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This activity was done collaboratively with my school colleague, Cecília Mira

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DONE!!!

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I´m attentive to the resources to be able to produce a good job

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The activity involves several steps and includes two deadlines. Need to submit your Lesson Plan in this section by 23rd November 23:59h CET and also review two Lesson Plans by 27th November 23:59h CET.
WORK IN PROGRESS!!!

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MOD 4.7 Irish teachers’ reflections on teacher collaboration 

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MOD 4.7 Irish teachers’ reflections on teacher collaboration 

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I saw the video of the Irish teachers.

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MOD 4.6 How technology can facilitate teacher collaboration 

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MOD 4.6 How technology can facilitate teacher collaboration 

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I saw the video of Deirdre Butler and Majella Dempsey
To remember:

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MOD 4.5 Skills and conditions needed for teacher collaboration 

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MOD 4.5 Skills and conditions needed for teacher collaboration 

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I saw the video of  teacher trainer at Maynooth University .

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MOD 4.4 The benefits and challenges of teacher collaboration 

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MOD 4.4 The benefits and challenges of teacher collaboration 

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I saw the video of the teacher Deirdre Butler.

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MOD 4.3 A secondary teacher’s experience of teacher collaboration 

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MOD 4.3 A secondary teacher’s experience of teacher collaboration 

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I saw the video of the Turkish teacher.

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MOD 4.2 A primary school teacher’s experience of teacher collaboration 

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MOD 4.2 A primary school teacher’s experience of teacher collaboration 

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I saw the video of the Bulgarian teacher

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MOD4.1.1 Q&A Session with Prof. Deirdre Butler! 

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MOD4.1.1 Q&A Session with Prof. Deirdre Butler! 

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I saw de  video  of webinar 15TH NOVEMBER.
Questions and Answers session with Prof. Deirdre Butler

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Read and learned

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I could not participate.

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Read and learned

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MOD 3.11 "Questions and Answers" Session with Prof. Deirdre Butler! 

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MOD 3.11 "Questions and Answers" Session with Prof. Deirdre Butler! 

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I did not take part in the webinar because I was working.

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Read and learned

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Work in progress...

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MOD 3.8 Answers to teachers’ questions on assessing collaborative learning 

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MOD 3.8 Answers to teachers’ questions on assessing collaborative learning 

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I agree with Dr. Luís Valente when he says that self-assessment and peer assessment increases students' autonomy and responsibility and that it is important for them to be evaluated by others other than the teacher.
It´s possible that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’ when students use these types of assessments regularly.

Usually, I use a percentage scale for the assessment of individual work and following the criteria established by the school. This assessment integrates the final summative assessment.

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MOD 3.7 Collaborative learning - What to assess and how? 

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MOD 3.7 Collaborative learning - What to assess and how? 

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I use checklists for the assessments of group work because I think it is important for students to check the development of their work, to analyze and develop critical thinking about the results.

I think that with the examples of the Co-Lab scripts, I can greatly improve the assessments of the collaborative works.

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MOD 3.6 Collaborative learning and student peer reviews 

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MOD 3.6 Collaborative learning and student peer reviews 

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Anna's project is very interesting. I think she is doing a very good job and is a good example as a teacher.
Normally, I also let students choose who they want to work with. But peer evaluation is done in the group itself. I believe that the way Anna uses can bring more objectivity.

Of the collaborative work tools mentioned by Anna, I know Padlets and Google forms and I also use Google sites and Google Drive. I also usually use Kahoot and Geogebra in the classroom.

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MOD 3.5 An ICT teacher’s experience of assessing collaborative learning 

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MOD 3.5 An ICT teacher’s experience of assessing collaborative learning 

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Antonio is to be congratulated for his work on projects. I agree with him. To achieve the seventh benefit:  creativity (initiative, entrepreneurship), communication skills (traditional and digital), collaboration (collaborative work on platforms / digital), digital skills (selecting, accessing and managing resources Critical thinking (reasoning, analyzing, judging, arguing) and personal and social responsibility (self-knowledge, self-evaluation),

we need develop first of all, the collaborative learning:

It is a student centered process,

Promotes students involvement in the assessment tasks,

Promotes students responsibility and motivation towards the learning process,

Promotes self-reflection and students argumentation,

Students can learn socially from each other,

Promotes digital literacy through the use of digital web 2.0 applications.

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MOD 3.4 : A sports teacher's experience of assessing collaborative learning 

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MOD 3.4 : A sports teacher's experience of assessing collaborative learning 

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This is a good video about collaborative work assessment. For a good evaluation process, students must be informed about the items in which they will be evaluated. There must be self-assessment between the elements of each group and between the groups. It is important that students analyze each other's work critically and have the ability to analyze what they liked best and what they would have liked to do better. A part of the work developed can be improved if the teacher is able to give feedback in a timely manner to the students.

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MOD 3.3 Assessment for improving collaborative learning 

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MOD 3.3 Assessment for improving collaborative learning 

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I have some difficulty in assessing students who work with these new pedagogical learning. It is difficult to assess fairly the work group and students also feel that. But my assessment of collaborative work encourages competition. Students like to feel the adrenaline of competition and view evaluation as the result of a game. For me, the best way to evaluate collaborative work is the self-assessmente of the work developed in the group and the evaluation of the groups among them.

Yes, the summative assessment of each student in my school/subject take into account the learning outcomes related to collaborative work (formative assessment).

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MOD 3.2 TeachMeet - Collaboration: together and beyond! 

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MOD 3.2 TeachMeet - Collaboration: together and beyond! 

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I could not participate in TeachMeet.

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I see the video

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Low level of collaboration corresponds to level 3 since the students do work together and have shared responsibility, and work it´s interdependent  in the answers they provide;

In the activity proposed for high level of collaboration it corresponds to level 5, because students have to make important decisions and share their objectivity about the formation of the group, the choice of the way forward to solve the problem proposed, the form of presentation of the final product and the final conclusion.

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MOD 2.5	Collaborative learning scenarios 

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MOD 2.5	Collaborative learning scenarios 

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I think these scenario models are important for the preparation, development and monitoring of what is being done. It is useful for all those involved in the activity.

I think I will be able to adapt some scenarios to create collaborative learning activities in my own context.

I see usefulness in having the planning with the necessary time for the accomplishment of the defined collaborative work, with the roles and responsibilities for each participant (individual or group), structure, necessary educational resources, interventions and feedback ...

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I believe that using this model helps in planning the collaborative work to be developed and, above all, in evaluating the results of its application.

I have never used these rubrics.

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I think it's important and necessary learn to distinguish the concepts of Cooperation and Collaboration. We need to realize this to really start collaborating. Collaborating is more than just cooperating.

We work collaboratively when working with others and making substantive decisions together about: Content, Process, Product ;  sharing responsibilities.

I had already thought about this because I have tried to promote collaborative work among the teachers of my math group

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MOD 2.2 Embedding collaborative learning into lesson design 

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MOD 2.2 Embedding collaborative learning into lesson design 

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The "competences for the 21st century": creativity (initiative, entrepreneurship), communication capacity (traditional and digital), collaboration (collaborative work on platforms / digital), digital skills (selecting, accessing and managing digital resources , Analyze, judge, argue) and personal and social responsibility (self knowledge, self evaluation), should be developed in young students.

Therefore, we must accept the educational challenges and face them in order to design a new paradigm: to invest in the development of a new professional practice and in new processes of curriculum development. This will require the involvement of all actors in the process - governance structure, education researchers, school principals, teachers, students and families.

We must promote change. Integrate new technological methodologies and guidelines into the curricula, adequate to the interests, needs and motivations of the students. Therefore, throughout my professional career, I have sought to know new teaching / learning methods that allow me to implement learning scenarios, namely using digital technologies, using various educational software (programs and applications) that motivate and enable students To learn in a participatory and active way (individually or in groups) and to foster the development of skills that will allow them the initial training so that they can continue their studies in a way that is open to knowledge, with a desire to know and to create an active and responsible citizen.

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I saw the video

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Low level of (Math) collaboration:

In group of two students follow a working guide on the Geogebra, dynamic geometry tool, to study the isometries. Specifically, the Translation according to a vector.

The teacher only interferes if the students have difficulties in using the tool or do not understand the script. Students have little chance of discussing ideas because they follow the script instructions and usually solve the task without difficulty.

High level of (Math) collaboration:

1.       The teacher presents the subject to the students:

The main objective is for students to discover and present their conclusions about the classification of two-equation systems of the first degree with two unknowns.

2.       The teacher indicates three possible ways to follow:

First - Online research of tools that allow drawing lines of equations of the first degree with two unknowns and make experiences with some equations systems, discuss results and the conclusions in the group. Present the conclusions to the other students and discuss the methods of learning.

Second - Students solve 2 equation systems with the calculator (Casio Classwiz), read the QR code generated by the calculator, and through the tablet or smartphone, read QR, discuss results and the conclusions in the group. Present the conclusions to the other students and discuss the methods of learning.

Third - The students solve the systems of two equations and make the graphical representations, by the traditional method of paper and pencil, discuss results and the conclusions in the group. Present the conclusions to the other students and discuss the methods of learning.

3. The students organize themselves in groups, elect their spokesperson and choose the path that they want. The teacher only directs and gives directions if necessary.

4. Finally, the students debate the communications of each group and discuss and present a final conclusion.

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MOD 1.5	A History & Geography teacher’s experience of collaborative learning 

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MOD 1.5	A History & Geography teacher’s experience of collaborative learning 

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I have had similar difficulties in collaborating with teachers, because they are "afraid" of getting involved in an environment they do not know. They resist change even when they think it necessary to do it.

It is not easy to guarantee the quality of the collaboration  between the students and the evaluation may not be the most fair, but it is visible the satisfaction that collaborative work gives them.

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MOD 1.4	A foreign language teacher’s experience of collaborative learning 

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MOD 1.4	A foreign language teacher’s experience of collaborative learning 

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The forms mentioned in this video are useful for evaluating the collaborative work and online tools mentioned as well. Depends on the teacher's use of available tools.  But it is not an easy task for the teacher.

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MOD 1.3	Collaborative learning through project-based learning 

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MOD 1.3	Collaborative learning through project-based learning 

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I have never participated in collaborative projects with mathematics but I have participated in several projects etwinning, Comenius and Erasmus +. For example, I participated in an etwinning project with a Sciences teacher (Sónia Correia) in my school at the FWL . It is too early to see if this work has improved the skills of the students, but it has certainly hurt the teachers involved.

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Hello! I`m a Math teacher, from Portugal

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MOD1.2	Collaborative learning in a flexible classroom 

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MOD1.2	Collaborative learning in a flexible classroom 

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In my school we have a traditional classroom with one computer and one interactive whiteboard to about thirty students per class. But also we have three ICT labs.  Since last march, we have one future classroom (FutureWorkLab). Our teachers start thinking about new ways of teaching and working with students in a different way. Collaborative work is not easy to implement, but let's try!!!

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MOD 1.1	What is collaborative learning? 

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MOD 1.1	What is collaborative learning? 

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Collaborative learning is learning together. The role of the teacher must be to guide the activities.

The students work together to discuss an issue, solve a problem and create a product.

The responsibilities when they work are interdependent, shared, and make decisions together when they must resolve important issues.

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I´m a math teacher and my students are 11 to 14 years old.
My school is called Agrupamento de Escolas do Barreiro. It´s a great school with about 1200 students, from kindergarten to 9th grade.
We have a future classroom, called Future WorkLab since March 2016.
I have interest in digital technologies and their application in the classroom.
I want to learn more about collaborative work and  educational tools that allow me to create new learning scenarios.
I hope to learn enough to motivate my colleagues to develop their digital skills and lose their fear of using them in the classroom.

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Hi! My name is Paula.
I live in Barreiro, Portugal.
I like sea and sun. I like to laugh and talk with friends.
I love reading, listening to music and watching movies.
I am interested in digital technologies.
My English is not very good, but I like to communicate and share ideas.