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

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

3. Understanding how technology can facilitate teacher collaboration

4. Using the Learning Designer to finalise the development of one or more lesson plans integrating collaborative learning and assessment, along with elements of teacher collaboration

5. Peer-reviewing the collaborative learning lesson plans of two other course participants

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Collaborative Teaching and Learning's Benefits

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Collaborative Teaching and Learning's Benefits

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The benefits such approach brings, are:

the student become central at any steps and in any activity he/she carries out

they don’t get bored but they are dynamically involved

they can ask the teacher’s help whenever they need it

they become motivated and engaged

they like using technology

they can plan better while freely moving around the classroom and ask or share with their peers

they understand and retain more

they prefer working with their peers

they can create their own artifacts and be proud of them!

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Guidelines for Assessing Collaborative Learning

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Guidelines for Assessing Collaborative Learning

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1. Understanding the principles of assessing collaborative learning

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

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

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

5. Beginning work on one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

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Activity 1 - Thirty Years' War
It's 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!
CODE 5:
1. Students DO have shared responsibility
2. AND they DO make substantive decisions together about the content, process, or product of their work
3. AND their work is interdependent.

Activity 2 - Renaissance
It's 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!
CODE 4: students' work often is not interdipendent, in particular in one group only one or two students in practice worke! I should have divided better that group member!

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Seven stage of Learning Scenario
1) Dream
2) Explore
3) Map
4) Make
5) Ask
6) Remake
7) Show.

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1. Are they working together?

2. Do they have shared responsibility?

3. Are they making substantive decisions?

4.Is their work interdependent?

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Embedding collaborative learning into lesson design (04/10/2017)

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Embedding collaborative learning into lesson design (04/10/2017)

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It's fundamental to speak the same language, understanding the same thing under collaborative learning: it's the base!
Negotiation and agreement infact are two important collaborative skills!

I truly believe that collaborative skills can be a personality trait, but if are not present they can be aquired throught learning!

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Learning activities I carried out with my class in the past year

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Learning activities I carried out with my class in the past year

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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!

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When I set up the groups of students, the main difficulty I found was in identifying how to guarantee the quality of the collaboration – in other words it is difficult to ensure that all students will collaborate and gain equally from the experience. This is because I'm leaving them to work independently and sometimes the more confident or able students dominate the activity, leaving shyer or less able students to become disengaged.
[...]
Secondly, another challenge I often come across when implementing collaborative learning is that the more confident and competent students are conscious of their larger efforts in the group and they complain and are dissatisfied when the group receives one unique grade, as they don’t think it is fair or reflects their individual input.

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EDUCATE STUDENTS TO THE ORDER       Luca, Italy

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EDUCATE STUDENTS TO THE ORDER       Luca, Italy

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In my experience in this methodology I witness that the best challenge is to help students in working  with order! They usually get very loud! The fist goal for a teacher who tried to teach using cooperative learning is to educate his students to the order! In Italy group work is usually considered as a synonymous of "insured fun" and not learning!

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In schools I teached there aren't classroom set-up to be flexible and interactive. So I used the normal classroom dividing students in groups and separating desk to form "work islands". Without the right furniture it's all too tiring and slow!!

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MY EXPERIENCE IN COOPERATIVE/COLLABORATIVE LEARNING AND TEACHING

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MY EXPERIENCE IN COOPERATIVE/COLLABORATIVE LEARNING AND TEACHING

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I witness that it's difficult to use cooperative and collaborative learning methodologies with my students: they are not used to it! But after a great work I can see important results, in particular in negotiation and in teamworking, that are not the best italian skills ahaahah

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Collaborative teaching & learning | M1 Introduction

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1. Understanding how to embed collaborative learning into lesson design

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

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

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

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General information - Course timeline - Modules’ description

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General information - Course timeline - Modules’ description

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Collaborative teaching & learning | Course Overview

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Hello everyone! I'm an italian young history and philosophy teacher. I'm very happy to start this course to improve my english and my teacher competences!

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The learning objectives for this module are:

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

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

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

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

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

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DEFINITION - Cooperative and collaboratory learning

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DEFINITION - Cooperative and collaboratory learning

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Collaborative Learning is a process through which learners at various performance levels work together in small groups toward a common goal. It is a learner-centred approach derived from social learning theories as well as the socio-constructivist perspective on learning. 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. This involves creating and managing meaningful learning experiences and stimulating learners’ thinking through real-world problems. The task must be clearly defined and be guided by specific objectives. Sometimes cooperative and collaborative learning are used interchangeably but cooperative work usually involves dividing work among the team members, whilst collaborative work means all team members tackle the problems together in a coordinated effort.