collaborative learning activities that I think is low.  each topic can be realized with the collaborative learning activity and active participation of the students.

Everyone participated in the improvement of text, heard the opinions of colleagues and accepted the improvements proposed by others. They developed ICT skills and showed their personal skills. 

appropriate . I think it worked very well and it requires a high level of collaboration. 

Students worked in pairs during several classes doing research, creating videos on Animoto, pamphlets on Lucidpress and using Google Drive to work on the construction of informative texts in word online. They used the same tool to leave feedback on their colleagues' work with the main goal of improving it. The self-assessment of group work was also a reality that allowed, in some cases, to improve the commitment of the group. Throughout the implementation of the scenario, I asked the students twice to choose another pair to work on and I think the groups worked well. I find this a high-level activity of collaboration once the students have built their own knowledge, the teacher monitored and students worked together for the final product: building a book to offer to the school library. In some classes I did not resort to collaborative work because they were classes shared with other colleagues who preferred the traditional exposition of subjects with later application of knowledge in an online platform that contained exercises on the topic approached. In this activity the levels of collaboration were low since the process was teacher-centered and there was no room for students to make their findings, interact, exchange opinions, build knowledge,….

When I ask students to just research something about the author of a book and share something with the class.

High level because students have to agree about the idea, they have to assign roles and to work together to make the poster.

• Reflect on some learning activities you carried out with your class in the past year which included some level of collaboration.
• 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.
• 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.

• For their City presentation in Geography, two children has one google presentation. Because we were working on different devices, they had to allow access to their tablet-address. They did some work at home as well, so they had to get the app there too.
• they had to give feedback and choose the ones used for the presentation.
• Everyone was very proud of his / her work.

• Everyone shaped only one side of the document with a short text and picture.
• In two hours they were ready with this.
• Nobody was really fond of this work, it was only a small part of a bigger project.

• inventing a "libro-game", a story with different developement: in the first step there were 3 big groups of 9 pupils, then 9 with 3 pupils per group and at last each pupil must write its own final - we had 27 ending for a common incipit. The pupils were free to organize their roles in the group. It was quite difficult and not all the pupils succeded to be interested in working, but at last they completed their task.
• inventing a poem in pairs using a particular form called petit-onze starting from a group of given words. They had to decide the words to include in it, the respect of the format and then check the spelling and grammar

• and one which you think required a high level of collaboration.

In high level of collaboration I choose the seminar of the secondary students, in which they were planning all the work, from the themes, to the research of information, to the preparation of the presentation, the schedule of the event, the event poster and the preparation of the room where it would take place.

Project title: 112 - Emergency call!
Activity: Emergency situations
Level 3-10 years
I tried to reproduce in the classroom the world we live in, as follows:
a preventive information activity was carried out with ISU specialists (firefighters), followed by a mini-conference (Children asked questions related to the topic, acquired knowledge), followed by the direct observation of an ISU car (the children analyzed with the firefighters the instrument used in an emergency situation).
Children were less involved in receiving the scientific information directly from specialists.

Students individually complete a worksheet on energy sources, answering questions from the textbook. Although they may sit together, there is no real interaction or shared decision-making.

High collaboration activity:

Students work in groups (3–4) to investigate a specific energy source, using a structured template to gather and organize information. They collaborate to create and present their findings to the class, sharing responsibility and making decisions together.

Activity 1: Low Level of Collaboration

In one lesson, I asked students to work in pairs to complete a worksheet about the past simple tense. Each pair read sentences and changed them into negative or question forms. Students were allowed to discuss answers with their partner, but the task itself was very structured, and each student could complete it individually if needed.

The collaboration in this activity was limited. Most students simply divided the work or checked answers quickly without deep discussion. There was little need for problem-solving, decision-making, or sharing different ideas. Stronger students often led the work, while weaker students followed.

I consider this a low level of collaboration because:

• The task had one correct answer

• Interaction between students was minimal

• Students did not depend on each other to complete the task

• There was no real group thinking or shared responsibility

Although the activity included pair work, it did not fully develop collaborative skills.

Activity 2: High Level of Collaboration

In another lesson, I organized a group activity where students worked in small groups to create a short story using the past simple tense. Each group had to plan the story, write it together, and then present it to the class. I assigned roles such as writer, speaker, and timekeeper to ensure participation.

This activity required a high level of collaboration. Students had to share ideas, agree on a storyline, correct each other’s mistakes, and work together to complete the task. They depended on each other to succeed, and every student had a role in the final outcome.

I consider this a high level of collaboration because:

• Students worked toward a shared goal

• There were multiple possible answers (creative task)

• Students needed discussion, negotiation, and teamwork

• Each member contributed to the final product

I noticed that students were more engaged, communicated more, and showed better teamwork skills during this activity.

One learning activity I carried out with my students involved working in small groups to complete a worksheet related to a specific topic. Each student was responsible for answering different questions, and at the end they combined their answers into a final document.

Although the students were working in groups, the level of collaboration was relatively low. The task was divided among group members, so each student worked more individually rather than engaging in a shared process. There was limited interaction, discussion or joint decision-making, and the final result was simply the combination of individual contributions.

For this reason, I consider this activity to involve a low level of collaboration, as students did not truly depend on each other to complete the task.

High level of collaboration

Another activity I carried out involved a project-based task where students worked in groups to create a final product together. For example, they had to research a topic, discuss ideas, make decisions collectively and present their work to the class.

In this case, students had to work together throughout the whole process. They shared responsibility, negotiated ideas, and supported each other in order to complete the task successfully. The final outcome depended on the contribution of all group members, and there was a clear sense of interdependence.

For this reason, I consider this activity to involve a high level of collaboration, as students were actively engaged in a shared learning process and worked together towards a common goal.