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1 - Collaborative teaching & learning | Assessment for improving collaborative learning - Introdution

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1 - Collaborative teaching & learning | Assessment for improving collaborative learning - Introdution

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In this video the course coordinator gives an introduction to the principles of assessment for improving collaborative learning, based on the CO-LAB Assessment Guidelines
https://www.youtube.com/watch?v=bCO3usM2Qwo

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Luís Valente & Maria João Gomes, Instituto de Educação, Universidade do Minho, Creative Classroom Lab Project (2014). COLLABORATION & ASSESEMENT: THEORY AND PRACTICE 

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Luís Valente & Maria João Gomes, Instituto de Educação, Universidade do Minho, Creative Classroom Lab Project (2014). COLLABORATION & ASSESEMENT: THEORY AND PRACTICE 

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http://www.europeanschoolnetacademy.eu/documents/10180/0/Collaboration+and+Assessment+Minho+University/17e48a76-a829-47e9-bacc-ed0271f294ab

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CO-LAB	Guidelines	for	Assessing	Collaborative	Learning	in	the	Classroom

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CO-LAB	Guidelines	for	Assessing	Collaborative	Learning	in	the	Classroom

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http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80

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3 - Learning objectives

1. Understanding the principles of assessing collaborative lear

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3 - Learning objectives

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

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2 - Content of the module

This module looks at how to effectively assess collaborative learning. The module starts with an introductory video on the principles of assessment for improving collaborative learning, which is later followed by a video on how to assess collaborative learning using rubrics and checklists.

The CO-LAB Guidelines for Assessing Collaborative Learning (developed by Doctor Luis Valente, from the University of Minho) is the key reference document for Module 3, and will help you design the assessment aspects of your own collaborative learning lesson plan, which you will be developing through the rest of the course. It is available in the resource section of this module.

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https://www.youtube.com/watch?time_continue=1&v=vFuGqf4AtDI

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Examples of Learning Scenarios (Version 2016):Collaborative work - Towards a healthy city (CCL, Europe),http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_collaboration.pdf/9b6424a6-0dcd-49f6-b4ae-0a6c09ac028aiGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)Personalisation – Topic: friction (CCL, Europe),Flipped Classroom (CCL, Europe), (Polish translation)Art & Music - Creating an exhibition (NCCA, Ireland), Asteroids, impacts and craters (NCCA, Ireland),

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Examples of Learning Scenarios (Version 2016):Collaborative work - Towards a healthy city (CCL, Europe),http://www.europeanschoolnetacademy.eu/documents/10180/0/CCL_scenario_collaboration.pdf/9b6424a6-0dcd-49f6-b4ae-0a6c09ac028aiGroup - Collaboration and Assessment in a group (CCL, Europe), (Polish translation)Personalisation – Topic: friction (CCL, Europe),Flipped Classroom (CCL, Europe), (Polish translation)Art & Music - Creating an exhibition (NCCA, Ireland), Asteroids, impacts and craters (NCCA, Ireland),

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I share...
Applying Learning Activity Rubrics to the activities I presented in the 1st module, I came to the conclusion that it falls under code 4 and 2.
Ativity 1
The class was divided into 5 groups of 4/5 students. After reading an anthology of short stories, each group chose one of the short stories, recounted it and illustrated it. Each group had to write only one text and one illustration, this required a great level of collaboration. Thus, 5 retellings were presented to the community.
CODE 4 - Students do have shared responsibility, they do not make decisions about the content, process or product of their work BUT their work is not interdependent

Ativity 2
To review History contents, each group of students was assigned a sub-theme. Each group elaborated 4 questions, with 4 hypotheses of answer, being only one and one representative image. The questions were organized in a game using the kahoot tool and the students had fun playing. In some groups the participation of the group members was not equitable and in other cases, each student in the group elaborated a question. The students had fun playing and enjoyed the activity but found the level of collaboration low.
Are students required to work in pairs or groups? -YES
2- Do students share responsibility?
CODE 2 - Students do work together, BUT they do not have shared responsibility

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2.5 Module 2 Learning Activity1 - Reflect on your current learning activities and code them with the rubricRead the PDF entitled ‘21ST Century Learning Design: 21CLD Learning Activity Rubrics’, available in the2.5 Module 2 Learning Activity1 - Reflect on your current learning activities and code them with the rubricRead the PDF entitled ‘21ST Century Learning Design: 21CLD Learning Activity Rubrics’, available in the Resources section of Module 2, pages 3-9 Reflect on the two learning activities you described in Module 1 and code them according to the collaboration rubric, as explained in Video 2.3In your Learning Diary and for each activity, add the code (from 1 to 5) that best reflects the collaborative learning level

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2.5 Module 2 Learning Activity1 - Reflect on your current learning activities and code them with the rubricRead the PDF entitled ‘21ST Century Learning Design: 21CLD Learning Activity Rubrics’, available in the2.5 Module 2 Learning Activity1 - Reflect on your current learning activities and code them with the rubricRead the PDF entitled ‘21ST Century Learning Design: 21CLD Learning Activity Rubrics’, available in the Resources section of Module 2, pages 3-9 Reflect on the two learning activities you described in Module 1 and code them according to the collaboration rubric, as explained in Video 2.3In your Learning Diary and for each activity, add the code (from 1 to 5) that best reflects the collaborative learning level

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2.5 Module 2 Learning Activity
I share...
Applying Learning Activity Rubrics to the activities I presented in the 1st module, I came to the conclusion that it falls under code 4 and 2.

Ativity 1
The class was divided into 5 groups of 4/5 students. After reading an anthology of short stories, each group chose one of the short stories, recounted it and illustrated it. Each group had to write only one text and one illustration, this required a great level of collaboration. Thus, 5 retellings were presented to the community.
CODE 4 - Students do have shared responsibility, they do not make decisions about the content, process or product of their work BUT their work is not interdependent

Ativity 2
To review History contents, each group of students was assigned a sub-theme. Each group elaborated 4 questions, with 4 hypotheses of answer, being only one and one representative image. The questions were organized in a game using the kahoot tool and the students had fun playing. In some groups the participation of the group members was not equitable and in other cases, each student in the group elaborated a question. The students had fun playing and enjoyed the activity but found the level of collaboration low.
Are students required to work in pairs or groups? -YES
2- Do students share responsibility?
CODE 2 - Students do work together, BUT they do not have shared responsibility.

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2.4 Collaborative learning scenariosI share...

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2.4 Collaborative learning scenariosI share...

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The template presented looks very inspiring, simple and well structured. The examples presented help you to use them especially for those who are not yet familiar with this template and the design, planning and organization of collaborative learning activities.

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In this video the course coordinator describes the learning scenario template developed in a previous project, which can be used as a tool to help you reflect and design your own collaborative learning activities. Six (6) examples of collaborative learning scenarios are also introduced, and are available in the resource section of this module. We also hear two Irish teachers’ experiences of working with the rubric.

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In this video the course coordinator describes the learning scenario template developed in a previous project, which can be used as a tool to help you reflect and design your own collaborative learning activities. Six (6) examples of collaborative learning scenarios are also introduced, and are available in the resource section of this module. We also hear two Irish teachers’ experiences of working with the rubric.

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I share...
The explanation about rubric Professor Deirdre Butler was excellent. It showed how its application in the planning of activities facilitates the identification of the desired level of collaboration, focuses the teacher in the observation of the collaboration during the process and facilitates the evaluation of the learning situation. It seems very simple. I never used it but I have to.

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This video features an extract from a workshop organised by the Irish National Council for Curriculum & Assessment as part of the CO-LAB project. The 21 CLD Collaboration Rubric is explained by Professor Deirdre Butler. She talks teachers through the various decision steps they must take in order to be able to code the level of collaboration taking place within a learning activity.

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2.3 Collaborative teaching and learning | 21 CLD Collaboration Rubric 

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2.3 Collaborative teaching and learning | 21 CLD Collaboration Rubric 

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~~This video features an extract from a workshop organised by the Irish National Council for Curriculum & Assessment as part of the CO-LAB project. The 21 CLD Collaboration Rubric is explained by Professor Deirdre Butler. She talks teachers through the various decision steps they must take in order to be able to code the level of collaboration taking place within a learning activity.

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I share...
To talk about collaborative learning, students must work together in an interdependent way, which involves discussing an issue, solving problems and creating a product. They must share responsibilities and make decisions regarding the content to be developed, the final product to be presented and the process for its accomplishment.
As stated earlier, the development of collaborative skills requires careful planning and persistence. The design of these collaborative learning situations should take into account previous experiences and skills already developed or to be acquired.

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This video features an extract from a workshop organised by the Irish National Council for Curriculum & Assessment as part of the CO-LAB project. Professor Deirdre Butler explains to teachers the 4 major questions it is necessary they ask themselves when designing a collaborative learning activity.

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I fully agree: it is necessary that the concepts are well defined. I have witnessed a certain confusion between concepts such as collaboration, partnership, joint planning, participation, common work, division of tasks ... The skills of collaborative work develop like all other skills, creating situations that require them, valuing and reinforcing the facilitating events. In addition to the teaching / learning situation, collaboration skills can also be developed in spaces of non-formal education, participation in social activities or playing.

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I share...

I fully agree: it is necessary that the concepts are well defined. I have witnessed a certain confusion between concepts such as collaboration, partnership, joint planning, participation, common work, division of tasks ... The skills of collaborative work develop like all other skills, creating situations that require them, valuing and reinforcing the facilitating events. In addition to the teaching / learning situation, collaboration skills can also be developed in spaces of non-formal education, participation in social activities or playing.

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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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This video features an extract from a workshop organised by the Irish National Council for Curriculum & Assessment as part of the

CO-LAB project. We briefly hear about the Irish context of collaborative learning, followed by an introduction on how to embed collaborative learning into lesson design by Professor Deirdre Butler.

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3 - The learning objectives Understanding how to embed collaborative learning into lesson designAppreciating the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent workUnderstanding how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activitiesAssessing 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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3 - The learning objectives Understanding how to embed collaborative learning into lesson designAppreciating the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent workUnderstanding how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activitiesAssessing 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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2 - Content of the module

This module looks at how to effectively design and implement collaborative learning. Three of the videos featured in this module include extracts and interviews from a teacher workshop organised by the Irish National Council for Curriculum & Assessment as part of the CO-LAB project.

During the workshop, Professor Deirdre Butler explains to teachers how to embed collaborative learning into lesson design, the 4 major questions teachers need to ask themselves when designing a collaborative learning activity, as well as how to use the 21st Century Learning Design or 21 CLD Collaboration Rubric.

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

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http://www.europeanschoolnetacademy.eu/documents/10180/0/21CLD+learning+activity+rubrics_2012.pdf/22704c37-0998-4b96-ac74-f07da3150c6c

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1.6 Module 1 Learning Activity                                         I share...

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1.6 Module 1 Learning Activity                                         I share...

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Last year I developed some activities with some level of collaborative learning that I share. I worked with student groups between the ages of 10 and 13.

I emphasize in the first place the activity that required a greater level of collaboration among students.

The class was divided into 5 groups of 4/5 students. After reading an anthology of short stories, each group chose one of the short stories, recounted it and illustrated it. As each group had to write only one text and one illustration, this required a great level of collaboration. Thus, 5 retellings were presented to the community.

To review History content, each group of students was assigned a sub-theme. Each group elaborated 4 questions, with 4 hypotheses of answer, being only a true one and a representative image. The questions were organized in a game using the kahoot tool and the students had fun playing. In some groups the participation of the group members was not equitable and in other cases, each student in the group elaborated a question. The students had fun playing and enjoyed the activity but I find the level of collaboration low.

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In some schools teachers have a weekly time for peer work. Of course it proves insufficient and often only divides the work and distribute tasks. the difficulty of working among teachers has to do with the fact that some do not have digital skills, hence the difficulty in adhering to the use of new tools that facilitate the exchange of ideas and collaborative work in a non-face-to-face manner.
As for the formation of groups for collaborative learning, I think it is a difficult task. Heterogeneous groups allow for self-help but sometimes there are students who complain that they have to be doing everything or that their ideas are not considered. I think that with the practice of group work and collaborative learning the students will develop the competencies for this type of learning and enjoy it better.

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

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

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In this video an Italian History & Geography teacher explains her experience of implementing collaborative learning in the classroom with students aged between 10 and 14 years old. She explains the challenges she has faced in terms of teacher collaboration as well as student collaboration, and how she went about setting up groups              https://www.youtube.com/watch?v=mCLnkDFJ4lI

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Most of the Portuguese schools where I have been working are very focused on learning and individual assessment, tests and test results. Competition is encouraged, not collaboration. In this environment I do not find it easy to implement collaborative learning and I do not consider it easy to evaluate as well.

I have only used chek lists and graphical tables for the evaluation. I do not know the evaluation tools presented in the video but I was curious.

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1.4 A foreign language teacher’s experience of collaborative learning

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1.4 A foreign language teacher’s experience of collaborative learning

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https://www.youtube.com/watch?time_continue=2&v=0tB9M1L3lEQ

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whenever students are involved in group work I ask for feedback and the students pronounce it on the work performed which went well and what should be improved. The case presented is very inspiring, since the project is not confined to the classroom but puts in contact students from another country. I agree that the use of new technologies is not in itself an added value for education. If they are used only for lectures they are more of the same. In the example given, new technologies are at the service of collaborative learning.

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1.3 Collaborative learning through project-based learning

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1.3 Collaborative learning through project-based learning

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This video illustrates how project-based learning can facilitate effective collaborative learning in the classroom. The video features a teacher and students from an elementary school in Italy; it has English subtitles to facilitate understanding.        https://www.youtube.com/watch?v=T2-DW0YUUGU

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Most schools have rectangular tables arranged in rows. In this case it is possible to carry out group work of 4 students, asking the students who are at the front tables to turn back. Although there is internet in the school there is no capacity to provide access to the internet at all. Thus, teachers often opt for more traditional classes and guide students to collaborative tasks outside the classroom in the library.

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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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This video illustrates how a flexible and interactive classroom environment can facilitate collaborative learning. The video features a teacher and students from a secondary school in Italy; it has English subtitles to facilitate understanding.          https://www.youtube.com/watch?v=Ke1bcJ4ONfw

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Collaborative work provides the discussion of ideas, the search for consensus and the overcoming of conflicts, encourages greater involvement in the appropriation of new knowledge and problem solving, and is enriched by the dynamic interaction of several specific knowledge. Allows to activate as much as possible the potentialities of all participants; to expand the knowledge built by each one by introducing elements resulting from interaction with each other.
Collaborative learning allows the development of skills and competences that will be fundamental to the insertion in society and that are required by companies: know how to work in a team, share resources and knowledge, communicate, respect others, share responsibilities, seek together problem solving ...
If schools intend to prepare young people for insertion into active life it will be advantageous to train them in collaborative learning.

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This video explores what is meant by the term collaborative learning and summarizes the key benefits for students as well as the specific skills developed through it.

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What is collaborative learning? - Duration: 2'54''This video explores what is meant by the term collaborative learning and summarizes the key benefits for students as well as the specific skills developed through it.                 https://www.youtube.com/watch?v=gmix1Puia48

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Course overview                        In this video, the course creator, Caroline Kearney, explains the aims, structure and modalities of the course. The topics and different sections covered by each module are described, and the tools for the learning activities, as well as the various ways participants can get involved, are explained. https://www.youtube.com/watch?v=1WuC7xr8tzQ

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Course overview                        In this video, the course creator, Caroline Kearney, explains the aims, structure and modalities of the course. The topics and different sections covered by each module are described, and the tools for the learning activities, as well as the various ways participants can get involved, are explained. https://www.youtube.com/watch?v=1WuC7xr8tzQ

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https://padlet.com/eunacademy/3iga11od9jme

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3 - Learning Objectives

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

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This introductory module looks at what exactly is meant by collaboration in an educational context. We hear from our Irish expert on the topic, Professor Deirdre Butler, followed by some concrete examples of what collaborative learning can look like in a flexible, interactive classroom as well as in project-based learning.

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Collaborative teaching and learning - introdution
https://www.youtube.com/watch?v=VUJHqqvHHEQ

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file:///C:/Users/florm/Desktop/Cursos1718/CollaborativeTeachingLearning/estrutura%20do%20curso.pdf