Collaborative learning does not let to die creativity and curiosity, it represents a constant challenge for this part of our human nature. The student is in the center of the entire educational process.

It implies:

-searching and selecting the right information; 

-data sharing; 

-making technology (computer, scan, smart board etc.) one’s friend;

-empirical discovery.

- establishing and knowing one’s role and purpose;

- adapting a certain environment to one’s needs (rearranging the furniture);

- multitasking;

- posture control.

It has a long way impact because it helps students develop time management, problem solving, critical thinking and negotiation skills.

 

1.4. I think that we can provide a basic schedule and organize group meetings in order to evaluate progress before the deadline. 

As for the summative individual assessment, an idea would be to divide the tasks and to specify the distribution of the points clearly (for ex.: Group work skills & technical skills).

 

1.5. In my opinion, our duty is to encourage students to become the best version of themselves and to be always motivated. Nevertheless, the group has its own dynamic and when the effort is not balanced, it tends to regain equilibrium. In order to avoid the difficulties students can select the group members. That’s how the commitment and responsibility are coming naturally. They won’t disappoint their friends. 

A main purpose of my activity is to bring students closer to the reading and writing and let them be themselves at the same time. 

Activity type: Thematically approach (Choosing to present a novel who develops a certain subject – love, science and fiction etc.)

Students split tasks and made research about the author, the characters, time and space in the novel, its general message. They could work individually even though they had a group presentation.

Activity type: Creative approach (Imaging another end for a novel students just read etc.)

Students chose to make another end for a novel. For example for “Flowers for Algernon” by Daniel Keyes and then they read it in front of their colleagues. It implies more talking and confrontation because they must choose the tone, the character, the plot and it is a work in progress all the time. 

1.4 The 4 Collaboration questions

The statement that I found more interesting was: “don’t design tasks in the beginning that actually leave them overwhelmed”. I try to see things from my students’ point of view more and more often. That’s how I realize what they can do or not. I try to be reasonable with my demands. 

2.4 21 CLD Collaboration Rubric

The evaluation of my activities based on the collaboration rubric shows that the first one gets a 3 and the second one gets a 5. 

As a language and literature teacher I find very interesting the interdisciplinary approach. I think about discussing a novel from scientifically and literary point of view. This will be a great opportunity to make my idea become reality. 

For my context, one of the difficulties is time and the large amount of information that I have transfer to my students. 

3.4

-It is difficult to observe exactly the contribution of each team member. Self-assessment and then peer-assessment altogether can validate the effort. 

- From my point of view it would be better to combine the two forms of work (collaborative and individual). 

3.5

-Whether traditional or not, students must know the assessment criteria before final presentation/ exam. It is important for them to know teacher’s expectations. 

-I think that collaborative learning implies more both teacher and student’s creativity and that’s why it can appear as independent of the curriculum. As a language and literature teacher I find assessment designing challenging due to subjective items presence. 

-The best way to articulate individual assessment with group assessment is to proceed to peer-review or check the project’s progress from time to time which is a little bit difficult. 

-Both product and process are important. 

3.6. During class, it is important to permanently encourage student’s creativity. Assessing for learning’s advantages can be and taught during teacher-parents meetings also

 

3.4

-It is difficult to observe exactly the contribution of each team member. Self-assessment and then peer-assessment altogether can validate the effort. 

- From my point of view it would be better to combine the two forms of work (collaborative and individual). 

3.5

-Whether traditional or not, students must know the assessment criteria before final presentation/ exam. It is important for them to know teacher’s expectations. 

-I think that collaborative learning implies more both teacher and student’s creativity and that’s why it can appear as independent of the curriculum. As a language and literature teacher I find assessment designing challenging due to subjective items presence. 

-The best way to articulate individual assessment with group assessment is to proceed to peer-review or check the project’s progress from time to time which is a little bit difficult. 

-Both product and process are important. 

3.6. During class, it is important to permanently encourage student’s creativity. Assessing for learning’s advantages can be and taught during teacher-parents meetings also.

 

4.3. I try to share ideas in teacher’s meetings, face to face, each time I have the opportunity to do this. I am aware of the technological impact, I consider myself a novice and I use mostly Facebook and local / national platforms.  

4.4. I think that one of the main advantages in collaborating is raising an intellectual community and it is a perpetual form of validating ourselves. 

4.5. Collaborating capacity is strictly related to our openness, our self-esteem and trust. In a collaborative team, when someone is reluctant he/ she will finally arrive to go with the team. 

4.6. Those days technology can be a great way to communicate & share ideas. I think Facebook and Skype are really useful tools. 

4.7. I think that, when it comes to collaboration, timing and time management is everything. This goes also with our projecting skills and effectiveness. 

-What to do when you have a class of 30? Sometimes I find overwhelming the amount of work and I try myself to do the best in getting to be there for every student.

- What can I do best to integrate collaborative activities in literary class in order to make sure that students read the novels they must read - imposed by National Curriculum Guideline - not just the novels they love?