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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

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-Design collaborative learning activities
-Test learning activities in school
-Give each other feedback and report back
Redesign learning activities for the future.
Teachers must work together and so be able to model the collaborative activities that they would ask of their students.

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Importance of TIME and TIMETABLING, ONLINE ENVIRONMENTS , SHARING RESOURCES AND WORKING IN MIXED DEPT GROUPS

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Teacher collaboration is not just about sending and displaying, but must be more about processing, analyzing and sharing.
MOOC, collaborative platforms and webinars can all be ways of doing this. They offer continuing professional development and the possibility of sharing outside one's own department or school. one example mentioned was 'schoology' for displaying students' work and getting feedback from other teachers

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4.4 The benefits and challenges of teacher collaboration by Dr Butler

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4.4 The benefits and challenges of teacher collaboration by Dr Butler

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The advantages of collaboration and feedback in a safe environment to encourage risk-taking and commenting on each other's work, accepting suggestions, implementing changes and eventually being able to plan together. In this way and especially through collaboration on tasks between teachers in different countries, it is possible to construct an effective community of practice among teachers and students leading to effective learning outside the classroom. The teacher becomes a modeller. However it is sometimes difficult to find time to collaborate with one another during school time so technology becomes vital.A supportive school culture is also important which could fit in a lesson for such work into the timetable

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4.3 A Secondary School Teacher's experience

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4.3 A Secondary School Teacher's experience

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Digital technology can facilitate the process of collaborative learning

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Collaborative teaching & learning | M4 A teacher trainer & language teacher’s experience

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4.2 A Primary School Teacher's Experience

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4.2 A Primary School Teacher's Experience

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4.1.1 Q&A session with Dr Deirdre Butler (Webinar)

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4.1.1 Q&A session with Dr Deirdre Butler (Webinar)

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Questions and Answers session with Prof. Deirdre Butler

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How teacher collaboration can help collaborative learning
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.

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3.8 Dr Valente answers teachers' questions

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3.8 Dr Valente answers teachers' questions

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Dr. Luis Valente suggests self and peer assessment can help students to move away from seeing teachers as the only source of judgement about the quality of their learning, thereby helping them to become more independent learners.
e also notes that research shows that self-assessment combined with peer assessment reduces the trend for ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’.

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They help to avoid errors in evaluating knowledge
good checklists are:
accurate
well-targeted
efficient
easy to use in all situations
practical
must be as short as possible with between 5 and 10 items
cf colab guidelines

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1. decide on level of knowledge the rubric should assess.
2.establish criteria and progress levels (1-4 which is the highest level closest to reaching the objectives)

Criteria should be based on characteristics of the learning outcomes and not on the product.
It is also effective to involve students in the design of the rubric as it helps them to understand and identify with the learning objectives.
cf colab guidelines

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3.7 Using rubrics for assessing collaborative learning

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3.7 Using rubrics for assessing collaborative learning

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a rubric is a scoring tool which lists criteria and a quality framework for each criterium

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in order to help learners develop we need scales, trend lines or graphics:
lickert scales
checklists
rubrics
quizzes with detailed feedback.
To provide information for teachers:
Infographics
Mindmaps
Portfolios
Blogs
Multimedia presentations

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3.7 Collaborative learning:what to assess and how.

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3.7 Collaborative learning:what to assess and how.

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Constructing rubrics and checklists
Assessment models could be based on:
-INDIVIDUAL AND COLLECTIVE LEARNING OUTCOMES;
-TEAM AND GROUP GOALS;
-THE METHODOLOGICAL PROCESS;
_THE PRODUCT;
-MIX OF TARGETS
Emphasis must be on group and not individual success

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3.6 Collaborative learning and peer reviews

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3.6 Collaborative learning and peer reviews

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a variety of digital tools which are helpful in implementing and assessing collaborative work : Edmodo, Scrumy, Tackks, Padlets, Google Forms and for quick quizzes sto check work

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3.5 eTwinning experiences and collaborative work

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3.5 eTwinning experiences and collaborative work

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Collaborative teaching & learning | M3 Assessing students’ collaborative learning

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Chrysa's experience

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Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? Does the summative assessment of each student in your school/subject take into account the learning outcomes related to collaborative work (such as project work/results)?

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WE LEARN BETTER IN GROUPS BECAUSE WE CAN OVERCOME OUR DIFFICULTIES BY HELPING ONE ANOTHER

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Immagine gratis su Pixabay - Pensione, Einstein, Problema

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Scarica questa immagine gratuita di Pensione Einstein Problema dalla vasta libreria di Pixabay di immagini e video di pubblico dominio.

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3.2 Assessment for improving collaborative learning

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3.2 Assessment for improving collaborative learning

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-Should help students understand their position in the learning process
- and understand their assets
-in order to regulate their efforts,
-know their strengths and weaknesses
-ask for help if necessary
-must not discourage
- must strengthen commitment to learning

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Collaborative teaching and learning | Assessment for improving collaborative learning

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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

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Module 3 How can you assess Collaborative Learning?

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Module 3 How can you assess Collaborative Learning?

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2.6 My learning activities and the rubric

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2.6 My learning activities and the rubric

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My low level activity was based purely on content learning in which students as individuals were invited to retrieve information about the Victorian Age from their textbook and then answer a number of comprehension questions or do some vocabulary exercises. I would say that the code would be an embarrassing 1. On the other hand, the project based learning exercise on the Victorian Age in which the class divided themselves into small groups, researched for information and discussed the relevant points to be included in their final presentation shows evidence for working together, shared responsibility, substantive decisions and interdependence and so code 5. The strange thing was that this result was achieved completely by accident and only now can I appreciate that I almost unwittingly designed an effective example of collaborative learning into an activity. However there is room for improvement and I find the templates a little scary

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6 interesting scenarios using the template to creatively plan work
Collaboration Rubric: examples of teacher assessment, peer review and self assessment too.

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

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The seven phases in designing collaborative learning activities are:
DREAM-brainstorm, think freely
EXPLORE-collect information on a certain topic
MAP-structure ideas and try and see how they are related
MAKE-develop a product or practice an activity
ASK-
RE-MAKE
SHOW

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How to take a deeper look into how students are working and use it to design activities and then assess.....where is the evidence for....? The rubric is an instrument to think with, design and assess

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Collaborative teaching and learning | M2 21 CLD Collaboration Rubric

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Students resolve important issues which will guide their work together. Issues about:
CONTENT
PROCESS
PRODUCT
Students must not be overwhelmed...gradual process to build up their expertise

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when they work in pairs or groups to develop:
- a common product
- design
- response
However, they must collectively own the work and be mutually responsible for its outcome

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when they work in pairs or groups to:
- discuss an issue
- solve a problem
- create a product
THE AIM MUST BE CLEAR
They could work outside the classroom, with other students or with experts

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Negotiation
Conflict resolution
Agreement on what must be done
Distribution of tasks
Listening to the ideas of others
Integrating ideas into a coherent whole.

WE CAN DESIGN ACTIVITIES WHICH TARGET THE SPECIFIC SKILLS FOR COLLABORATION

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How can we get students to work well together? The answer is developing a common language in order to be able to define correctly what we ask them to do.
This means a fundamental change in our teaching practice
TECHNOLOGY CAN AMPLIFY GOOD TEACHING BUT GREAT TECHNOLOGY CANNOT IMPROVE A POOR TEACHER
If we design activities which demand the use of 21st century skills, students will develop them.

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Module 2 How to design collaborative learning into the classroom

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Module 2 How to design collaborative learning into the classroom

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- Are they working together?
- Do they have shared responsibility?
- Do they make substantive decisions?
- Is their work interdependent?

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Collaborative teaching & learning | M2 The 4 Collaboration Questions

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2.2 Embedding collaborative learning into lesson design

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2.2 Embedding collaborative learning into lesson design

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What is  the importance to have a shared language concerning what we mean by collaborative learning?

Is it true that having collaborative skills is not a personality trait and that you can design learning activities to develop these skills in your pupils?

Professor Butler mentions that ‘Technology can support new pedagogies that focus on learners as active participants with tools for inquiry-based pedagogies and collaborative work spaces’.

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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 us reflect and design collaborative learning activities

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I often have to resort to the  textbook to supply my students with information regarding specific parts of their literature course.  In this content-based learning exercise the collaboration between students is low or even no existent because they just have to read, understand, study and do exercises on the set pages.
I have also taken part in an eT project in which my students had to work in small groups in order to tackle real life problems concerning young people and the news in Europe. Here they had to work with students from other countries and so they also had to learn negotiation and communication skills as well as research for information. Student collaboration was at a high level and the results proved much more rewarding for everybody involved.

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According to research reviews, collaborative learning enhances: • Academic achievement • Student attitudes (e.g. openness to diversity) • Student engagement • Student retention (Prince, P. 2004; Davidson & Howell Major 2014) Moreover, collaborative learning contributes to the development of specific skills, including: • Leadership competences • Self-evaluation • Listening skills • Presentation skills • Skills of persuasion & negotiation • Team working skills (Jacques & Salmon, 2007) .

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Articles

Creative Classroom Lab Project, 2013. Collaboration learning model, University of Minho.

Davidson & Howell Major 2014. Cooperative, collaborative and problem based learning

Prince, P. 2004. Does active learning work? A review of the research.

Learning in groups: A handbook for face-to-face and online environments

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Reflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration, and follow these steps:

Select two of these learning activities; one which you think required a low level of collaboration from students, and one which you think required a high level of collaboration from students.

In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.

In your Learning Diary, explain why you think each activity requires a low or high level of collaboration from students.

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1.5 History and Geography and collaborative learning

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1.5 History and Geography and collaborative learning

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Collaborative teaching & learning | M1 An Italian, History & Geography teacher’s experience

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1.4 A foreign language teacher's experience

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1.4 A foreign language teacher's experience

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In my experience of collaborative learning,  behaviour management and getting students to stay on track can be a challenge because they are supposed to be in control of their learning and can get exciteable.  Assessing collaborative learning is particularly difficult because brighter students sometimes do most of the work and want to be rewarded for it.  Self and peer assessment are useful but the teacher also has to give transparent guidelines. I have yet to use the online tools mentioned in the video but they sound like fun.

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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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‘Technology becomes useful in class especially when collaborative practices are used’. I agree with this statement as I have already experienced the benefit of using digital tools to share and correct files. Students can work quickly and appreciate a discreet form of correction and the involvement of the teacher to help their project progress.

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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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An Italian teacher of English illustrates the benefits of teaching debating techniques in a classroom where the furniture can be rearranged in many ways including a mini-amphitheatre set-up with lecterns to create the correct environment.  Collaborative learning is carried out also thanks to the presence of four IWB.  The teacher acts as a facilitator and students are very enthusiastic about this approach.

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Collaborative teaching & learning | M1 Collaborative learning in a flexible classroom

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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 .

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I teach English language and culture in a secondary school in Senigallia on the Adriatic coast of Italy. I'm looking forward to learning new things to put into practice in the classroom