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Hello! I am Sandra Leite. I live in Praia da Vitória, Terceira island - Azores, PORTUGAL. I am 37 years old and my hometown is Santa Maria da Feira. I am a primary teacher

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I am a primary teacher but for ten years I have been working with a class of students with special educational needs.
I work in Praia da Vitória. It is a beautiful city. My school is EBI da Praia da Vitória. The school is in the center of the city

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I work with a special education class that contains 8 students, aged between 10 and 12 years. For several years eTwinning has been used in the classroom. It is worked through the design methodology, in all the disciplines that make up their curriculum.

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As I love to accept challenges, here ... I'm not familiar with all the tools that the course has, but over time I'll learn.

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I've been working at the EBI of Praia da Vitória for 13 years. Since I work with students with special educational needs I really enjoy learning new tools and other collaborative work with different colleagues from different countries and cultures. We have always learned to share ideas!

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1.4. A foreign language teacher’s experience of collaborative learning
In the collaborative work the students assume different roles in solving the proposed task, each one being in charge of a task. When cooperative work is promoted, students always work together on the same problem, rather than separately on task components. This creates an environment rich in mutual discovery, reciprocal feedback and frequent sharing of ideas. Cooperative work also offers the possibility of discussing the merits of different ways of solving the same problem, and may facilitate the learning of different strategies for solving some problems. When students work cooperatively they can help others to understand the most basic concepts and this often happens in a context quite different from usual, such as games, puzzles or discussion of problems - a common practice in my classroom. Another clear example of this situation in my classroom was the illustration of a book "UNGALI", where everyone participated. It is necessary to listen to the students and be attentive to their positions so that the collaborative learning is evaluated. The use of the round table technique, where everyone can give their opinion, may be a good option. I consider self-evaluation extremely useful, both in individual and peer work. The online tools mentioned are useful and effective but as my group would not function once, they did not get the competence of reading, writing and calculating. You could use ThingLink, QR Code Scanner, among others.

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http://learningdesigner.org/designer.php?uri=/personal/sandraleite/designs/fid/35182061c3606d72ff5a505be2504086271f50c6c34c5721dfcd7283596a83ad

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1.2. Collaborative learning in a flexible classroom
The school where I work is a relatively recent building. The furniture is new and well maintained. I work with a group of 8 students and they all have special educational needs. My classroom has a computer, projector and smart board. I created a space with 2 mattresses for the children to do active relaxation, 10/15 minutes a day. They hold a round table to discuss once a week what went well and not so well during the week. Consequently they have to give a possible solution to the deficit aspects of the week. We used several times the group work and future presentation to the group. We work under project methodology in the different disciplines for the eTwinning project. Each week, the class has 3 ICT classes, and is very important to be familiar with the technology. They have a "shop" where they simulate buying and selling products with fictitious Euros.

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1.3 Collaborative learning through project-based learning
Within the classroom, it is necessary to show a motivated and open education based on learning, the interests that the students have about the world and the environment; which is shared and shared in the planning of the work to be done; that is cooperative, collaborative and in interaction knowing how to work together, going to the meeting that the technology becomes useful in the class, especially when the collaborative practices are used. Hence the relevance of my classroom work under project methodology for the eTwinning project. Each work group is held responsible for one task: some take camera, others make videos, other drawings and then scan, work on Smart Board.

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4.6. Irish teachers’ reflections on teacher collaboration

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4.6. Irish teachers’ reflections on teacher collaboration

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It is sometimes difficult enough to find time for teacher collaboration within a school day. I often find myself at the end of the night working for collaborative work. Now videos, sometimes pictures, now, now ... I tried to work in the ICT classes with the help of the students, some content to overcome this challenge. I love working with teachers from different disciplines. By the way, I'm a privileged! I always work in all disciplinary areas in pedagogical terms. We always learn a lot from each other: to deal with children and to improve pedagogical practices, to collaborate, to cooperate, to respect ... To work it is necessary to have respect, "personal and professional tuning", to value each adult, to respect the work of the other, the timings of the other and be receptive to changes, pedagogical changes ...

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1.1. What is a collaborative learning?
In the collaborative work there is cooperation, there is mutual help in the execution of tasks. The development of collaborative activities can create an environment rich in academic and social learning for both students and teachers, as well as providing them with a greater degree of professional satisfaction. Collaborative work also enables us to rescue values ​​such as sharing and solidarity - which have been lost along the path of our extremely competitive and individualistic society. In collaboration as they work together, the members of a group rely on each other to achieve common goals negotiated by the collective.

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4.5. How technology can facilitate teacher collaboration

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4.5. How technology can facilitate teacher collaboration

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I love working with eTwinning projects and I use technology specifically in order to collaborate with other teachers. The nature of your digital collaboration with teachers is tantamount to "send and display," as mentioned in the video. We think and plan the collaborative work but on the "send and display" platform. In addition to the digital tools mentioned above, I would recommend that teachers use the CLIPTOMIZE program to develop digital books. It is excellent, easy to use and the students love it!

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4.4. Skills and conditions needed for teacher collaboration

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4.4. Skills and conditions needed for teacher collaboration

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As a teacher of 1st CEB I agree with the list of skills and conditions cited as necessary for teachers' collaboration to flourish in schools. Teachers need to empathize with each other and to identify as educational professionals. It is true that each individual has to be valued and that the work theme captivates both parties. I always work in a pedagogical way within the classroom and the teachers who work with me accept the model collaboration being motivating and beneficial for students and teachers. The teachers who work with me love to work collaboratively.

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4.3. The benefits and challenges of teacher collaboration

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4.3. The benefits and challenges of teacher collaboration

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I agree with the benefits and challenges highlighted by Professor Butler. Facebook is undoubtedly a social network of total enjoyment of all.Social networks have the tools to create the necessary context for collaborative learning because they allow the sharing of content in multiple media. Students' familiarity with social networks may facilitate their use in school learning contexts, as it is not necessary, for most students, the initial learning that occurs on other types of platforms. The greatest power of social networks when used in learning is the immediate identification that students have with the process and the feeling that the construction of knowledge depends on the contribution of each and every one of them and not just the teacher. Facebook was an opportunity that I was able to take advantage of in my own context to collaborate with teachers in and out of school. Collaborates with teachers in their own group of subjects, in age groups, or in topics relevant to the whole school through social networks, Skype, watsapps groups, ThinkLink, QR Code Scanner.

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4.2. A secondary teacher’s experience of teacher collaboration

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4.2. A secondary teacher’s experience of teacher collaboration

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I found this testimony very interesting. I had not heard of all the platforms and digital tools mentioned by Reyhan in the video. He was totally unaware of ePals. I have already become familiar with this tool that I find quite interesting. He did not know it! It is always good not to feel isolated in the classroom and have these tools available to us and our students. As I have been working with the eTwinning Portal for some years, I already knew some of the tools I used for teacher collaboration. Admittedly, not all teachers have the skills to harness digital technologies and I agree with Reyhan when he mentions social networking networks such as Twitter, Facebook and LinkedIn as particularly useful spaces for teacher collaboration and professional learning. She often planned eTwinning's work on facebook with colleague Checa. It was the social network of excellence of the two teachers and thus related the collaboration of teachers and professional learning. Facebook, Twiter, Linkedin, PLN, Cliptomize, Skype, and email are emerging digital technologies that can help teachers collaborate more effectively.

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4.1. A primary school teacher’s experience of teacher collaboration

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4.1. A primary school teacher’s experience of teacher collaboration

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The co-teaching router model is very interesting and I think it has many benefits for students and teachers. I have never tried this method of teaching but I believe it has immense potentialities. I always work in the classroom in pedagogical terms and I find it extremely beneficial for students, for both teachers and school.

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My lesson plan!
http://learningdesigner.org/designer.php?uri=/personal/sandraleite/designs/fid/35182061c3606d72ff5a505be2504086271f50c6c34c5721dfcd7283596a83ad

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3.6 Answers to teachers’ questions on assessing collaborative learning

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3.6 Answers to teachers’ questions on assessing collaborative learning

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The learning of collaboration and negotiation, which is intertwined with it, is thus an inescapable dimension of today's world. Helping to overcome obstacles and dealing with vulnerabilities and frustrations, increased thinking skills, opportunities for mutual learning and security enhancements to initiate new paths that collaboration enables, make it a particularly promising strategy for outlining research professional practices in a world characterized by uncertainty, change and complexity, as is the present postmodern world. Going to Luís Valente suggesting that self-evaluation and peer evaluation can help students move away from seeing teachers as the sole source of judgment on the quality of their learning, helping them to become more independent learners. I consider, and as I mentioned in previous items, that I am an apologist with 100% of self and hetero-evaluation because only then do we acquire bases of future, bases of work, conscience, responsibility and respect for the mutual work. However, the group of students I teach tend to bribe the work of their faithful friend. Even if they consider it less good, they say it's too good not to hurt your friend. From experience in this area it is of crucial importance to work on this competence so as not to fall into this error. We are training children who will be adults in the future! We want more and more of a better world with respect to difference!

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3.5. Collaborative learning - What to assess and how?

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3.5. Collaborative learning - What to assess and how?

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Collaboration is an important strategy for conducting investigations into practice. I have already built some rubrics and checklists to evaluate the collaborative work, however when watching the video and after reading some documents I realized that they were not elaborated in the proper way. I will have more attention after this course. Students are increasingly involved in project headings, checklists or other assessment tools because it meets their needs. The guidelines and examples given in the CO-LAB Evaluation Guidelines have been very useful.

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3.4. Collaborative learning and student peer reviews

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3.4. Collaborative learning and student peer reviews

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This contribution from Ana is great,is WONDERFUL. Thanks for all this tolls and suggestions. In fact, the mode of formation of groups depends on the type of activity. Sometimes I let them choose freely, sometimes I also make a random choice, but most of the time I do the groups. I try to make heterogeneous groups so that there can be more mutual support, more cooperative support.

I consider the digital tools an added value for the formative and summative evaluation of the students with whom I work - students with special educational needs. I have used some suggested applications. Students are interested in the tools and teachers should change some of their educational practices for the benefit of students and education.

Social networks have the tools to create the necessary context for collaborative learning because they allow the sharing of content in multiple media. Students' familiarity with social networks may facilitate their use in school learning contexts, as it is not necessary, for most students, the initial learning that occurs on other types of platforms. The greatest power of social networks when used in learning is the immediate identification that students have with the process and the feeling that the construction of knowledge depends on the contribution of each and every one of them and not just the teacher.

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3.3 An ICT teacher’s experience of assessing collaborative learning

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3.3 An ICT teacher’s experience of assessing collaborative learning

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In a complex profession, such as being a teacher, there is a need to exchange experiences and knowledge, to ask questions, to reduce worries and overcome fears, fears and conflicts. In this way, collaboration among teachers is important and essential for success. Collaboration between teachers is a way of working better, more supportive and less competitive, hence my passion for work on the eTwinning platform, like Antonio. I advocate several advantages of collaborative work through personal experience: an improvement of learning in school, interpersonal relationships, self-esteem, skills in critical thinking; greater ability to accept others' perspectives; greater intrinsic motivation; higher number of positive attitudes towards the subjects studied, the school, teachers and colleagues. Fewer disciplinary problems are advocated as there are more attempts to resolve the problems of personal conflicts; acquisition of the skills needed to work with others and less tendency to skip school. A cooperative learning group reveals positive interdependence, individual responsibility, heterogeneity, shared leadership, shared mutual responsibility, concern for the learning of others in the group, emphasis on the task and also its maintenance.

The crucial element of active participation is the exchange of experiences through dialogue. The dialogical interaction between individuals and the exchange of ideas promotes the cognitive development of the student, since the knowledge is socially defined and the student depends on the social interaction for construction and validation of the concepts. The resulting reasoning of the collaborative interaction will be enriched by the different perspectives and experiences with that each of the students contributes to the task. Of course, each of the students does not think in the same way and these differences of thought can create new knowledge through reciprocal teaching. This is the main contribution of collaborative learning: the synergistic interaction between individuals who think differently, the experience of this process and the construction of a product that can only be achieved with the contribution of all those involved.

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3.2. A sports teacher’s experience of assessing collaborative learning

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3.2. A sports teacher’s experience of assessing collaborative learning

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In collaborative work, students take responsibility for their own learning in the classroom and develop metacognitive skills to monitor and direct their own performance. When there is interaction between people in a collaborative way, through an authentic activity, they bring their own schemes of thought and their perspectives to the activity.
It is up to the teacher to ensure that his student knows the good answers. It is important to emphasize the importance of the participation of the students in the evaluation process and the teacher structure the learning in such a way that allows the evaluation of the process. I suggested that one should take into account the assessment of interactions in the group; constant feedback; the time for reflection; the evaluation of the group group process and the demonstration of satisfaction by the progress. There are many modalities of formative assessment and I agree with Chrysa Tsamopoulou. Maybe, I do the same and I will make a video with this information, to show the students.

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3.1. Assessement for improving collaborative learning

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3.1. Assessement for improving collaborative learning

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As I teach a class with 8 students with special educational needs, I usually propose simple tasks, step by step very calmly. I carry out "jigsaw" work - it is only when one student finishes one task that the other can start, so that all the students feel part of the whole and in the end they can get a common job. I recognize and advocate in this type of activities an improvement of the learning in the school, of the interpersonal relations, of the self-esteem, of the competences in the critical thought; a greater ability to accept the perspective of others; a greater intrinsic motivation and a greater number of positive attitudes towards what is studied, the school, teachers and colleagues. Regarding the evaluation, I always privilege moments of self-assessment with 3-color registration (red, orange or green) in a proper frame. They become aware of what they have done, both for the student and for the rest of the group, and are being evaluated without realizing it, encouraging "healthy" competitiveness.

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DONE

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When cooperative work is promoted, students always work together on the same problem, rather than separately on task components. Cooperative work also offers the possibility of discussing the merits of different ways of solving the same problem, and may facilitate the learning of different strategies for solving some problems. I remember working with 8 students and they all have special educational needs!
1st activity - construction of games, puzzles, so the code is 2 - low level of collaboration
2nd activity - Illustration of the entire book "UNGALI", where everyone participated. Illustration, revision and publication of the final product - so the code is 5 - high level of collaboration

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I consider the presented model, a conscious model that appeals, helps and inspires the teacher to plan and structure their learning activities in advance, being aware of the specific pedagogical approach, such as collaborative learning, personalized learning or classroom learning. I work with a class of 8 students with special educational needs and can adapt some scenarios to create collaborative learning activities in my own classroom context. I found the 7 phases quite useful. The cooperative group will succeed if certain conditions are observed as to its composition and if the activities are appealing and involve the use of different capacities and competences. But these are not enough to ensure success. It is also a necessary condition for the group to function in a balanced way, for everyone to know how they can contribute and how to value each other. Thus, in addition to the tasks arising from the activity itself, each element will have a role to play, a specific function in the group. Knowing how to listen is very important when establishing relationships between various elements of a group. This is the capacity that will help to clarify and understand the messages between the different elements of the group. The ability to listen can only be learned through practice, since it will allow technicians to develop their own style of communication, and a way that allows the understanding of the other elements. With all these elements we will achieve an underlying learning in these 7 principles.

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The rubric that Professor Deirdre Butler explained was extremely important for what goes on inside our classrooms. It is necessary and urgent that each of the education professionals is aware of what they are doing so that the work with the students is of excellence. Often, the quality of collaborative work I have tried to develop has not always been the most desired and I have not always been aware of the four pillars grounded by Professor Deirdre Butler. It is very good to have this kind of reflection for future work. The development of a culture that values ​​teamwork has had repercussions in several fields of action, giving rise to the formation of diverse modalities and structures of cooperation. From my own experience, I advocate the improvement of learning at school, interpersonal relations, self-esteem, and skills in critical thinking as advantages of this type of work; greater ability to accept others' perspectives; greater intrinsic motivation; greater number of positive attitudes towards the subjects studied, the school, teachers and colleagues; Less disciplinary problems, given that there are more attempts to solve the problems of personal conflicts; acquisition of the skills needed to work with others and less tendency to skip school. A cooperative learning group reveals positive interdependence, individual responsibility, heterogeneity, shared leadership, shared mutual responsibility, concern for the learning of others in the group, emphasis on the task and also its maintenance. However, there may be some disadvantages, such as: dispersion and distraction which results in loss of time; clash of personalities and the search for leadership that results in conflict; difficulty in applying working methods to effective groups; lack of leadership resulting in demotivation.

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In collaborative work, the members of a group, working together, support each other in order to achieve common goals negotiated by the collective, establishing relations that tend to non-hierarchy, shared leadership, mutual trust and joint responsibility for the conduct of actions. Group activities, together, offer tremendous advantages, which are not available in individualized learning environments. Your learning and your thought processes are mediated by your relationship with other people. The development of activities in a collegial manner can create an environment rich in academic and social learning for both students and teachers, meeting the four major questions pointed out by Dr Dadre Butler. Dr. Dadre Butler pointed out 4 extremely important issues for designing any collaborative learning activity. Collaborative work also enables us to rescue values ​​such as sharing and solidarity - which have been lost along the path of our extremely competitive and individualistic society. It is believed that this type of work is important and should therefore be understood and discussed both in initial training courses and in continuing teacher training programs so that future teachers will never forget to plan this type of activity.

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2.1. Embedding collaborative learning into lesson design

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2.1. Embedding collaborative learning into lesson design

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More than just technical or scientific knowledge, education must choose knowledge, know-how and know-how as its domains and impacts, in order to meet ITL Research. I advocate greater autonomy and accountability of teachers, given their key role in the formal or informal education system - if we want education to change it is imperative that teachers change their school practices, leaving aside the traditional technical role of mere transmitters and implementers of educational decisions taken outside of school for the existence of collaborative cultures. The collaborative cultures by which it does not encompass a set of labor relations that can be characterized as spontaneous; volunteers; development oriented; diffused in space, in time and unpredictable. It follows that collaborative cultures must emerge within the school environment, and can not depend on legislation that regulates and shapes them. In fact, the culture of collaboration is so valuable that it should not be confined to the school space alone. It is up to the teacher to initiate pedagogical differentiation and to be able to provide appropriate teaching practices to the class using technology often to support new pedagogies that focus on students as active participants with tools for inquiry-based pedagogies and collaborative workspace . I am sure that all the work done on an eTwinning project can trigger these positive effects.

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How can you design collaborative learning in the classroom?

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1.5. A History & Geography teacher’s experience of collaborative learning
Collaborating with teachers sometimes also have similar difficulties. When I work on the eTwinning Portal as a rule, colleagues like their work, enriching them, respecting one another's opinions, having a fast flow of ideas, a spirit of constructive competition, and working effectively in learning about democratic living. However, it has also happened that it was impossible to get the job done due to lack of material forgotten by some of the teachers, either because they did not respect deadlines or proposed activities, and there was a certain tendency to "laziness" of some teachers, taking the remaining teachers of the project to improvise to fill gaps. Instigated by the complex situation in which they put it, the teacher finds himself in need of changing his professional posture, improving his practices and reflecting in a group - the need for dynamization of collaborative cultures is urgent.

The evaluation process indicates a useful and rigorous path in improving pupils' skills and performance, but this path surely involves an intelligent balance between a professional development perspective (situated and contextualized) and a perspective of accountability centered on performance measures and effectiveness. It is, for example, the case of the conscious and assumed involvement in the accomplishment of the tasks.

As group work is a method of work recognized as appropriate in several situations, students are also asked to be able to expose themselves, to respect and listen to others, always favoring self and hetero-evaluation, promoting pedagogical differentiation, dialogue, justice and self-reliance in an ecological climate.

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1.6 Learning Activity
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!

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eTwinning project - The day for my pet PORTUGAL (Azores)