a presentation to the class using powerpoint. Each group member had to produce two slides on a different aspect of that character to the rest of the group. This required a high level of collaboration as there was no overlap.
The students wrote a story together in a creative writing class in groups of two. They decided on the overall idea together but then wrote the two halves individually. This was a fairly low level of collaboration.

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I asked my students to write a yellow story in a group and they were busy but I saw them all very busy when they searched for web documents for a story search

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When I propose reading, the level of collaboration is high.
Students work together to find the solution, to translate, to correct themselves when reading. It's a good time for self-assessment

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We carried out a collaborative project as we were going to host a group of Austrian students as part of a student exchange: each group had to find info about our town's cultural attractions, sights and entertainment and organize it into a 5-minute group presentation. Each group was allowed to work on what was most congenial to them, resulting in an effective and involving work~

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in 26 september when we celabrated ,,The european day of languages” we had a great activity. my students from 5 class had created postcards for their colleagues from 3 class. These prepared for them some songs. It was very nice

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For motivation with students, I work on a mental folder or cluster is one of the strategies that encourages students to think freely and openly about a subject. They represent an important contribution to improving the organization's quality and learning effectiveness.

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We made an digital book and the studens work collaboratively,

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Giusy, ItaliaLast year I had a high level of collaboration with a fifth grade in primary school. The task was to create an advertising brochure on an Italian region. The groups of four pupils divided the tasks. After completing the construction of the brochure, they worked to present their work to the class and since the evaluation would have covered the whole group, the most talented young people helped the weakest comrades to study and prepare a speech. It has been a work that at the end of five years of work has seen a great involvement and collaboration of all.

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Giusy, ItaliaLast year I had a high level of collaboration with a fifth grade in primary school. The task was to create an advertising brochure on an Italian region. The groups of four pupils divided the tasks. After completing the construction of the brochure, they worked to present their work to the class and since the evaluation would have covered the whole group, the most talented young people helped the weakest comrades to study and prepare a speech. It has been a work that at the end of five years of work has seen a great involvement and collaboration of all.

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High level of collaboration:

A collaborative activity I proposed my students (15 years old) was to do a review of an outdoors activity, answering some questions (in group of four) about the visit to a local museum in which lived a famous writer. They had to write the answers while the explanation and the most correct answers they got, the highest mark the group would receive.
The student collaboration lied in the group cohesiveness an motivation, because they had to work all togheter to achieve a goal.

High level of collaboration

My students of the 4th grade (16 years old) had to do an oral presentation to the class about two characters of a book they had read.
They could choose the characters, explain the main actions they got involved in and present them as they thouhg and acted. They could have a digital presentation or images to support their speech.
They collaborated in order to choose the characters and to make agreements about what and how to introduce them. They took decissions togheter and distributed their roles, because all them had to take part in it.

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My students are starting to work collaboratively. So I created a very simple activity. Each group of 3 students has to study a magmatic rock and present it to their classmates. Two students will have to research the minerals that the rock, its texture, how we can use it and where it is in Portugal. The third student from each group met with me to learn how to work with the Thinglink application. Then the three elements come together to build up the texts that will be disseminated in the application and decide on the best way to share their work with the other colleagues.

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Activities that require a low level of collaboration are those which students work in pairs to write small texts, play word-games.... While an activity with high levels of collaboration made them work to produce science experiment (observation, predictions, discussing, making experiments and writing), or to set up a theatral performance (spinning the story, writing text, ... performing it)

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An activity that I

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An activity with  high levels of collaboration was realized last year with a a little bit difficult class as to discipline problems because in the class there were  too many boys and a small group of girls. The boys were (and are!) really childish and some  of them with  problems of self-confidence and self-esteem. Anyway I tried to overcome their difficulties with English grammar by making them work in group,  mixed abilities groups. They could use their English book and their notebook to try to explain the assigned grammar topic. They had already dealt with the grammar structure in presentation dialogues. The speaker of the group was generally a low ability student and he/she had to explain on the LIM how the structure assigned worked. The whole group had to collaborate because I evaluated the performance of the speaker as performance of the whole group!
A low level of collaboration was the creation of posters about a project on the history of English Language. All the materials had been provided and explained. They had to create a poster after debating in the group about  what   and how  to do. This work wasn't obligatory. The groups were made up of students who had decided to do it voluntarily and the members of the group had not been chosen by me. Actually the groups were made up of friends or students who could rely on one another. They started the work at school but then they finished it at home.

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In high collaboration
Last year I created a learning activity with my students of the second year in a vocational school (15 years old).
I teach Maths and the activity was about the geometric transformations (symmetry, rotation, and translation) ; the students had to find out some information, to solve some exercise and to create a presentation. There are four groups and each group worked on a different section. At the end, the groups presented their product with the classroom projector to other students.
I think that this activity has a high level of collaboration because each group has only one pc, one book, the instructions containing the goal and some suggestions to reach it. They have to decide how to find out information on the web and how to develop the presentation, each student in the group has a role different from others and his work is indispensable for the conclusion of the task.
In low collaboration
I frequently divide my students into groups to solve problems or equations. In each group, there is one student more expert than others who can help students with some difficulties. This is a low level of collaboration because the expert students guide the others.

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I like very much biographies sessions (1)

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In low collaboration , students are working to make/write a small text with a picture of a french celebrity.
In high collaboration, students decide more about what to do, how to present.... They make substantive decisions and participate in evaluating each others.

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Low collaboration
Students are doing a presentation about your school for the Opend Day and teacher:
- choose the groups
- divides the content for the presentation of group
- creats the templet the students schould reproduce- provides presentation.

High Collaboration
Sudents are doing a presentation about Open Day. Sudents hoose their group based on working with different friend sith respect to the various activities. For the presentation about your school students are divided in groups and each of them have one prezi presentation. We work an different devices, they have to allow access to their tablets. All of them were necessary for the final presentation of the group, they had to share ideas and learn how to mediate different opinions.

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One group activity which required a high level of collaboration was preparing a cake from some foreign countries participating in an exchange program. Students were group in threes or fours, they had to prepare the cake at home, write the ingredients and recipe, take pictures and make a video of it with English subtitles. They could add music, decorations and so on, and prepare it as a powerpoint presentation or something similar. Students were very enthusiastic and I believe it’s been one of the most successful activities in terms of learning-teaching process.

In general activities implying lower level of collaboration (role  playing,  pair work), are more frequent, and I make use of them rather often in  my teaching, as they are uncomplicated and nice, though not memorable as those where students get to a high level of collaboration.

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Rewriting a poem, using PBL.
Each group has to fill in a poem the missing words, while listening it. Every member of the group must choose a piece of the poem, as the way as at the end, every one will have completed poem.

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Collaboratve activities can be easily implmened in ESL classroom.
High level of collaboration may include the following activity: students are devided into groups of 3/4. They read a text about keeping animals in zoos. One group prepares arguments and justifications for keeping animals in a zoo, the other group prepares arguments against keeping animals in a zoo. Then the groups present their findings to each other either in the form of a poster or PPP. I think this kind of activity requires a high level of collaboration and discussion.
Low level of collaboration may include  the following activity: Students read the  sample dialogues in pairs and then create on their basis their own dialogues with a minimal transformation.The information for this activity is usually pesented in the textbook.
So, the students' task is not so sophisiticated and does not requite high level of collaboration.

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Initially, I used to make a small introduction on the subject and then , in small groups of 4,  the students  had to solve the exercises, based on the notes given previously, the textbook and their discussion on the answers. At the end of the lesson I would pick a note book from one student on each group, check the answers, give a mark (for the entire group) and on the following lesson the student of each group that has handed its note book to me has to explain why they thought each answer given was correct  (at this time someone claims to  have the right answer, and the colleague had written something else). In time, students started to realize they should really discuss the questions and answers prior to handing them to me. Even students that usually didn´t get involved started to work because  the task was easy (just looking for the right answer in the textbook) started to cooperate and work and  this was a easy way to get really good marks.
After some lessons, I didn´t make any introduction to the subject but ask a question based on one daily life aspect that relates to the topic to be studied (Inertia, Density...) let them discuss for a while and then they should get to the textbook, solve the exercises and find a possible answer for the initial question.
This activity has a low level of collaboration involved mainly because it is focused on the product and did not involve negotiation. The main contribution was that this activity  repeated lesson after lesson  promoted collaboration and involvement between students that were not used to do so. It has also the benefit of not starting with big changes in my practice, allowing me to gain some confidence and time to get ideas on how to assess both the group and the individual contributions.