Students work in groups on laboratory experience (physics). They have to follow a precise scheduled procedure in a spreadsheet. They will also have to answer short questions to reflect on key points. The groups are formed by 4 students and are free to organize the work as they wish. At the end of the class they must  have completed the measurement procedures and each of them must have clear all the steps and the final goal. They then write a report individually.

Student cooperation is important in the operational phase: understanding the final goal, clarify the individual steps, be able to use the measuring instruments. In my view this requires a low level of collaboration because it is not necessary to share the next crucial steps: data analysis is the core of the experiment and needs critical skills as well as writing the final report.

I’ve experienced the following learning activity in a first class (age 15). The topic was ‘fluid pressure’ and it is particularly suitable to be learned using the Jigsaw technique. I divided students in groups of 4 and they chose each one a name: Pascal, Stevin, Torricelli and Archimede. Then I rearranged the groups of experts each one had to study the relative law. I gave each group materials and webresources. During the next 2 lessons students, arranged in the original groups, had to explain their groupmates the topic assigned, using presentations, maps, videos  or showing experiments.  During the second phase I followed the students   interactions in each  group , asking questions, filling a specific rubric and evaluating the single  "teaching performance". I also asked students to give their peer evaluation using a grid that we previously defined together. 

In my opinion this activity needs high level of collaboration: each student has the responsibility of their groupmates learning. Students are asked to give an immediate feedback both to evaluate the mates work and to be  evaluated on their learning