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4.7 Irish teachers’ reflections on teacher collaboration

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4.7 Irish teachers’ reflections on teacher collaboration

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I work in a school that promotes hours for group work, in the same area and in the same class. When time is not enough, we work via mail.
I think that when more diverse the group of teachers is better and will enrich more activities and experiences.

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4.6 How technology can facilitate teacher collaboration

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4.6 How technology can facilitate teacher collaboration

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I use the technology to collaborate (google drive, onedrive, dropbox, google forms, email, facebook) but after the video, i think the main function is "sending and displaying" and very few times #processing, analyzing and sharing". Of not having been successful, I would recommend etwinnig as well.

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4.5 Skills and conditions needed for teacher collaboration

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4.5 Skills and conditions needed for teacher collaboration

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I fully agree with the skills needed by the teacher to collaborate. Although working in a school that promotes collaboration, there are always colleagues, with whom we work who are skeptical, but worse are those who are only teachers because they can not be anything else or change their lives and so are not motivated when see students Happier, which is what happens with collaborative learning. I will always continue to share with them my activities and try to motivate more skeptical colleagues..

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4.4 The benefits and challenges of teacher collaboration

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4.4 The benefits and challenges of teacher collaboration

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My school supports collaborative work, and all the teachers in my area have time together to prepare activities. The problem is even the teachers who do not want to have work nor are willing to change their method. Even so once a year the day of the discipline is realized and there the work is done in collaboration.
I work more with teachers from other areas, but through work at home and at the time of class meetings, which the school also gives. So I usually work with groups between 9 and 12 years old.

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4.3 A secondary teacher’s experience of teacher collaboration

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4.3 A secondary teacher’s experience of teacher collaboration

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I do not know all the platforms and tools referred to, such as Epals, wikispacecs, webinars and edweb.net. The others I know, but I have no professional experiences about them. As for etwinnig, I did one training but I never got a partner. So I working collaboratively with schoolmates, using only the dropbox or google drive, i having little need for social media networks.
I believe that all teachers can take advantage of digital technologies and that they help in the efficiency of collaborative

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4.2 A primary school teacher’s experience of teacher collaboration

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4.2 A primary school teacher’s experience of teacher collaboration

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I did not know the "Co-teaching rotation" collaboration model and I have no experience about it, but I think it's a very interesting and motivating approach.
I agree with Valentina, I believe that sharing enriches activities and teaching models, but sometimes it is difficult because not all teachers are available to share and give their time out of school to work in collaboration, and change their teaching methods

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3.8 Answers to teachers’ questions on assessing collaborative learning

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3.8 Answers to teachers’ questions on assessing collaborative learning

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I have no experience in evaluating the students for themselves and for the peers, only today I enderstand across their importance, agreeing with Dr. Luis Valente.

About On assigning weight to individual student assessment, I agree because it is a way for student to be fair in their assessment and to reflect more closely on it.

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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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To evaluate collaborative work I always use tables, with 3 or 4 simple criteria. One table for the final work and one for the process, with an evaluation of 1 (not contrubui / not learned) to 5 (contributes a lot / learned easily).

I think that engaging students in the elaboration of the rubrics will be very good, because it allows the students to become more involved and motived.

The examples and guidelines given are quite useful.

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3.6 Collaborative learning and student peer reviews

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3.6 Collaborative learning and student peer reviews

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I agree with Anna. About the tools I only work with word, powepint and google forms, but I also know about padlets and kahoot (discussed in 3.5).

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3.5 An ICT teacher’s experience of assessing students’ collaborative learning

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3.5 An ICT teacher’s experience of assessing students’ collaborative learning

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I agree with António's projets and opinions. I believe that collaborative learning can be applied in all disciplines and at all ages, as well as evaluation, but everything has to take into account age and curriculum. In the whole process, in my opinion, the most important is the process itself and the evolution along it. I also believe that information technology helps immensely throughout this process.

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3.4 A sports teacher's experience of assessing students’ collaborative learning

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3.4 A sports teacher's experience of assessing students’ collaborative learning

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I think the various evaluation methods used by Chrysa were pertinent and It helps students evolve. The questions were important for the students reflect on in their collaboration and learning, and then to improve.

I believe there is no minimum age for the implementation of evaluation, as long as it is encouraging to collaborative learning, because it allows students to understand their evolution and to encourage them. But according to age, we always have to take into account the questions and words to use, as well as the different criteria to evaluate.

I think it is quite difficult make an individual evaluation, but I believe that in this process the individual assessment is as important as the assessment of collaborative activity.

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3.3 Assessment for improving collaborative learning

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3.3 Assessment for improving collaborative learning

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In my case the summative evaluation takes into account the collaborative work. it was defined by the department, all the teachers in my area have to evaluate the collaboration, respect for the colleague ... in addition to the evaluation of the project work itself.

Regarding the encouragement of the students, it depends on the group and the students, there are students who like competition and in this case encourages, but if the difference is too great not encourages, other students do not care about the evaluation.

I believe that the evaluation I perform is clear and brief, it is always done through tables and the learners know the criteria and their score, however after the video I realized that my evaluation does not take into account the motivation to learn in collaboration but for learn in competition And I also do not  promote understanding of the evolution of learning, and may be i am discouraging the students, without realizing it.

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The item made me change some ideas. In Module 1, I assign a low level of cooperation to the activity of "soil profile", but now I think is not well as low, because the students work in groups, have shared responsibility and make decisions. With activity that I assigns a high level of cooperation "Healthy food" the studens have the same. However, I realized that in both activities are missing several stages, essentially the "map" and "Remake".

I think the rubric was very useful for me to better understand what is a collaborative learning, every phases you have and how to apply to students.

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I agree with the scenario model, and I think the examples help and inspire enough for me to carry out collaborative learning. I think it is very helpful that students can remake their work.

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the rubric  Professor Butler is very important and useful to understand the different levels of collaborative learning and what is really collaborative learning. I never thought there could be different levels, before the workshops to me all that involved two students was collaborative learning, contrary to what I think today. In this sense, I believe this rubric will help me develop collaborative learning and for me have the advantage in even during the activity can verify  develops a litlle a collaborative learning and be able to change it in time.

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I think the Butler teacher's questions are very importan. I had never seriously thought of all the questions, although when students are working collaboratively, sametimes, I question myself as to evaluate the work in group and the contribution of each to work, for example .

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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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In my opinion one of the main school roles in the XXI century is to develop  collaborative skills with students. The collaborative skills are within reach of everyone but it is necessary encouraged, so, I as a teacher, I try to carry out activities to develop a shared language and other skills. As Professor Butlr I believe that technology can motivate students  learn and support new pedagogies. With exemple, About the food each group of students prepared surveys on Google forms to the students of the entire school, study the charts, present the results the friends  and all together comprise the type of food that the students are doing and present a strategy to improve. Perhaps if the survey and the graphics were writing hand-made the activity had no great interest, witth tecnologic  the students are participatory. ���,I�}

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Activity A - Low level of collaboration: "soil profile"

In groups the two,the students had to go research the types of soil profile independently and then simulate profile in a big bottle. The next the groups presenting to colleagues and explaining the horizons and the differences between them.

In my opinion the level of cooperation was low because all groups work the same and so only collaborating with the colleague who was working. I believe that for the activity have a higher level of collaboration each group would have to research a horizon and then the class together  build the profile on bottle single.

Activity B - High level of collaboration: "Healthy food"

All student groups had to search one nutrient (food , health consequences of their excess or shortage) and they presented to the class.  the whole gang together had to prepare a presentation on healthy eating with the conclusions and they go for other class to presentation the work. I believe that collaboration between knowledge of all to form a single work and go present another class is great collaboration to promote the group spirit, autonomy, responsibility, communication, among other things.

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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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1.3 Collaborative learning through project-based learning

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1.3 Collaborative learning through project-based learning

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I agree with the use of technology in this and other types of projects, due to the evolution of time and as more and more will all be controlled by computer, it is important that students have a good command in this matter.

On activities to colaboration, I have some working (though without technology) where students, for example, studies in the different nutrient groups and then based on a healthy diet and in learning confectionar school healthier and tasty sandwich (contest).
No doubt that this kind of activity enhances key competences to students , more autonoms, collaborative, better comunication, more effective learning

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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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My school is located right in the center of the city of lisbon, so it has little green space and a small patio not suited to the needs of the students.
However, the classrooms have all 1 computer and there is still for each cycle a coderstudio. A problem is internet, because it does not always work.
In my classroom, i often mve the tables around , do group ou pair work.

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I believe that humanity is moving towards a time when it is increasingly necessary we are people autonomous, responsibles and collaborative working. These are skills that I consider essential to develop in students, so try to work several times in collaborative mode using methodologies Inquiry (IBSE) - picture- starting from practical or theoretical  challenges involving content only my subjetc or that is required from other disciplines, promoting joint of knowledge.

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Hello! I am teacher of math and science in middle school. My students have between 11 and 13 years. I like work collaborration and now i m learning more about that. With this diary I hope to reflect what I am learning about the learning of collaboration and help those who also like the subject. .
I hope learnning very.