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Sometimes it’s easy.

Sometimes it’s not.

If you feel that’s the way,

Don’t give up.

If you don’t,

Don’t give up.

Try.

Try hard.

Try hard with someone.

Try hard with someone who cares.

Try hard with someone who cares and learn.

Try hard with someone who cares and learn always.

Try hard with someone who cares and learn always something.

Sometimes something is everything.

Sometimes everything is nothing.

Be wise. Be together.

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Just a short information:
All the pictures I used in this padlet are free images from pixabay or were took by me.

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4.5 million+ Stunning Free Images to Use Anywhere - Pixabay - Pixabay

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Find your perfect royalty-free image or video to download and use. ✓ Royalty-free ✓ No attribution required ✓ High quality images.

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It was very nice to have the chance to read my colleagues lesson plans and learning diaries.
Congratulations to Konstantinos Kostavasilis
( https://goo.gl/61Amst ; https://goo.gl/GbF8hb )
and to Ana Chambel
( https://goo.gl/Nqvigo ; https://goo.gl/TvkeKa )
for your work.
It has contributed to my professional development.
Very well done. Let's take a break

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The teaching profession in Europe
https://goo.gl/j8a0WK

Teaching practices in primary and secondary schools in Europe (...)
https://goo.gl/mEHdRV

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My lesson plan: https://v.gd/XCqdsd
Submited.

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4.7. Reflections on teacher collaboration

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4.7. Reflections on teacher collaboration

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Time is precious.
People are precious.
Work is precious.
Creativity is precious.
Sharing is precious.
Collaboration is precious.
How to manage everything?
Motivation is the key for all these and some more precious things in our lives.

Let’s make an effort in order to achieve smiles in everybody’s faces.

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4.6. How technology facilitate teacher collaboration

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4.6. How technology facilitate teacher collaboration

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This MOOC and some other workshops, webinars, courses, conferences, and non-organized events, such as personal initiatives, are evidences of this post's topic.
Let's give the word the the experts.

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Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

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In this video we hear from Professor Deirdre Butler and Majella Dempsey (a teacher trainer from Maynooth University) about how technology can facilitate teachers working together. We hear about the usefulness of various communication platforms and MOOCs, as well as the need to move away from an understanding of teacher collaboration just being about sending and displaying, to one that is more about processing, analyzing and sharing.

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4.5. Skills and conditions to teachers collaboration

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4.5. Skills and conditions to teachers collaboration

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Thank you Majella Dempsey,
teacher trainer at Maynooth University.
The skills needed by teachers to
effectively
collaborate with other teachers:
knowledge, attitudes, skills, motivation.

Keywords about skills:
ethical dimension, personal skills, emotional skills, psychological skills, groundwork needed ahead of time, leadership skills, shared responsibility, move beyond the sharing, value what each individual brings to the group, value needs to be clearly seen.

Keywords about conditions...
Let's check the video
https://goo.gl/GpjOir

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4.4. T Collaboration: benefits and challenges

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4.4. T Collaboration: benefits and challenges

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...applause...

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Collaborative teaching and learning | The benefits and challenges of teacher collaboration

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4.3. Digital technology and teaching collaboration

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4.3. Digital technology and teaching collaboration

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Social media networks are powerful.

My step-by-step development on teaching issues, collaborative skills and professional challenges has a huge deal with social media, Facebook and Twitter on the top.

Important people, workshops, courses, webinars and twitter-chats have been challenging be for the last 4-5 years.
Now I no longer can stop.
Good!

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It sounds very interesting.
Thanks a lot for sharing your experience (https://goo.gl/dEUlBS), Valentina.
I wish I could work this way because shared responsibility with responsible teachers is always better than working alone. It may be not easy, sometimes, but I’m sure it’s worth to try.

I've been doing co-teaching without rotation with Andrea Ullrich and I like it very much!

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4.1.1. Webinar with Prof. Deirdre Butler

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4.1.1. Webinar with Prof. Deirdre Butler

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No chance to be in the right time at the right place
but
I'll check the record, for sure.

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... more opportunities
for teaching collaboration
are needed...

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Collaboration and assessment: theory and practice:
https://goo.gl/vr2QAF

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3.9. Preparing my collaborative learning activity

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3.9. Preparing my collaborative learning activity

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Topics I cannot forget to create my learning activity:

- Collaborative skills
. Students are required to work in pairs or groups.
. Students have shared responsibility.
. Students make substantive decisions together.
. Students' work is interdependent.

- Assessment
. Rubric to assess a group.
. Rubric to assess group members individually.
. Checklist for self-assessment of students' collaborative skills.
. Checklist for peer-assessment of student's collaborative skills.
. Digital tools facilitating self and peer assessment of collaborative learning.
. Mindmaps and infographics to assess group work facilitate peer assessment.

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3.8. Teachers' question on assessing collaborative learning

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3.8. Teachers' question on assessing collaborative learning

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Well, Dr. Valente uses some expressions that I didn't know how to say in english!
I mentioned the idea in previous padlets but now I know how to say it and how to expand the idea: friendship dependency, benefits of the dominators and benefits of parasitism.
Thank you so much!

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Collaborative teaching and learning | Expert answers to teachers’ questions on assessment

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3.7. Collaborative Learning: what to assess and how

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3.7. Collaborative Learning: what to assess and how

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Another video I cannot miss.

My opinion in the course padlet:
No, I didn't use rubrics or checklists to assess collaborative work, just for individual work.
It's time to try.

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Collaborative teaching and learning | Collaborative learning - What to assess and how?

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Usually I don't use online tools in my class for peer assessment as Anna, from Italy, uses.
My experience says, my primary pupils prefere to talk directly. But I will try some tools soon: Tackk, Google forms, Edmodo, ...

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Congratulations, António João Lopes!
Thanks a lot for your video.

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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Peer assessment with pupils of young age it’s very interesting. I’ve been doing it for some time in my primary classes.
I believe that the more they practice the better they are. In the beginning they tend to give extra-nice feedback to their close friends and not so good to the other pupils. That’s the time to make them see that’s not the way we should follow.
My suggestion may be: don’t give up. Soon they realize their opinion is value and they effectively learn from each others’ feedback.

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3.3. Assessment for improving collaborative learning

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3.3. Assessment for improving collaborative learning

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This video is very important. I can't miss it.

My opinion about the topic in the course padlet:
In my point of view, assessment of collaborative work encourages pupils to be better in their work because they know that their partners will talk about how they worked in the group. This does not happen always, but quite a lot. So I can say that is a good competition between pupils.

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Collaborative teaching and learning | Assessment for improving collaborative learning

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On Wednesdays I'm working at school til 18.30 CET.
So, I have to check the record of the 23rd November Teachmeet later.
Good luck for all

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Collaborative teaching and learning | M3 Introduction

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. 21st Century learning design, 2012
https://goo.gl/mYSzgs

. Collaborative work - an example of learning scenarios
https://goo.gl/WuUub6

. Another example
https://goo.gl/9SXa02

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This time I skip it.

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Back to the 1.6. point and using the professor Butler rubric:

Low level of collaboration: code 2

Because pupils worked together but they didn’t share responsibility.

High level of collaboration: code 5

Because pupils worked in a final product, shared responsibilities and decided together, at least in the national groups. The final product needed the work of different partner.

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Nice steps to follow in order to do a great job.

This time, this is not new for me but I don’t use it in my regular activities.

Let’s see how great my final work will be.

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Using rubrics to plan is new for me and it’s a great idea. Thank you Professor Deirdre Butler.

I’ve been using some rubrics for self-assessment and peer-assessment and they are very helpful. Using them for planning! Great idea!

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I guess I haven’t been thinking about these 4 questions by purpose. Some ideas are there when I plan, but now I’m aware of these 4 topics and I’m sure I’ll do it in a more conscious way.

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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2.2. Embedding collaborative learning into lesson designs

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2.2. Embedding collaborative learning into lesson designs

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Collaboration and be a personality trait or not. When I think of my classes I can say it’s not. Most of the children don’t like to collaborate soooo much. Group work is hard, collaborative work is harder.

We have to learn and practice and step by step, slowly, they start going it.

If we think that collaboration is a top skill for the future, we better do something about that.

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This 2.1. point doesn't require a specific task. So, I take this opportunity to highlight someone that is an inspiration for me since 2014.

At that time
I started an enthusiastic journey, my online learning, due to her engaging workshops.
If you remember “greeneTwion” you know what I’m talking about. If you don’t, try to imagine a task that keeps you awake too long and brings you a frenatic working mood that’s seems like fun, specially, or just because, you know you are not alone on that.

So, thank you so much Arjana Blazic.

And thank you Andrea Ullrich and Anabela Brigida and Arnaud Perrier and Karol Barriuso and Pawel Koczur and Carmen Aldama... for the great collaboration then and always.

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Check out this delicious slideshow with music, captions, fun effects, and more.

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... because it's crucial to see from the giants' eyes.

. Collaboration learning model, 2013
https://goo.gl/RD9mIb

. Cooperative, collaborative and PBL, 1014
https://goo.gl/V89hYb

. Does active learning work?, 2004
https://goo.gl/HKGRsa

. Learning in groups, 2007
https://goo.gl/l3ywzt

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1.. Activities: low and high level of collaboration

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1.. Activities: low and high level of collaboration

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These two activities I'm going to present were done in my primary school class last school year.

Low level of collaboration: in the eTwinning project "Stories with our superheroes", my pupils were in groups and created a story with some superheroes, organized a powerpoint with the story and shared them on TwinSpace to the other partners.
https://docs.google.com/presentation/d/1qqlZVl3F07KU38YIlMP1hDilFVHlkXKYQMJILJZUedI/edit?usp=sharing

High level of collaboration: in the eTwinning project, "Join our Summer" - #jos, partners organized a google powerpoint with 3 very nice nationals places (in their opinion), short reasons for the choose and each partner had to comment on, at least, 2 shared destinations. The final product was an e-book with the places, reasons and comments.

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This is a final product of our eTwinning project "Join our Summer" with Andrea from Germany, Karolina from Poland and Tiina form Finland. You can find more info under #jos (Twitter) and here https://twinspace.etwinning.net/18932 .

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I agree with Maria Natália Couto, it seems so much easier to collaborate with people who are miles away!
I guess the reason for that is motivation; it’s easier to develop something when at least 2 people have the same spirit, the same purpose.
When you get that point, no matter if your English is not perfect or if you are too busy or if the day at school was dead difficult.
However, I can see some little changes. As I mentioned in the previous "About this course context" point,  a few teachers from my group of schools are in this course.
Nice!

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For me assessment it’s never easy.
Rubrics are a very nice way to do this hard job both for me and for my pupils.
Self-assessment and peer-assessment are very important in the work I do with my primary class. We have been used it frequently not only in group work.
Assessment is an activity like others: we have to practice. In the beginning pupils easily think “my best friend will have a nice comment” but soon they are very good on identifying what is not so good and how should he/she can improve.
Peer-assessment in group work can be very useful to the teacher because we can better understand each contribution; but it's also important to verify by ourselves how each one incorporates the new achivements.

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For the last 7 years,
eTwinning has been a great way to learn how to achieve a collaborative learning.
Step by step
I’ve been doing my best towards collaboration and project-based learning but I know I still have a long way to go.

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1.2. Collaborative learning in a flexible classroom

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1.2. Collaborative learning in a flexible classroom

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Unfortunately,
I don’t have flexible furniture in my classroom.
In fact, the tables are a bit heavy and it’s not easy to move them every time we need. But… creativity and motivation lead my class to a nice space where we can work together (in a standing up position), in groups and individually without too much pain to my back.

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I really want to keep this video close.
It is considerably more interesting than any word I could write.

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Collaborative teaching & learning | M1 What is collaborative learning?

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I heard about this course last summer.
I took a note on my mobile, with an alarm, so every now and then I could check the EUN Academy website and enroll the course.
Meanwhile, in the beginning of September, during the first meeting at school, some ministry men were there to highlight a few projects. One was the Co-lab but I didn't linked it to this course at that time.
Later I thought they could be related and finally I was sure.
So, this means that for the first time since I started with these kind of courses, since 2014, teachers from my group of schools are enrolling this course and I have the opportunity to collaborate with them in a different way.
This is good!
Time to meet the old suspects and some old-new partners.

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I teach in a small primary school, in Portugal.
I have another primary school teacher and a kindergarten teacher to work with. The other people who work in the school are also nice collaborators.
We have been doing a nice job. At least, parents, children and ourselves think so.
It's my 4th year there, always with two grades in the same class. This time pupils are in the 3th and 4th grades.
My class and I like eTwinning projects very much, like to learn with different people in and outside our classroom and like to work in diverse ways such as pairs, groups, individually, reading, listening, singing, using games, writing, watching videos, talking with others, using ICT, ...
Well, it's a very nice school and it's a great pleasure to work there.

About learning... wherever!

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With teaching and learning, I guess for long!
With collaborative teaching and learning too.
With collaboration in life overtime it's possible.
With this course til the 27 of November.

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I already used this voki in another EUN Academy Course.
I thought about creating another way to present myself but this link (http://tinyurl.com/ja33zt9) has the most important information.
Meanwhile,
a picture.