# data[].attributes.body
My very first Lesson Plan with this tool

# data[].attributes.attachment_link.description
For children to explore how to use the scientific method thru the charatcteristic of water (surface tension) and to carry out a simple experiment.

# data[].attributes.body
http://learningdesigner.org/viewer.php?uri=/lost_found/fid/c6e43d152c4c6854e5ac0329ead4d882050537345a02706d1b7953f237ac4cbe

# data[].attributes.attachment_link.title
Creating a Lesson Plan with the Learning Designer

# data[].attributes.body
Eurydice Report (2015). The Teaching Profession in Europe

CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education

# data[].attributes.body
What to do:
1. Have to submit lesson Plan by 23rd of November 23:59 CET
For that:
a)  design lesson plan in English language and use the Learning Designer.
b) consider the Lesson Plan Rubric (Word version)with Lesson Plan
2. Have to get the link to lesson plan on the Learning Designer.
To seehow to save and continue editing lesson plan see here. Once finished, click on the "Share button" and copy the link. See here for a short screencast on how to get the link.
3. Have to submit the link to lesson plan together with the link to Learning Diary
4. Have to Review three lesson plans.
5. Have to Read the feedback for own lesson plan.

# data[].attributes.headline
4.7 Irish teachers’ reflections on teacher collaboration

# data[].attributes.subject
4.7 Irish teachers’ reflections on teacher collaboration

# data[].attributes.body
I agree that finding time within the school dayfor teachers collaboration is challenging.  We have meeting every Monday morning with teachers from different disciplines for better collaboration. We discuss about different questions and it´s very useful

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Irish teachers’ reflections on teacher collaboration

# data[].attributes.headline
4.6 How technology can facilitate teacher collaboration

# data[].attributes.subject
4.6 How technology can facilitate teacher collaboration

# data[].attributes.body
I use too Google Drive, Moodle, Facebook and Padlet to collaborate with teachers and my students too.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 How technology can facilitate teacher collaboration

# data[].attributes.headline
4.5 Skills and conditions needed for teacher collaboration

# data[].attributes.subject
4.5 Skills and conditions needed for teacher collaboration

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Skills and conditions needed for teacher collaboration

# data[].attributes.headline
4.4 The benefits and challenges of teacher collaboration

# data[].attributes.subject
4.4 The benefits and challenges of teacher collaboration

# data[].attributes.body
I absolutly agree with the benefits and challenges highlighted by Professor Butler. Its very important to collaborate with teachers from your own school or outside. I have very good colleques with whom I can discuss and plan collaboration.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | The benefits and challenges of teacher collaboration

# data[].attributes.headline
4.3 A secondary teacher’s experience of teacher collaboration

# data[].attributes.subject
4.3 A secondary teacher’s experience of teacher collaboration

# data[].attributes.body
I´ve know some of the platforms and digital tools mentioned by Reyhan. I have experiences of using some. I didnt know about ePals and edWeb.net. Also I agree that not all teachers have the required skills to take advantage og digital technologies.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

# data[].attributes.headline
4.2 A primary school teacher’s experience of teacher collaboration

# data[].attributes.subject
4.2 A primary school teacher’s experience of teacher collaboration

# data[].attributes.body
In my opinion the co- teaching rotation is very interesting and useful collaboration model. Co- teaching rotation is common on primary classes in our school. My experience involved with projects. Sometimes we visiting other collegues lessons to share skills and practices.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A primary school teacher’s experience

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M4 A primary school teacher’s experience

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M4 Introduction

# data[].attributes.headline
Module 4: How can teacher collaboration facilitate collaborative learning?

# data[].attributes.subject
Module 4: How can teacher collaboration facilitate collaborative learning?

# data[].attributes.body
The learning objectives for this module are:

1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them

2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish

3. Understand how technology can facilitate teacher collaboration

4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.

5. Peer review the collaborative learning lesson plans of two course participants.

# data[].attributes.body
CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom (Luis Valente, University of Minho)

Collaboration and Assessment: Theory and Practice (Luis Valente, University of Minho)

# data[].attributes.headline
3.8 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.subject
3.8 Answers to teachers’ questions on assessing collaborative learning

# data[].attributes.body
Download document: 3.8 English transcript.pdf

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Expert answers to teachers’ questions on assessment

# data[].attributes.headline
3.7 Collaborative learning - What to assess and how?

# data[].attributes.subject
3.7 Collaborative learning - What to assess and how?

# data[].attributes.body
CO-LAB Assessment Guidelines.
Download document: 3.7 English transcript.pdf

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Collaborative learning - What to assess and how?

# data[].attributes.headline
3.6 Collaborative learning and student peer reviews

# data[].attributes.subject
3.6 Collaborative learning and student peer reviews

# data[].attributes.body
I also let students free to decide with whom to work with. I use Google Drive apps, Kahoot and other tools but I didnt know about Teamup. Now I know and I will try it.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Collaborative learning and student peer reviews

# data[].attributes.headline
3.5 An ICT teacher’s experience of assessing collaborative learning

# data[].attributes.subject
3.5 An ICT teacher’s experience of assessing collaborative learning

# data[].attributes.body
I agree with Antonio and heś challenges are familiar to me too. To prepeare a group work takes time and recourses but students like collobariteve learning

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M3 Assessing students’ collaborative learning

# data[].attributes.headline
3.4 : A sports teacher's experience of assessing collaborative learning

# data[].attributes.subject
3.4 : A sports teacher's experience of assessing collaborative learning

# data[].attributes.body
Good assessment methods. They are very useful.

# data[].attributes.headline
3.3 Assessment for improving collaborative learning

# data[].attributes.subject
3.3 Assessment for improving collaborative learning

# data[].attributes.body
When I use group work in my class I use formative and self-assessment. I think its encourages them. Also I use summative assessment (tests).

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Assessment for improving collaborative learning

# data[].attributes.headline
Module 3: How can you assess collaborative learning?

# data[].attributes.subject
Module 3: How can you assess collaborative learning?

# data[].attributes.body
The learning objectives for this module are:

1. Understand the principles of assessing collaborative learning

2. Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available

3. Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them

4. Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning

5. Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

# data[].attributes.body
Collaboration Rubric:

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

Learning Scenario Template:

Learning_Scenario_template

6 Example Learning Scenarios:

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

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

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

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

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

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

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

Asteroids Scenario Resource: Fact Sheet

Asteroids Scenario Resource: Glosssary of Terms

Asteroids Scenario Resource: Physics PowerPoint Presentation

Asteroids Scenario Resource: Peer Assessment Sheet

# data[].attributes.body
Good useful steps

# data[].attributes.attachment_link.title
Collaborative teaching and learning | Collaborative learning scenarios

# data[].attributes.body
The rubric is very helpful and I use these steps to design group or pair work.

# data[].attributes.attachment_link.title
Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

# data[].attributes.body
These 4 questions are very important in collaborative learning. Without them can´t create lesson /project plan

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 The 4 Collaboration Questions

# data[].attributes.headline
2.2 Embedding collaborative learning into lesson design

# data[].attributes.subject
2.2 Embedding collaborative learning into lesson design

# data[].attributes.body
I agree with professor that collaborative learning is very important way to teatch life skills for our students. Also we can´t do this without technology.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M2 Embedding collaborative learning into lesson design

# data[].attributes.headline
Module 2: Ho can you design collaborative learning in the classroom?

# data[].attributes.subject
Module 2: Ho can you design collaborative learning in the classroom?

# data[].attributes.body
The learning objectives for this module are:

1. Understand how to embed collaborative learning into lesson design

2. Appreciate the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work

3. Understand how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities

4. Assess the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary

# data[].attributes.body
A low level of collaboration: a brainstorming activity that lasted for 5 minutes.

A high level of collaboration: starting from the brainstorming ideas each group had, they had to write a project on bullying.

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

# data[].attributes.attachment_link.title
Tablets Course | M3 Why students enjoy group work

# data[].attributes.body
Low- level collaboration:

Students working together in pairs to glue names of  bones to the right place on skeletion

High- level collaboration:

Students working in groups (4 per  group), researching a topic about plant groups  and designing  a presentation to present their information to the class. They have to share tasks, collaborate and finally to evaluate their own and other´s work

# data[].attributes.headline
1.5 A History and Geography teacher’s experience of collaborative learning

# data[].attributes.subject
1.5 A History and Geography teacher’s experience of collaborative learning

# data[].attributes.body
I think that to prepeare collaborative learning takes time and resourses. There are always difficulties to value results. I use the rubrics to value and also collect the feedback from students

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 An Italian, History & Geography teacher’s experience

# data[].attributes.headline
1.4 A foreign language teacher’s experience of collaborative learning

# data[].attributes.subject
1.4 A foreign language teacher’s experience of collaborative learning

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 A language teacher’s experience of collaborative learning

# data[].attributes.headline
1.3 Collaborative learning through project-based learning

# data[].attributes.subject
1.3 Collaborative learning through project-based learning

# data[].attributes.body
I also have done with my class a similar activity within the eTwinning projects. Students are very interested with PBL- activity. They can be part of the learning process and  can create  new knowlegde by there own.  They are learn more and feedback from students is always positive.

# data[].attributes.attachment_link.title
Collaborative teaching & learning | Collaborative learning through project-based learning

# data[].attributes.headline
1.2 Collaborative learning in a flexible classroom

# data[].attributes.subject
1.2 Collaborative learning in a flexible classroom

# data[].attributes.body
In my class the usual schooldesks are in group and students are working in groups. and they are like that kind of work. Of course we dont have so flexible  furniture like in video. Students can use laptops, PCs on computer class or there smartphones for work

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

# data[].attributes.headline
Module 1: What is collaborative learning

# data[].attributes.subject
Module 1: What is collaborative learning

# data[].attributes.body
The learning objectives for this module are:

1. Understand the full meaning of collaborative learning, and that it requires more than teachers simply putting students in groups

2. Appreciate the key benefits collaborative learning can bring to students and the specific skills it helps develop

3. Appreciate how collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning

4. Create a personal Learning Diary to log learning activities, reflections and resources from the course.

5. Reflect in your Learning Diary on two learning activities and whether they require a low or high level of collaboration from students

# data[].attributes.attachment_link.title
Collaborative teaching & learning | M1 What is collaborative learning?

# data[].attributes.body
Tallinn´s earliest mention in historical records dates to 1154, when Arab cartographer Al- Idrisi marked it in his world map

# data[].attributes.body
I´m Merle from Estonia. I´m very glad to be part of so big community of learners. I teach biology in Tallinn Mustamäe School of Humanities, my students are 13- 19 of age