Evaluation is always difficult, especially when working in groups and collaboratively. To evaluate a work, I use several processes: I have observation grids, grids with parameters known to the students regarding the quality of work, presentation of the work to the class and self-assessment .Self-assessment and peer engagement require students to reflect on their work, to understand what they have done well, and how they can improve. 

LESSON PROCEDURE : Show the Natural Disaster of Rigopiano avalanche on You Tube 

https://www.youtube.com/watch?v=GI63lJrMqT0 

Ask students what they think about natural disasters and if they ever wondered what caused them? Have they noticed that certain natural disasters cause or trigger other natural disasters? Build background knowledge by talking about disasters that have been mentioned recently in the news.

FREE DISCUSSION : Give students a copy of the Activity page . Have them guess the name of each natural disaster pictured and write their answers. Provide several minutes for them to complete the 'Think About It' section and then facilitate a class discussion on student responses, tying recent natural disasters to the dialogue. Play again the movie for the class. Pause as needed for discussion and for students to fill in their activity sheet.

GROUP ACTIVITY : Students research and record informations, prepare material to share with other students, they work on cards, puzzles, games and they partecipate in cooperative group activities

DESIGNING :  Students , in pair or in group, create a poster on natural disasters

DISCUSS : Students discuss about WHY it mignt be important to have instruments to predict natural disasters. WHAT sort of organizations do we have to cope with serious disasters? WHAT would happen without these services. The teacher shows them a video 

 

 

FINAL EVALUATION Students take the related quiz to test their understanding

 

 

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

We also hear from teachers in Greece, Portugal and Italy concerning their personal experiences of assessing students’ collaborative work in relation to different aged student groups, subjects and contexts. In their videos the teachers put forward specific questions for our collaborative learning expert, related to the challenges they have faced in assessing collaborative learning. In the final video of this module we hear directly from Doctor Luis Valente, who offers some answers to our teachers’ questions.

I read the the COL-AB ASSESSMENT GUIDELINES
http://www.europeanschoolnetacademy.eu/documents/10180/0/CO-LAB+Guidelines+for+Assessing+Collaboration/0c5184cb-3650-48f0-bfe0-51434fe39d80
I see some videos
-   "A sports teacher's experience of assessing collaborative learning "

In this video we hear from a physical educator in Greece, who talks about her experience of assessing the collaborative learning of 6- to 11-year-olds. We also learn about the refugee project she implemented with students and how she used various assessment methods to track their progress in developing collaborative skills.
-  " An ICT teacher’s experience of assessing collaborative learning

In this video we hear about the experiences of assessing the collaborative learning of 15- to 18-year-olds from an ICT teacher in Portugal. He explains his experiences with two eTwinning projects, which not only have student collaborative learning at their core, but also teacher collaboration. We hear his opinion on the benefits of collaborative learning and assessment and the challenges he has faced, together with some tips on how to overcome them.

I see Anna Laghigna video about collaborative learning and student peer reviews

https://youtu.be/Y495vnlX6aY
I share my ideas on the Padlet pages and finally I see the video  "Collaborative teaching & learning | Expert answers to teachers’ questions on assessment "
In this video the collaborative learning and assessment expert, Dr. Luis Valente, uses the questions posed in the teacher videos featured earlier in this module and earlier in the course as a starting point. He offers some answers and suggestions related to the challenges teachers describe concerning diagnostic assessment, peer assessment, differentiating individual participation in group work, discreet assessment, and the use of Mind Maps, Concept Maps and Infographics.

Final activity of module 3  - Create my lesson plan

The final learning activity is to create a lesson plan using  the Learning Designer and share it.

1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills.

It is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.

2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools.

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.
4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

THIS IS THE LINK OF MY LEARNING DESIGNER : https://v.gd/ZQ0tmY
THIS IS THE LINK OF THE LEARNING DESIGNER I REVIEWED : https://v.gd/c2vyiw

This module 4 is all about teacher collaboration. Teachers  need to model collaboration in order for students to take it seriously and to recognize its value. We know from recent European research  that more opportunities for teacher collaboration are sorely needed. Such opportunities could include building networks, providing virtual spaces to interact in, and developing a collaborative school culture between teachers, students and the wider community. In this module the benefits and challenges of teacher collaboration are discussed, along with the skills required and the school conditions needed for effective collaboration to take place. We also hear about how technology can facilitate teachers working together.

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

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

3.    Understanding how technology can facilitate teacher collaboration

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

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

In a CLIL lesson collaboration and communication channels are precious because they are useful to improve language skills and they provide learners of authentic material : this is a way to improve students’ vocabulary. 

And it  is fantastic because I can collaborate not only with teachers within my own school  but also with people all around the world. For example, the cloud itself has brought opportunities for teachers  to share documents, share video – share anything we want, using things like eTwinning platform,  VoiceThread, Padlet. Teachers  can come together like we never could do before, and share wonderful experiences across learning, designing deep learning environments. 

 

your lesson plan is accurate and engaging. It presents a rich description of learning activities.

There is a good mix of activities and it satisfies needs and requirements of all learning styles and all kinds of students . I love the idea of a fictional story about the animals that children choose! This task provides evidence that each student has acquired the expected competence.

Students do have shared responsibility and they do  make substantive decisions together about the content, process, or product of their work. I believe that the partition of the times dedicated to discussion, production and collaboration is well balanced. I like the role of the teacher that guides students and assesses them.

 

Congratulation! You did a great work!

Your lesson plan is complete and presents a good variety of learning activities. Descriptions are clear and easy to follow.

Learning activities explicitly link with the defined learning outcomes. 

I love the idea of using  the initial video to convey the main concepts, and I like the role of the librarian as facilitator that guides students during their work : excellent use of cooperative learning !

All the activities are well balanced. 

Assessment activities focus on collaborative skills of students.

Congratulation! You did a great work!