Module 2 - How can you design collaborative learning in the classroom? by Paulo Martins https://padlet.com/paulo_martins/94okatxqyh8y This module looks at how to effectively design and implement collaborative learning. en-us 2016-11-01 19:24:05 UTC 2016-11-01 19:37:09 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Brightnessdown.png 2.6 Module 2 Learning Activity paulo_martins https://padlet.com/paulo_martins/94okatxqyh8y/wish/134611941
Has using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case. What is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.

a)     Maths problem. Solving the problem required a low level of collaboration from students. They had to solve it inside the group individually, then they had to compare results between each other. They had to agree in a final solution and choose someone to present the solution to the class.
This situation represents a low level of collaboration, perhaps a code 2. They worked together but they did not had shared responsibility.

b) Studying the food wheel required a high level of collaboration because they had to build a post card with the food wheel (king size). They had to use transversal knowledge (Science, Arts, Portuguese): cutting food pictures from magazines, gluing them in the wheel correct spots, they had to discuss each other about the theme and they all had to present the work to the class. They decided between them which part of the wheel they had to talk about.

In this case I think it represents a high level of collaboration. A code 5. Students shared responsibility, they made substantive decisions together about the content, process and product of their work and their work was interdependent. Students worked together in groups to discuss an issue, shared responsibility  to develop a response, own the work and were mutually responsible for its outcome. Students made substantive decisions together. They prepared a debate and decided what side of the issue they will argue for. This was a content decision that shaped their work together, and students negotiated their ideas. The groups conducted the research and decided on their own workplan and roles on the team. And they also decided how to shape their presentation to the rest of the class. Their work was interdependent work. Each individual on the team was responsible for a task in order for the group to do its work. The role of each student on the team was essential. The students worked together to produce the outcome. Students negotiated and agreed on the process, the design, and the conclusions of their work. 

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