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Hello!

My name is Marta Martins, I belong to the Gonçalo Mendes School Group of Maia, from the city of Maia, Portugal.

In the current school year, I am teaching Mathematics / Natural Sciences and, also, Citizenship and Development, to students of the 5th year of schooling.

I was the coordinator for four years of a TEIP Project. I participated in an Erasmus + project.

With this participation, I intend to improve my educational practice and share ideas, experiences and educational resources. So that it can be more and better, able to overcome the new challenges that society demands today.I like challenges and being challenged!

As hobbies I have reading, the cinema, fraternizing with family and friends and, likewise, traveling.

Good work and good sharing!

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1.2 Starting from students' interests - Reflect and share What are your own students’ interests and learning preferences? Do you think that you already know them for all or some of your students? How do you think you could find out more?

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1.2 Starting from students' interests - Reflect and share What are your own students’ interests and learning preferences? Do you think that you already know them for all or some of your students? How do you think you could find out more?

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The interests and preferences of my fifth year students, outside of school, go through the frequency and practice of sports activities, such as swimming, skating, soccer, dancing, among others, and also learning musical instruments. They also like to play on the computer / mobile phone, walk around, play and socialize with friends. In the classroom, my students enjoy contextual, practical, and manipulative activities; the use of technology in the classroom; to perform challenging tasks; to participate in projects; and, study visits.

At this moment, I am aware that my knowledge is not the same as all the students. I know them academically, but not as a whole, in all its dimensions. Knowledge is being built and deepened with the coexistence and interaction that I establish with them.

In order to get to know them better, I think that, in the first phase, the collection of information about each one is essential, for example, from the performance of a presentation activity on the first day of class; the application of an inquiry focused on their interests, preferences, aspirations, needs and difficulties, as well as through the auscultation of those who know them better - the family. Subsequently, it will be important to create openness at the level of communication / interaction so that the students, spontaneously, express themselves and make themselves known; resort to direct observation; perform activities inside and outside the classroom that incorporate their interests and experiences; create spaces to deepen this knowledge, taking advantage of non-formal activities such as breaks, study visits, among others, where you can observe them, listen to them, interact with them and thus appropriate who they really are.

I am fully aware that only starting from the real knowledge of each one, I can motivate them and involve them in the process of teaching learning, thus making the most significant learning.

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1.3 What is formal/non-formal/informal learning? Reflect and shareThink of three instances when you learned something in a formal, non-formal or informal way

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1.3 What is formal/non-formal/informal learning? Reflect and shareThink of three instances when you learned something in a formal, non-formal or informal way

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Formal learning:
• When I learned to read and write;
• When I learned a foreign language, such as English, in the 5th year, and later in the 7th year, the French;
• My learning path to being a teacher.

Non-formal learning:
• Conducting online training courses, such as this one;
• Participating in Erasmus + Projects;
• Visiting museums, such as when I went to the Louvre or the Museum of Natural History in London.

Informal learning:
• I learned to ride my bike with my father;
• Sharing culinary recipes with my friends;
• Watching tutorials on a particular feature, such as Padlet.

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1.4 Linking non-formal/informal learning & formal learning  - Reflect, share and respondThink again about the examples of your own learning that you provided. How do you think different learning settings could be linked better, generally speaking and specifically for your students?

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1.4 Linking non-formal/informal learning & formal learning  - Reflect, share and respondThink again about the examples of your own learning that you provided. How do you think different learning settings could be linked better, generally speaking and specifically for your students?

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According to Kegan and Lahey we live in a VUCA world - volatile, uncertain, complex and ambiguous, in which we should expect more of ourselves and others. Therefore, we must challenge ourselves constantly and others, so that we can keep up with the change. To do this as teachers we must be open to change, to reinvent the classroom, to provide a new way of teaching, more motivating and challenging, relating formal, non-formal and informal learning spaces.
The teacher must recognize that learning does not occur only in the classroom, but at all times, it must value and integrate non-formal and informal learning in the teaching-learning process. It has to abandon the model of industrial education to adopt the social model (multidisciplinary, differentiating, ...), that starts from the needs and interests of the students and that implies and involves them in an active way.
In this sense, as a teacher I should:
• to resort to student-centered pedagogic-didactic activities;
• using more active methodologies, such as Project Pedagogy (PBL) - starting from a problem situation and through the confluence of various disciplines and the articulation of different knowledge, implying the student to be the active and constructive subject of his own knowledge ;
• foster group work and peer work - collaborative learning;
• contextualize the contents to be taught, starting from situations, practical examples of their daily life, from a field trip; of a study visit, of a trip to a museum, ...;
• use day-to-day, manipulative material for the discovery and acquisition of concepts;
• use web 2.0 tools, use ICT and mobile devices;
• hold student assemblies that encourage problem analysis and presentation of resolution strategies;
• involve students in national and international projects such as Erasmus +.

In Portugal, the Autonomy and Flexibility Curricular Project (PAFC), the implementation of the Curricular Articulation Domains (DAC) enhance the interconnection between formal, non-formal and informal learning. This allows the students to be involved in a more motivating and attractive way, providing more meaningful and effective learning, providing a greater sense to the student about what is learned.

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1.5 Strategies to empower students in their formal & informal learning - Reflect, share and respondBoth videos mention some concrete ideas such as the slogan “consumption, production, participation”, the importance of (online) communities, and moving from the teacher asking all the questions to the students asking their own questions. Starting from those ideas, what would you like to do to empower your students to learn? 

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1.5 Strategies to empower students in their formal & informal learning - Reflect, share and respondBoth videos mention some concrete ideas such as the slogan “consumption, production, participation”, the importance of (online) communities, and moving from the teacher asking all the questions to the students asking their own questions. Starting from those ideas, what would you like to do to empower your students to learn? 

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We will only be able to train citizens for the challenges of the 21st century when we are able to abandon the traditional teaching methods of past centuries. In this sense, as teachers we are invited to abandon the old traditional methods associated with encyclopaedism and a uniform teaching to embrace methods that emphasize teaching by discovery, problem solving, project development, interactive processes, that personalize the learning, placing the student in the center and passing the teacher to be a facilitator of the learning.
To facilitate the learning of my students, one of the strategies may be contextualization of the content to be addressed, as a task that mobilizes the student to search for knowledge in a motivating and committed way. As a Mathematics teacher, I always try to introduce content by performing a challenging task, for example, a problem, a game, a research activity, a simulation, ..., that allows the student to reach the concept, sharing their findings with and mathematically communicating the conclusion. That said, I assign a list of exercises grouped by level of proficiency, for the student to perform autonomously, in order to gauge their performance. My role is as moderator and facilitator of the learning process.
Another strategy may be to use the virtual school as an interactive tool similar to that of the Khan Academy, which can be used to plan a lesson for the development and application of concepts through the use of videos and interactive exercises, based on the gamification. In which students in an autonomous, self-regulated way and according to their pace are overcoming challenges.
In an inter- and multidisciplinary perspective, the operationalization of Curricular Articulation Domains (DAC), interdisciplinary work areas and curricular articulation are also an excellent strategy, since it places the students at the center of their learning. The teachers of the Class Council based on the interests of the students, identify a problem situation and through the project methodology (PBL) mobilize the students for the search of knowledge, whose implementation or possible resolution depends on a multidisciplinary approach in a context of teamwork .

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1.5 Strategies to empower students in their formal & informal learning - Reflect and shareTry to think of your own students: Can you share the story of one student who struggled to get good grades, but succeeded in another field? How did you / could you help the student?

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1.5 Strategies to empower students in their formal & informal learning - Reflect and shareTry to think of your own students: Can you share the story of one student who struggled to get good grades, but succeeded in another field? How did you / could you help the student?

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This academic year, I came across, from the diagnostic evaluation applied, with a 5th year student who was at the level of the 2nd year of schooling. This student presents a diagnosis of dyslexia and difficulties in reading and writing, which conditioned the learning of mathematics.

Realizing that his greatest desire was to reach the level of his classmates and starting from a survey of his knowledge and difficulties, I drew up a plan of action adapted and suitable to his situation. I have therefore endeavored to provide him with a learning environment that would enable to achieve his goal. Thus, using a more individualized and personalized teaching, respecting the pace of work, using manipulatives, concrete situations, differentiated work sheets and using interactive methodologies, I was able to acquire the necessary prerequisites during the first period and essential for the monitoring of the 5th year mathematics program, in the field of numbers and operations.

It has been fantastic to see him overcome every obstacle, to overcome each step/difficulty with success; see his enthusiasm and commitment in the accomplishment of the tasks and the recognition of his peers.

In fact, when we know our students, when we listen to them, when we put them at the center of the teaching-learning process, they learn more and better, because they are motivated and committed to overcoming the challenges that we propose to them and even if they find difficulties they continue to try .

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We must change the system....

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6 Problemas com o nosso Sistema Educacional | Legendado

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Activity -  3 more learning goals for this module

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Activity -  3 more learning goals for this module

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- How personalised learning?

- What tools should we use in personalised learning?

- How to assessment a student's work in personalized learning?

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2.1 What is personalised learning? - Which definition of personalised learning do you like best? 

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2.1 What is personalised learning? - Which definition of personalised learning do you like best? 

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My answer:
"The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student."– Randy Bass, GeorgeTown University

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Activity - Survey - Which of the three videos most motivates you to look into personalised learning?

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Activity - Survey - Which of the three videos most motivates you to look into personalised learning?

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My answer:
Video 2: Personalized Learning: Teaching to the Students in the Back Row

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2.2 Why personalise learning? Reflect and share - Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

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2.2 Why personalise learning? Reflect and share - Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

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It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles.

As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students.

With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified.

In this way, the two types of students, each in its own rhythm, can go further.

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2.3 Formative assessment – identifying what your students know and need - We already asked you in the first module what you know about your students’ interests and learning preferences. Now we would like you to consider: How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? 

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2.3 Formative assessment – identifying what your students know and need - We already asked you in the first module what you know about your students’ interests and learning preferences. Now we would like you to consider: How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? 

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In my educational practice I resort to the formative evaluation in a continuous and systematic way, since it allows me to obtain feedback on the effectiveness of my classes and the activities developed; give students information on the level at which their learning and their work meet, in order to meet the goals set, thus enabling them to regulate their learning. The formative evaluation also allows me, as a teacher, to reflect on the entire teaching-learning process, redefining it, reorienting it, so that it adapts to the characteristics of the students, allowing the adaptation of teaching to individual differences. It promotes a differentiated pedagogy.

In my classes I use the following formative assessment techniques:
• on the first day of classes, I apply a questionnaire, with the purpose of obtaining some information (academic, difficulties, interests, ...) about each student, in order to obtain an overall characterization of the same;

• colored cards, double-sided (green and red), which I give to each student at the beginning of the class, to put on the table and turn to indicate if they are following the class (green) or if they have difficulties (red);

• direct observation, for the collection of information;

• diagnostic evaluation at the beginning of the school year and before a theme;

• oral questioning of the student - a Mathematics class, we can consider three fundamental types of questions: focus; of confirmation; and inquiry.

• inventory of learning goals - at the beginning of each didactic unit, I make known the teaching objectives; weekly alert for the goals they are working to achieve; and, before a test, I indicate the objectives / contents to be evaluated;

• lesson question, for gauging acquisitions and difficulties;

• preparation sheets for the evaluation form;

• assessment sheet - when returning the form, inform the students about the difficulties detected and the objectives achieved or not; the students create a plan of action (exercises) to fill the difficulties.

• "minitest", with a small number of quick correction questions: multiple choice, T/ F, association; with immediate discussion of responses and outcomes; involving the students in the correction - each student corrects a test of one of his colleagues;

• mini Whiteboard - an excellent tool to get students' response to a questioning simultaneously; each student records their response and shows it at the same time; taking immediate advantage of the results of difficulties / progress;

• use of technological tools such as kahoot, plikers, among others;

• recourse to the virtual school;

• At the end of the lesson, I ask students to summarize orally what they learned most importantly, in order to promote reflection and self-assessment.

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2.4. Managing diverse learning paths -  Which of the personalised learning practices listed on this Tricider do you have experience with? Mention some of their pros and cons. Add other personalised learning practices to the list if they are missing.

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2.4. Managing diverse learning paths -  Which of the personalised learning practices listed on this Tricider do you have experience with? Mention some of their pros and cons. Add other personalised learning practices to the list if they are missing.

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1. Using digital content and tools in a purposeful way, by EUNA

. Pros - The use of digital content and tools is motivating for students, it allows interactivity, they can review a certain subject, in case of doubt, in an autonomous way and learn in a playful way if it is associated with gamification.

. Cons - Not all schools have computer hardware and internet.

2. Incorporating personalized playlists, by EUNA

. Pros - Creating personalized playlists, allows each student to execute them according to their degree of learning, difficulty and pace of work.

. Cons - Difficulty of implementation in very large classes and with classes of 50 min.

3. Planning for flexible seating, by EUNA

. Pros - Allows the diversification of activities and a differentiated organization of the students, according to the work they are doing (individual, in pairs, in group, ...)

. Cons - Little viable in small classrooms and with many students, in 50-minute classes with teacher exchange.

4. Varied strategies, by EUNA

. Pros - Allows you to attend to different learning styles, interests and difficulties.

. Cons - It takes a lot of time to plan the work to be done.

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2.4. Reflect, share and respond - Identify some criteria for effective personalised learning, and comment on the criteria added by your peers.

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2.4. Reflect, share and respond - Identify some criteria for effective personalised learning, and comment on the criteria added by your peers.

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The criteria that I believe are important in ensuring effective personalized learning are:

• Knowledge of the student, by the teacher;

• Less students per class;

• Flexible curriculum;

• Large rooms, well equipped and with a flexible layout;

• Diversified teaching strategies;

• Collaborative work among teachers;

• Formative evaluation practice;

• Digital equipment and tools;

• Resource bank;

• Active commitment from students;

• Motivated teachers with updated training;

• Less bureaucratic work for the teacher;

• Engagement from parents;

• External evaluation that does not only affect the cognitive domain.

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2.5 Fostering student agency (more autonomy in learning)

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2.5 Fostering student agency (more autonomy in learning)

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My opinion:
Each student has their own interests and abilities, as well as, knows better than the teacher his difficulties, so it is important that the teacher promotes a personalized teaching that allows the student to develop projects that challenge and make him more autonomous, responsible for the search for knowledge. The role of teacher is a facilitator of learning.

It is not an easy process, it forces a paradigm shift.

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The other tools I know are:
• Padlet - an online tool that enables the creation of a dynamic and interactive virtual whiteboard or framework for recording, saving and sharing multimedia content. It works like a sheet of paper, where you can insert any type of content (text, images, video, hyperlinks) along with other people. With the same account you can create several murals.
• Kahoot - a free platform with a strong recreational component that allows you to construct and apply questionnaires (Quiz or Survey) and ask questions to start a discussion.
• Khan Academy - a platform that offers practical exercises, instructional videos and a personalized learning dashboard that enables students to study at their own pace in and out of the classroom.
• Virtual school - a study platform for students. It brings together thousands of exercises for the main disciplines from the 1st to the 12th years, organized by topics.

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2.7 Personalised learning & flexible learning spaces

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2.7 Personalised learning & flexible learning spaces

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My school is currently being rehabilitated, so I am teaching classes in containers, whose table layout follows the traditional model, that is, the one in which the tables are in rows, pointing to a where the teacher is the center and the holder of knowledge. This contrasts with a more flexible layout model that enables the implementation of diverse and student-centered teaching methodologies.

Despite the organization described, as a teacher I have the freedom to reorganize the space, according to the activities that I intend to carry out. Obviously obstacles arise because space is limited, limiting the mobility of the student / teacher, the tables do not have wheels, and, at the end of the lesson, I must reposition the tables as I found them, since the room is used by other teachers. My desire was to have a room of my own, where I could diversify the spaces, create niches, decorate the walls, post jobs, etc.

Fortunately, it is part of the rehabilitation project, the construction of a classroom of the future, similar to the one presented in the video, broad and with differentiated spaces, that will allow the diversification of pedagogical practices and the implementation of a personalized learning without the barriers that we find in a traditional classroom. I am only sorry that it is a single space for so many teachers and to be used upon request. I understand that all classrooms should be like this and that when building a school or when rehabilitating it, there should already be projected the existence of classrooms with a flexible design, allowing the adaptation to the different class formats, providing personalized learning, maximizing students' engagement, autonomy, performance, cooperation, concentration and interest. Anyway, I look forward to using it and exploring.

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3.1 What is collaborative learning - Reflect, share and respond - What do you understand collaborative learning to mean? Try to find 2 more definitions of collaborative learning, and possibly also related terms such as co-operative learning, and post them here. 

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3.1 What is collaborative learning - Reflect, share and respond - What do you understand collaborative learning to mean? Try to find 2 more definitions of collaborative learning, and possibly also related terms such as co-operative learning, and post them here. 

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“Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it. Collaborative learning represents a significant shift away from the typical teachercentered or lecture-centered milieu in college classrooms. In collaborative classrooms, the lecturing/ listening/note-taking process may not disappear entirely, but it lives alongside other processes that are based in students’ discussion and active work with the course material. Teachers who use collaborative learning approaches tend to think of themselves less as expert transmitters of knowledge to students, and more as expert designers of intellectual experiences for students-as coaches or mid-wives of a more emergent learning process.

by Barbara Leigh Smith and Jean T. MacGregor

Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."

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3.2 Why collaborative learning - Reflect, share and respondPlease answer each of the three questions below

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3.2 Why collaborative learning - Reflect, share and respondPlease answer each of the three questions below

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Why do you enjoy group work?

Group work allows students to interact with each other; share ideas and knowledge; stimulates mutual help; allows them to know each other better, allowing a greater approximation between students and a greater exchange of ideas in the group fostered interest; encourages students to learn from each other, to value the knowledge of others and to benefit from the experiences of individual learning; students learn to respect different points of view, complement each other and enrich themselves; provides the development of projects and the use of technology; helps to improve results; makes learning more dynamic; students perform tasks faster and more accurately and increase self-satisfaction.

What group work do you already implement with your students?

I use group work in tasks related to problem solving; in research tasks; in laboratory activities; and in Project-based learning.

What would you like to achieve next?

Provide my students with quality group work, in which everyone engages in an effective way; improve observational and self-efficacy techniques; and, diversify group work strategies.

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3.3 Collaborative learning through project-based learningReflect, share and respondHave you already prepared a group project similar to the one described in this video? Can you describe your project in a few lines, and tell us what worked and what the challenges were? Then give feedback to two of your colleagues: What do you like about their project? What do you suggest they improve for next time? (In case you have not done such a project with your students yet, just describe a project idea that you would like to implement in the future.)

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3.3 Collaborative learning through project-based learningReflect, share and respondHave you already prepared a group project similar to the one described in this video? Can you describe your project in a few lines, and tell us what worked and what the challenges were? Then give feedback to two of your colleagues: What do you like about their project? What do you suggest they improve for next time? (In case you have not done such a project with your students yet, just describe a project idea that you would like to implement in the future.)

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I have not yet had the opportunity to develop such a complex project, with the dimension presented with access to the digital resources available and in which the entire process developed within the classroom and involved only one discipline. I have, conducted small projects, a little more modest.

For example, at this moment we are working on an interdisciplinary project allusive to interculturality, in which students from the book "Meninos de todas as cores" by Luísa Ducla Soares will produce a play. Students will be guided to write the texts, build the scenarios, props, clothing, ... and of course represent! The final product will be presenting the piece to the community. Meanwhile, they will also do research on the different nationalities of students attending school.

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3.4 Collaborative learning to build deeper understanding - In your experience of collaborative learning, how do you make your students feel safe and comfortable? How do you make them feel ready to engage in the conversation and to take risks in their own learning? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appreciate.

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3.4 Collaborative learning to build deeper understanding - In your experience of collaborative learning, how do you make your students feel safe and comfortable? How do you make them feel ready to engage in the conversation and to take risks in their own learning? After you've answered, browse through your peers' contributions and "like" at least two ideas that you particularly appreciate.

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I try to clarify and clarify the activity, with well defined guidelines; forming balanced groups; distributing roles (moderator, spokesperson, time controller); establishing the time for completing the task and communicating the evaluation criteria. My role will be to facilitate learning by unlocking situations.

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Reflect and share - How do you usually divide students in groups? What works best in your experience? 

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Reflect and share - How do you usually divide students in groups? What works best in your experience? 

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The formation of the group depends on the task, being able to resort to different strategies:

• the elements of the group are chosen by the students;

• the elements of the group are chosen by the teacher in a random way;

• the elements of the group are pre-defined by the teacher;

I want the number of elements in the group to be odd and a maximum of 5 elements.

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3.5 Collaborative learning in a flexible classroom - Reflect and shareLast week we encouraged you to share with us what your classroom looks like and to think about how to use learning spaces to support personalised learning. If you now think again about the learning spaces that you have available for your students, are they flexible and interactive, like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to make your classroom environment more collaboration-friendly? Share your ideas and experiences here!

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3.5 Collaborative learning in a flexible classroom - Reflect and shareLast week we encouraged you to share with us what your classroom looks like and to think about how to use learning spaces to support personalised learning. If you now think again about the learning spaces that you have available for your students, are they flexible and interactive, like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to make your classroom environment more collaboration-friendly? Share your ideas and experiences here!

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Unfortunately the classrooms in which I teach are far from resembling those of video because they are not very flexible, interactive and with few digital resources. In addition to the fact that classrooms are used by several teachers, I can not customize them. However, I try to organize the classroom and adjust it to the activity that I intend to energize, although this forces me to spend some time in class for the purpose. The solution is to rotate or move the seats in order to promote group work.

The video is inspiring and leads us to reflect on how a classroom should be: broad, flexible; multifunctional; interactive; technological, that allows to support different types of pedagogic activities, privileging the action of the student, benefiting the motivation, the creativity and its involvement in the individual or collective construction of knowledge.

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3.6 Collaboration for personalised learning - Reflect and shareWhere do you see the link between collaborative and personalised learning approaches? How can you use elements of both approaches to empower your students in their own learning?

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3.6 Collaboration for personalised learning - Reflect and shareWhere do you see the link between collaborative and personalised learning approaches? How can you use elements of both approaches to empower your students in their own learning?

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There is indeed a link between collaborative and personalized learning approaches, which complement each other.

The articulation between collaborative and personalized learning can be achieved through, for example, the organization of groups of relative homogeneity, that is, forming groups of students by level of proficiency. Grouping students according to their abilities and needs, allowing them to tailor assignments, personalizing them to the interests and needs of the students, as well as giving the teacher greater availability to support students who need extra support.

Even in working with heterogeneous groups, we can foster a personalized learning process, through, for example, assigning / differentiating roles within each group, with tasks adjusted to the characteristics / needs of the students, to their learning styles, where each one can contribute their own abilities, enriching themselves and complementing each other.

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How do you feel about your learning progress? Take this one-question survey to answer, then check out your peers' answers below.

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How do you feel about your learning progress? Take this one-question survey to answer, then check out your peers' answers below.

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My answer: I feel I've already learn a lot

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4.1 Elements of effective collaborative work - Reflect and share - Do you agree with Phil? Why (or why not)? Can you think of other questions?

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4.1 Elements of effective collaborative work - Reflect and share - Do you agree with Phil? Why (or why not)? Can you think of other questions?

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I fully agree with Phil Spoors, in my opinion these 3 questions should always be present in the design, organization and dynamization of group work. The secret lies in the task that must be challenging, to provide the reflection and participation of all the elements.

Therefore, the teacher should ensure that:

• Collaborative learning really helps students learn more than they do individually, that is, presenting tasks that really require teamwork rather than a task they could have done individually. The teacher should first check if the group work will be the most appropriate strategy for the exploitation of the content to teach. If this is the option should think about a challenging task in which all students are involved to ensure their resolution, sharing ideas, strategies, synergies.

• all students are involved, that is, enabling all students to participate and not just be observers, co-editors. To do this, the teacher can assign each element of the group an active role in the group (the spokesperson, the time controller, the moderator, ...). Safeguarding that everyone should participate in the execution of the task, that is, everyone should have an opinion, feel responsible for achieving and accomplishing the task.

• the collaborative task promotes thought. Hence the importance of assigning significant and challenging tasks, involving the students in a curious and active way. In each group, students should be able to share ideas, reflections, discoveries, strategies, develop respect for others, know how to expose and hear opinions contrary to their own.

In this way the teacher will be developing competency areas of the Student Profile for the 20th century. XXI, as languages ​​and texts; information and communication; reasoning and problem solving; critical thinking and creative thinking; and, interpersonal relationships, so important to today's demanding job market.

I believe that other issues must be safeguarded, such as those related to the assessement of both the process and the students involved.

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4.2 Assessment of collaborative learning - Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What are your experiences? Share your ideas and experiences here! Then browse through your peers' contributions and "like" the two that appeal to you most. If you like, you are also more than welcome to share your own rubrics and checklists at this link.

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4.2 Assessment of collaborative learning - Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What are your experiences? Share your ideas and experiences here! Then browse through your peers' contributions and "like" the two that appeal to you most. If you like, you are also more than welcome to share your own rubrics and checklists at this link.

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The way I evaluate collaborative learning is a little bit distant from what is presented in the videos. I usually do this by using direct observation to collect the work done by each member of the group and using rubrics or checklists that essentially evaluate the final product. I am aware that it is a reductive evaluation work that does not allow me to obtain a real and effective assessment of the process, as well as the level of involvement and contribution of each student to the task.
With this module, I had access to tools that will surely help me find the most appropriate way to evaluate collaborative work. Definitely, the shared documents are a source of inspiration, since they suggest simple and functional approaches that will facilitate the elaboration of my own rubrics or checklists, involving the students in the design and definition of the parameters to be used.

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4.2 Assessment of collaborative learning - Reflect and share - How would you assess student learning in projects that provide students with opportunities for informal and non-formal learning, like the one in the video? 

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4.2 Assessment of collaborative learning - Reflect and share - How would you assess student learning in projects that provide students with opportunities for informal and non-formal learning, like the one in the video? 

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Assessment of student learning in projects involving informal and non-formal learning may involve the use of the following assessment tools:
• Pre-test and post-test;
• Questionnaires;
• Swot analysis;
• Digital portfolios;
• Learning diaries;
• Learning Scenarios ebook.

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4.3 Student collaboration outside the classroom - Reflect, share and respondHaving watched the example from Austria, can you think of other examples of collaborative learning outside of the classroom? This could also be a good opportunity to link your students’ learning to more informal learning settings. Please share your examples, and also check those of your colleagues for inspiration.

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4.3 Student collaboration outside the classroom - Reflect, share and respondHaving watched the example from Austria, can you think of other examples of collaborative learning outside of the classroom? This could also be a good opportunity to link your students’ learning to more informal learning settings. Please share your examples, and also check those of your colleagues for inspiration.

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Like the Austrian teacher, I have developed some peddy papers and treasure hunts, however without the use of technology. I was very excited about the use, the versatility and the advantages of this resource, so I will try to exploit and implement it in the future.

I have resorted to other strategies of collaborative learning outside the classroom, such as field trips, study visits, using scripts that guide the work that students should develop. However, without using apps.

The introduction of new technologies in this type of activity will be my next bet, since it promotes collaborative work and autonomy, motivates students, engages them, keeps them focused on the goal to be achieved, facilitates the collection of data and makes learning meaningful and personalized.

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4.3 Student collaboration outside the classroom  - Reflect, share and respondFor the student activity described in the video above, the app Actionbound (https://en.actionbound.com/) is crucial. Have you tried out other useful apps or resources? If so, please post them here, with a short description and a small review of what you liked / did not like. 

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4.3 Student collaboration outside the classroom  - Reflect, share and respondFor the student activity described in the video above, the app Actionbound (https://en.actionbound.com/) is crucial. Have you tried out other useful apps or resources? If so, please post them here, with a short description and a small review of what you liked / did not like. 

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I have not yet explored applications or features that are useful in activities outside the classroom.
In the sense of appointing applications / resources that might be useful in this regard, I have found some examples, which I attach, which I will seek to explore, deepen, and implement if they are feasible and appropriate to the activity I intend to develop.

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4.5 Outcome of Module 1 student survey - Reflect and shareDo these results surprise you? Also taking into account all the information you took in during this course, how could you adapt your teaching to better accommodate your students’ learning interests? 

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4.5 Outcome of Module 1 student survey - Reflect and shareDo these results surprise you? Also taking into account all the information you took in during this course, how could you adapt your teaching to better accommodate your students’ learning interests? 

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I was surprised by the results. For example, I was struck by the fact that mathematics was marked as the third subject they want to learn. It is usually the discipline they least like, as there is a negative stigma attached to mathematics. Another surprise is the place where students like to study, most of them prefer to study at home, which leads me to a more individualized study and adapted to the pace of each one, as can be seen in point 5 of the investigation. However, there is a significant group of students who enjoy working in groups. Either way, the students divided on how they like to learn.
These results allow us to reflect on our pedagogical practice, I believe it is important to adopt different ways of teaching, using diversified strategies, so that it can meet the interests, preferences and needs of students.
Flipped learning may be a possibility, allowing students to study content at home and later, in the classroom context, to revisit it, deepen it and apply it in tasks, collaborating in pairs, in group. Including allowing time for the accomplishment of experimental work, of investigation, with differentiated tasks, personalizing the learning.

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4.6 Final Learning Activity: Your “Bridge the Learning Scenario”

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4.6 Final Learning Activity: Your “Bridge the Learning Scenario”

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Here is my “Bridge the Learning Scenario”.

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My Bridge the Learning Scenario (Marta Martins, Portugal)