My Learning Diary (Veronica Keohane) by Veronica Bridget Keohane https://padlet.com/vb_keohane/7hntlme990ii Collaborative Teaching and Learning en-us 2016-10-30 17:49:20 UTC 2024-01-16 10:58:27 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png About me vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134096745 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]]> 2016-10-30 18:03:37 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134096745 1.1 What is collaborative learning? vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097196  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 .]]> 2016-10-30 18:11:27 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097196 1.2 Collaborative learning in a flexible classroom vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097276 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.]]> 2016-10-30 18:13:00 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097276 1.3 Collaborative Learning through project-based learning vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097354 ‘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.]]> 2016-10-30 18:14:14 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097354 1.4 A foreign language teacher's experience vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097407 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.]]> 2016-10-30 18:15:22 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097407 1.5 History and Geography and collaborative learning vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097772 2016-10-30 18:21:32 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097772 1.6 Learning activity vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097863 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.
]]> 2016-10-30 18:22:50 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097863 1.7 Resources vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134097890 Articles]]> 2016-10-30 18:23:08 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134097890 vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134098452  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) .]]> 2016-10-30 18:33:35 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134098452 Comparing two learning activities: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134101754 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.]]> 2016-10-30 19:28:30 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134101754 Module 2 Learning Objectives vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134928304
  • Understand how to embed collaborative learning into lesson design
  • Appreciate the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work
  • Understand how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help us reflect and design collaborative learning activities


    • ]]>     2016-11-02 20:19:24 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134928304     2.1 Introduction vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134928837 2016-11-02 20:22:14 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134928837 2.2 Embedding collaborative learning into lesson design vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134928899 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’. ]]>     2016-11-02 20:22:33 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134928899     2.3: The 4 collaboration questions: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134928926 - Are they working together?
    - Do they have shared responsibility?
     - Do they make substantive decisions?
     - Is their work interdependent?

    ]]>     2016-11-02 20:22:43 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134928926     Module 2 How to design collaborative learning into the classroom vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134929314 2016-11-02 20:24:37 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134929314 2.2 vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134932375 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.]]>     2016-11-02 20:39:09 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134932375     2.2 Collaborative skills: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134935847 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]]>     2016-11-02 20:57:45 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134935847     2.3  a Working together: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134939041 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]]>     2016-11-02 21:15:35 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134939041     2.3 bShared responsibility: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134939499 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]]>     2016-11-02 21:18:12 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134939499     2.3  cMaking substantive decisions vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/134940183 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]]>     2016-11-02 21:23:02 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/134940183     2.3 d Interdependent work vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135806885 2016-11-07 15:28:49 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135806885 2.4 21 CLD Collaboration Rubric vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135809716 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]]> 2016-11-07 15:34:54 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135809716 2.5 Collaborative learning scenarios vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135821093 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]]>     2016-11-07 15:59:56 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135821093     2.8 Resources vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135834763 6 interesting scenarios using the template to creatively plan work
    Collaboration Rubric: examples of teacher assessment, peer review and self assessment too.
    Learning Scenario Template:
    6 Example Learning Scenarios:
    Resources for the 'Asteroids, impacts and craters' learning scenario 
    ]]>     2016-11-07 16:28:58 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135834763     2.6 My learning activities and the rubric vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135849845 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]]> 2016-11-07 17:03:21 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135849845 Module 3 How can you assess Collaborative Learning? vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135854088 2016-11-07 17:13:20 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135854088 Learning Objectives: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/135854976
  • Understand the principles of assessing collaborative learning
  • Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available
  • Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them
  • Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning
  • Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

    • ]]>     2016-11-07 17:15:15 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/135854976     3.2 Assessment for improving collaborative learning vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137340197 -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

    ]]>     2016-11-14 13:05:41 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137340197     3.2 vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137341709 WE LEARN BETTER IN GROUPS BECAUSE WE CAN OVERCOME OUR DIFFICULTIES BY HELPING ONE ANOTHER]]> 2016-11-14 13:11:03 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137341709 3.3 Food for thought vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137344768 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)?]]> 2016-11-14 13:20:42 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137344768 3.4 Assessing young children vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137370974 Chrysa's experience]]> 2016-11-14 14:23:20 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137370974 3.5 eTwinning experiences and collaborative work vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137371415 2016-11-14 14:24:10 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137371415 3.6 Collaborative learning and peer reviews vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137839412 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]]> 2016-11-15 18:01:16 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137839412 3.7 Collaborative learning:what to assess and how. vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137851849 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]]>     2016-11-15 18:26:41 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137851849     How to assess vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137856650 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    ]]>     2016-11-15 18:37:16 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137856650     3.7 Using rubrics for assessing collaborative learning vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137873831 a rubric is a scoring tool which lists criteria and a quality framework for each criterium]]> 2016-11-15 19:13:11 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137873831 3.7 Constructing rubrics: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137874890 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]]>     2016-11-15 19:15:30 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137874890     3.7 using checklists vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137878127 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]]>     2016-11-15 19:22:10 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137878127     3.8 Dr Valente answers teachers' questions vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/137881551 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’.]]>     2016-11-15 19:29:04 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/137881551     MODULE 4 vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/138958303 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.

    ]]>     2016-11-20 20:04:14 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/138958303     4.1.1 Q&A session with Dr Deirdre Butler (Webinar) vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/138959036 2016-11-20 20:11:45 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/138959036 4.2 A Primary School Teacher's Experience vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/138960684
    ]]>     2016-11-20 20:29:46 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/138960684     4.3 A Secondary School Teacher's experience vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/138961741 Digital technology can facilitate the process of collaborative learning]]> 2016-11-20 20:42:58 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/138961741 4.4 The benefits and challenges of teacher collaboration by Dr Butler vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/138962861 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]]> 2016-11-20 20:57:16 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/138962861 4.6 Technology vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/139029983 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]]>     2016-11-21 09:49:16 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/139029983     4.7 The Irish experience vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/139032866 Importance of TIME and TIMETABLING, ONLINE ENVIRONMENTS , SHARING RESOURCES AND WORKING IN MIXED DEPT GROUPS]]> 2016-11-21 10:03:08 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/139032866 Four steps: vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/139034276 -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.]]>     2016-11-21 10:10:14 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/139034276     RESOURCES: Module 4 vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/139036222
  • Eurydice Report (2015). The Teaching Profession in Europe
    •  

    ]]>     2016-11-21 10:20:01 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/139036222     4.8a: My Learning Activity vb_keohane https://padlet.com/vb_keohane/7hntlme990ii/wish/139036514 2016-11-21 10:21:24 UTC https://padlet.com/vb_keohane/7hntlme990ii/wish/139036514