Tânia Serrão's Learning Diary by Tânia

Who am I?

taniaserraogomes — 2017-09-06 16:05:20 UTC

Someone looking to learn a little bit more each day...

My school...

taniaserraogomes — 2017-09-07 09:29:54 UTC

My school, EB1 / PE of Nazaré, is located in Funchal, the capital of the Madeira archipelago, Portugal. This educational institution accompanies children from the first months of life to the end of primary school. Our children have been in contact with the new technologies from a very early age and this is an area that particularly captivates them. Last year I was responsible for the ICT discipline and with my students I was able to explore the collaborative work through tools like Google Drive, padlet, lucidpress, ... and it was a success!

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 15:55:15 UTC

1.1 What is collaborative learning?
What do you understand collaborative learning to mean? In your experience of implementing collaborative learning in the classroom, have you witnessed academic achievement, student attitudes, engagement and retention being enhanced? What about the skills mentioned in the video – have you witnessed your students developing these as a result of collaborative learning?
My ideas...
Working collaboratively consists of carrying out activities in small groups whose main purpose is to achieve a common goal.
The student becomes the subject of his learning and the teacher the moderator whose main purpose is to make the groups work.
Last year my students worked often in collaboration. Children can express their opinions, make valid contributions, manage emotions, share, learn to listen and respect each other and learn more and better. I think feedback is very relevant and that is why I bet on moments of self-assessment and peer assessment. I was amazed at the ability of children to analyze their peers' work.

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 15:59:53 UTC

1.1 What is collaborative learning?
Caroline Kearney

Collaborative Learning - Skills

- Negotiation;
- Feedback;
- Listening;
- Consensus

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:01:54 UTC

1.1 What is collaborative learning?
Caroline Kearney

UNESCO definition of what Collaborative Learning means

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 a social learning theories as well as the socio-constructivist perspective on learning. Collaborative learning is a relationship among learners that foster positive interdependence, indivudual accountability, and interpersonal skills.
in learning video 1 - Collaborative teaching & learning | What is collaborative learning? , Caroline Kearney

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:09:56 UTC

1.7 Module 1 Resource Section

Teacher's role

«[...] The teacher's role is to serve as a facilitator for learning.»
« He must become an organizer of people into communities for a specific purpose-learning»
«... is to organize the learning community»
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:12:07 UTC

1.7 Module 1 Resource Section

Main objective

«The main objective of the model of collaborative learning is to put students in the centre of the learning.»
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:14:08 UTC

1.7 Module 1 Resource Section

«How is the group defined?

"...a group should possess, in different stages, the following features:
1. Collective perception
2. Needs
3. Shared aims
4. Interdependence
5. Social organization
6. Interaction
7. Cohesiveness
8. Membership
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:25:38 UTC

1.7 Module 1 Resource Section

Stages in the preparation of group learning

1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
Bruce Tuckman, in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:36:59 UTC

1.7 Module 1 Resource Section

What is essencial?

In collaboration work it is fundamental to develop the conscience that by sharing objectives and responsabilities, the members of the group benefit as a group and individually of the sucess they have.
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:38:52 UTC

1.7 Module 1 Resource Section

Social and educational benefits

- Sharing ideas;
- Wisdom and resources with peers;
- Gaining experience in conflict resolution;
- Collective learning;
- Leadership competences;
- Self-criticism;
- Self-evaluation;
- Self-reflection;
- Negociation;
- More effective relationship;
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:44:06 UTC

1.7 Module 1 Resource Section

«Distributing roles to each members of the group»
1.Team leader
2.Team reporter;
3. Organizer;
4. Lead researcher
Each team selects a team name and creates a team blog where they will report on their progress...»
in CCL Guide: Learning Story Collaboration

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:51:25 UTC

1.7 Module 1 Resource Section

Collaborative tools

Read CCL Guide: Learning Story Collaboration,...
https://drive.google.com/open?id=0B8kFjhCaxXLoalduSlZoZ3g3TzQ

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-27 16:55:57 UTC

1.2 Collaborative learning in a flexible classroom
Is your classroom set up to be flexible and interactive, like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to make your classroom environment more collaboration-friendly? What about the technology and online tools used by the students? Have you used these with your students and have they effectively facilitated collaborative learning?
My ideas...
I teach ICT and I can say that I am in a privileged environment. Although my classroom does not have furniture that facilitates the creation of multiple scenarios, I consider it flexible and interactive. I always use the new technologies in my classes and if I think my classroom needs to leave the four walls, we leave, although this dynamic is more complicated. The use of new technologies in the classroom is unavoidable. Children feel very motivated and perform with pleasure the tasks proposed when using these tools.
Although they are the same tasks as in the past (Write, read, comment,...) now they gain a new meaning. And how about working together? I must say I didn't like my students to work collaboratively but now they do it daily.

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-29 16:14:59 UTC

1.3 Collaborative learning through project-based learning
Have you ever carried out a similar exercise to the ‘circle time’ described in this video, where the teacher explicitly discusses with students how the group work went, what the positive and negative aspects were, and possible solutions for the future? If so, has this improved your students’ collaboration skills and have you seen evidence of this in collaborative work carried out afterwards? The teacher states that ‘Technology becomes useful in class especially when collaborative practices are used’. Do you agree, and why?
My ideias...
In my opinion the project-based learning is quite effective. Collaborative work and the use of new technologies are key elements for children to feel motivated to learn. The fact that students work towards a final product is fundamental to the success of this pedagogical practice. In my classroom we have already done some projects and I was quite surprised with the results obtained. We talked about how the groups work, but self-assessment and peer assessment helps a lot in understanding what went well and what needs improvement.

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-29 16:17:35 UTC

1.4 A foreign language teacher’s experience of collaborative learning
In your experience of collaborative learning, is behaviour management and getting students to stay on track a challenge? Do you agree that assessing collaborative learning is particularly difficult, and what are your experiences with this? How do you monitor teamwork? Do you find the methods mentioned in this video (e.g. self- and peer assessment) useful? What about the online tools mentioned?
My ideas...
Effectively, the collaborative work raises some issues notably in the noise level and also in the need to know if the students are on the right track. Assessment is a difficult task when using collaborative work. On the other hand self-assessment and peer review are a good solution. The presented tools are very interesting and an added value for the collaborative work because they allow teachers to follow effectively the evolution of their students work.

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-30 15:47:31 UTC

1.5 A History & Geography teacher’s experience of collaborative learning
Have you experienced similar or different difficulties in collaborating with teachers, and if so, why? Do you, like the teacher in this video, find it difficult to guarantee the quality of the collaboration that takes place between your students? What about the uneven efforts made by individual group members, resulting in frustration for some students when it comes to assessment of the whole group?
My ideas...
I agree with Monica Giansanti that sometimes it is difficult to work collaboratively with colleagues. I have been through this experience in Etwinning's learning events because some teachers did not master the tools. In my school working collaboratively is not easy as well because some colleagues refuse to leave their comfort zone. However, this year I have met colleagues with the same enthusiasm as myself. When we speak about students I think that the larger the group the greater the problems in assessing the work of each element. It is only natural that some feel wronged. I've already felt it! I think it is important for each group member to reflect on their performance and that of others in an attempt to improve group performance. This feedback will help the teacher to better understand the dynamics of a given group.

Module 1: What is collaborative learning?

taniaserraogomes — 2017-09-30 16:43:53 UTC

1.6 Module 1 Learning Activity
1 - Reflect on your current learning activities

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.

Last year I implemented a learning scenario that attempted to answer the question "Which animals are in extinction in Madeira and why?». The question arose after a survey of the topics of interest of the fourth grade students.

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,….

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 12:08:51 UTC

2.1 Embedding collaborative learning into lesson design
Do you agree about the importance of "speaking the same language", of understanding the same thing under collaborative learning? Do you agree 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’.Do you agree, and what are your experiences of this?
My ideas...
I think it is very important to standardize the concept of collaborative work so that one can construct learning and pedagogical intervention consistently.I agree with the idea that collaborative skills can be developed through the implementation of activities that focus on this goal. We learn by practicing and working collaboratively implies practice in the management of collaborative skills. In this context, technology plays a large role because there are tools that can make collaborative work more motivating, both for learners and for teachers.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 13:38:50 UTC

2.2 The 4 Collaboration Questions
What do you think of the 4 major questions presented by Professor Deirdre Butler? Are they useful in helping you design a collaborative learning activity? Have you asked yourself these questions before, when designing collaborative learning activities?
My ideas...
Regarding the four big ideas about collaboration, I must confess that I thought in some of these questions, namely, whether learners are working in groups and sharing responsibility for the work they do. I admit that I did not give enough attention to the point of substantive decisions, at least the one I should have given. This reflection made me conclude that whenever I plan tasks of collaborative work, I am much more concerned with the result of the activity than with the process itself to reach the product. Something has to change in my pedagogical practice.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 16:20:20 UTC

2.3 21 CLD Collaboration Rubric
How useful do you find the rubric Professor Deirdre Butler explained? Do you think it is useful in helping you understand the type and quality of collaboration taking place in the learning activities you design? Have you used this or similar rubrics before to help you design collaborative learning activities? What do you think are its advantages and disadvantages?
My ideas...
This rubric is fantastic! Furthermore it has two purposes: it helps to create the learning designe and facilitates students assessment. I never thought it was necessary to create rubrics and plan the collaborative work the way described here. I changed my mind. It makes perfect sense!

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 16:22:50 UTC

2.4 Collaborative learning scenarios
Check out the scenario template and 6 example scenarios in the resource section of this module. What do you think of the template? What do you think of the example scenarios? Do you find them inspiring? Can you see how you might adapt some scenarios to create collaborative learning activities for your own context? What do you find useful or less useful about these scenarios?
My ideas...

The proposed template is quite interesting and complete. One of the advantages of this template is to allow the teacher to know in detail what he wants with each stage of his learning scenario. The learning scenarios presented are inspiring but I think I would have to adapt them to be able to apply them in my classroom since some of them are outside the age group with which I work. However, I find it easy to see that each of these scenarios involves a lot of work, reflection and a great capacity to be focused on the path, students and teachers.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 17:06:31 UTC

2.5 Module 2 Learning Activity
1 - Reflect on your current learning activities and code them with the rubric

Read the PDF entitled ‘21ST Century Learning Design: 21CLD Learning Activity Rubrics’, available in the Resources section of Module 2, pages 3-9
Reflect on the two learning activities you described in Module 1 and code them according to the collaboration rubric, as explained in Video 2.3
In your Learning Diary and for each activity, add the code (from 1 to 5) that best reflects the collaborative learning level

The first activity, which implies a high degree of collaboration, consisted, in the first phase, of surveying students' curiosities. Subsequently, small working groups were set up to explore the question "Which endangered animals are there in Madeira?". We decided it would be interesting to create a blog so we could share our work. Students chose the name of the blog using the AnswerGarden tool. The final product would be the compilation of a book. Each of the pages would be designed on the Lucidpress tool. The students wrote informative texts online and did the review of the works. For this, it was important the feedback given by the students and teacher through Google Drive. Videos were also made at Animoto with the information collected. Students work were presented to colleagues in other classes. Although this activity has some gaps, more concretely in the mapping step, I think this is an activity for code 5. The second activity that implies a low degree of collaboration is the exposure of a subject and subsequent exercise using the new technologies. In an online platform students would individually respond to a set of questions to test knowledge. This is a code 1 activity.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 17:07:43 UTC

2.1 Embedding collaborative learning into lesson design
Ben Murray/ Prof. Deirdre Butler

The important collaboration skills:
- Negotiation;
- Conflict resolution;
- Agreement on what must be done;
- Distribution of tasks;
- Listening to the ideas of others;
- Integration of ideas into coherent whole.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 17:11:48 UTC

2.2 The 4 Collaboration Questions
Prof. Deirdre Butler

The 4 collaboration questions when designing a collaborative learning activity - The big ideas in collaboration
- Are they working together?
- Do they have shared responsibility?
- Do they make substantive decisions?
- Is their work interdependent?

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 17:17:08 UTC

2.2 The 4 Collaboration Questions
Prof. Deirdre Butler

Working together:
Students work together when the activity requires them to work in pairs or groups to:
- Discuss an issue;
- Solve a problem;
- Create a product.

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-04 17:17:11 UTC

2.2 The 4 Collaboration Questions
Prof. Deirdre Butler

Shared responsability
When students work in group to develop a:
- Common product;
- Design;
- Or response
Collectively own the work and be mutually responsible for its outcome.

Collaborative learning scenarios

taniaserraogomes — 2017-10-05 11:42:11 UTC

2.4 Collaborative learning scenarios

7 phases
1- Dream ( students can brainstorm, think freely and share ideas )
2- Explore (students collect information on a certain topic )
3- Map( they structure their thoughts and ideas and seek to understand how they are related)
4- Make ( students develop or create a product or practise an activity )
5- Ask (interview experts and stakeholders )
6- Re-make (students replan or revisit their product, on the basis of the feedback or further information they received)
7- Show (students publish and present the results of their work)

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-05 11:53:45 UTC

2.2 The 4 Collaboration Questions
Prof. Deirdre Butler

Substantive decisions
« They make substantive decisions when they have to resolve important issues that will guide their work together. Important issues about the content, the process or the product. Initially, it would be just one. »

Module 2: Reflecting...

taniaserraogomes — 2017-10-05 22:50:51 UTC

According to the knowledge acquired in this course, I believe I need to improve the planning of collaborative work activities. The template provided greatly facilitates teachers work since, following all the suggested steps, it allows great organization when constructing the learning scenario. Of course I intend to use this tool to plan collaborative work in my classroom because it seems clear to me that it is useful since it allows teachers not to lose focus or forget the details to be taken into account when planning collaborative activities.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 22:55:21 UTC

3.1 Assessment for improving collaborative learning
Assessment

"Assessment has multiple goals[...]"
"[...]impact on strengthening the improvement of learning collaboratively.[...]"
"[...]helping students position themselves in the learning process and become aware of the extent of their efforts to achieve objectives[...]"
"[...]make learners take responsibility for their own learning by helping to regulate their efforts, identify their strengths and weaknesses, and enable them to seek help in order to overcome difficulties."
"[...]doesn’t discourage learners, but rather strengthens their commitment to learning."
"[...]should encourage students to learn collaboratively and not encourage competition."
"It should also contribute to a collective conscience promoting the belief that we learn better in groups because we can overcome our difficulties more easily when we help one another."

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 23:05:43 UTC

3.1 Assessment for improving collaborative learning
Assessment
Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If so, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure that it is so? Do you have any tips for your colleagues? 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)?
My ideias...

In my case, I think that the type of assessment I use does not discourage my students or power the competition. I believe that my instruments for assessment need to be improved because they are not always clear and applied in a timely manner. In the case of the subject I teach, the summative assessment of my students is always based on what they produce in class. They do not do summative assessment tests.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 23:07:36 UTC

3.1 Assessment for improving collaborative learning
Assessment

Feedback, self-assessment and peer assessment
"Feedback regarding assessment must be brief, clear and timely. Self-assessment and peer assessment can be fast, timely and objective when assessing collaborative learning if:
(1) it is implemented in parallel with learning activities,
(2) it uses the same language used by group participants,
(3) it is conducted diplomatically so as not to create obstacles in the social relationship of the group.
Ultimately, assessment has to be useful for learning; it must make sense for those being assessed and not only for those assessing."

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 23:13:06 UTC

3.1 Assessment for improving collaborative learning
Assessment

Formative assessment...
"...can help to improve teaching strategies and students’ study because it provides very contextualized feedback both to students individually and to groups, as well as to their teachers."

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 23:15:22 UTC

3.1 Assessment for improving collaborative learning
Assessment

"Self-assessment should focus on individuals and their commitment, motivation, engagement in teamwork and their ability to achieve personal goals. Group goals can be formulated using checklists or progress level scales applied over a pre-defined timeline systematically or at particular milestones while carrying out projects or tasks."

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-11 23:18:07 UTC

3.1 Assessment for improving collaborative learning
Assessment

"Summative assessment aims to provide a formal academic record of students’ learning progress and to establish proficiency levels. Often summative assessment is confined to tests only, which is not fair. If students are requested and expected to engage in group work, develop projects and present results, build blogs or other digital products, then summative assessment should consider these type of “artifacts” as learning outcomes to be assessed.»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 20:46:08 UTC

3.2 A sports teacher's experience of assessing collaborative learning
What do you think about the various assessment methods used by Chrysa to assess her pupils’ collaborative learning? Do you think the questions she asked her pupils were helpful in getting them to reflect on their collaborative skills? What do you think about prescribing peer assessment to pupils of a young age (6- to 11-year-olds)?

Are there special considerations to be taken into account? What about the final question she asks us and our expert to reflect on: do you find it challenging to gauge how best to assess the individual participation of a student in a collaborative activity?

My Ideas...

I think that Chrysa Tsamopoulou did an excellent job. I got some ideas to apply in my classes. Thank you. The questions were well directed and easy to understand. Students were able to see what factors to take into account when working in groups. Regarding peer evaluation with children between the ages of 6 and 11, I am totally in favor. The children are sincere and able to evaluate in a surprisingly serious way. I agree with Chrysa when she says that individual assessment is the most difficult. It's a real challenge. But I think part of the solution is in peer assessment. The team can assess the individual work of their co-workers.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 20:52:38 UTC

3.2 A sports teacher's experience of assessing collaborative learning

Personal performance vs teamwork
« In collaborative learning when students’ assessment is based on their personal performance it results in a reduction of team spirit, whereas when evaluation is based on teamwork, some members become disengaged and leave the others to carry out the work. I made sure that I informed students about the evaluation criteria at the beginning of the activity. Furthermore, I tried to create the right conditions for the students in order for them to participate actively in the assessment process. Regarding the functionality of the group, I tried to see whether there was a cooperative and supportive attitude between the members of the groups »

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 20:56:36 UTC

3.2 A sports teacher's experience of assessing collaborative learning
« I had to make the evaluation in each group using three different factors: individual performance, group performance and the group’s functionality.»
« At the end of the presentation, a discussion followed at plenary level. I made questions, which helped students to implement a peer assessment, such as: What point did you like most in the other group’s presentation? Did you find something different in their performance? What would you keep from their presentation , which would you like to use yourself in a future performance? This worked really well with the children.»
« Concerning the groups’ functionality as I have already mentioned I walked between groups. I observed and made notes throughout the process of the team work, which made me realize which group was not working well thus making it possible for me to restore functioning in a stimulating and encouraging way . »

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:08:03 UTC

3.2 A sports teacher's experience of assessing collaborative learning
« each student completed a self-assessment sheet to evaluate his/her personal contribution to the group functionality. They answered questions, like: Did I participate in an active way providing information and ideas for my group? Did I listen carefully to what the other members suggested? Did I applaud and encourage the efforts of other members? Did I do something to alleviate the tension and the conflicts within the team? Pupils were asked to answer on a scale including the options: YES – LITTLE – NO).»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:24:24 UTC

3.3 An ICT teacher’s experience of assessing collaborative learning

« we developed a checklist with several rubrics for assessing students about these items of our project: creativity, autonomy, cooperation, quality of work and presentation of the project. These items were presented to students at the beginning of the project. A numeric scale from 5/Very Good to 1/Very Poor was used which allowed teachers to assign a grade to each student involved in the project.»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:25:18 UTC

3.3 An ICT teacher’s experience of assessing collaborative learning

What do you think about the projects described by Antonio, from the perspective of student collaboration and from the perspective of teacher collaboration? Do you agree with the 7 benefits Antonio associates to assessing collaborative learning? What about the challenges he mentions concerning group dynamics, team management and the time needed to prepare and implement assessment of collaborative learning in the classroom – are these challenges you also face? Antonio mentions the use of collaborative digital tools, reorganising the classroom space and introducing more interdisciplinary teaching and the sharing of materials amongst teachers as useful tips. Do you agree, and what are your experiences of these suggestions?

My ideas...

I think that the projects that teacher Antonio describes are very interesting both from the point of view of the students and from the point of view of the teachers. Working as a team we are stronger. The use of new technologies greatly facilitates the work of the teacher and saves time. The classroom space has to be reorganized as the student has to be at the center of the whole process, which requires new methodologies and new approaches to the classroom space. Interdisciplinary teaching is a determining factor since, in the Portuguese case, the programs are so extensive that this is almost a requirement. I totally agree with the benefits considered by teacher Antonio regarding group work. Is an opportunity for everyone to become stronger.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:33:40 UTC

3.3 An ICT teacher’s experience of assessing collaborative learning

«So, these are my proposed solutions to solve those problems:
1 - Assessing collaborative learning requires regular communication between peers and peers and teachers.
2 - Digital tools can be used to support teacher’s planning activities. The use of collaborative digital tools enables teachers to efficiently observe student groups and deliver feedback. Digital tools can also support students to publish and share their assessments.
3 - Reorganizing the classroom space can introduce more collaboration-friendly dynamics in the classroom
4 - More interdisciplinary teaching and sharing of materials amongst teachers also facilitates collaborative teaching»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:34:35 UTC

3.3 An ICT teacher’s experience of assessing collaborative learning

« The main challenges I experienced in assessing collaborative learning are:
1 - Changing role of the teacher/students in the classroom.
2 - Group dynamics: students must have a positive attitude and receptivity towards their involvement in the assessment
3 - Group assessment versus individual assessment
4 - Management of teams/groups of students so that everyone participates and collaborates in the activities
5 - Time available to prepare and apply assessment of collaboration in the classroom »

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 21:57:01 UTC

3.4 Collaborative learning and student peer reviews
When setting up student groups to work on a project, Anna often leaves it up to the students to decide who they would like to work with and what each member’s role should be. However, when it comes to peer assessment Anna prefers to use a random name-picking tool, as she believes this helps ensure objectivity and is more likely to encourage useful and constructive feedback among peers. Do you agree with these different approaches? Anna mentions a variety of digital tools which are helpful in implementing and assessing collaborative work, such as Edmodo, Scrumy, Tackks, Padlets, Google Forms, etc. What are your experiences with these tools?

My ideas...

After listening to Anna Laghina I am amazed at her extraordinary work. What an inspiration! I also want to be like this! I am taking the first steps in the use of new technologies regarding assessment. I confess, therefore, that my records are still on paper but I have heard of these tools. I think I'm still afraid because I'm still not able to master them well. I have to get out of my comfort zone!

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 22:00:24 UTC

3.4 Collaborative learning and student peer reviews

Uau...

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 22:21:39 UTC

3.5 Collaborative learning - What to assess and how?
Have you ever used existing rubrics and checklists to assess collaborative work? Have you ever constructed your own rubrics or checklists for this purpose? What about involving students in the design of rubrics, checklists or other assessment tools? What are your experiences? What do you think of the tips given for constructing rubrics and checklists in the video? Are the guidelines and examples given in the CO-LAB Assessment Guidelines useful?

My ideas...
This module has brought great ideas for the improvement of my work. I have designed some tools to evaluate the group work but I believe that with the tips given throughout this module I will be able to improve their quality. I think that student participation in building assessment tools makes sense because it will help them understand the expected performance.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-14 22:21:43 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning
Dr. Luis Valente suggests self- and peer assessment can help students to move away from seeing teachers as the only source of judgement on the quality of their learning, thereby helping them to become more independent learners. Do you agree, and what are your experiences with this? He also notes that research shows that self-assessment combined with peer assessment reduces the trend of ‘friendship dependency’, ‘benefit of the dominators’ and ‘benefit of parasitism’. Does this match with your experiences? What do you think of assigning a percentage weight to individual assessment as part of the summative assessment related to collaborative work? Any other thoughts on Dr. Valente’s suggestions?

My ideas...
I agree with the teacher Luís Valente's statement. From my experience, this type of assessment allows students to become aware of their difficulties and, once evaluated by their peers, they really want to improve. I believe that self-assessment and peer assessment combined reduce the tendency of group work to benefit friends, dominators and parasites since they are all evaluated by everyone and, as a rule, students are very fair in these matters. The idea shared by teacher Luis Valente of assigning part of the percentage of the assessment of group work to individual work seems to me extraordinary. I believe that this strategy will reduce the injustice that may exist in the assessment of only the work carried out by the group.

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 07:16:09 UTC

3.5 Collaborative learning - What to assess and how?

What to assess?
«When assessing collaborative learning we have to consider the skills and knowledge required (in other words - what to assess) and the type and complexity of assessment tools (in other words - how to assess). Our aim is to adopt a flexible assessment model to provide useful data for formative teacher intervention and to induce the adoption of self-regulatory actions of the student and the group.»
«...choice of assessment model according to the project or task...»
(a) Individual and collective learning outcomes;
(b) Teamwork and group goals including individual commitment;
(c) The methodological process adopted to implement and complete the project or task;
(d) The product or;
(e) A mix of targets.

« collaborative learning scenarios, the emphasis should be put on assessing the development of team work skills and the results achieved by the group, much more than evaluating individual successes. »

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 07:16:34 UTC

3.5 Collaborative learning - What to assess and how?

How to assess?
«...if we want to make an assessment at the end of a class, the assessment tool will have to be simple and not take too long to implement. A complex tool could provide us with biased data or hasty information. A checklist in this case could be adequate, but a written reflection would probably be of little use.»
goal - provide information to the learners about their progress
« we need instruments to collect information that we can display in the shape of scales, trend lines or graphics. Here our choice of instruments include Likert scales, checklists, rubrics and quizzes with detailed feedback. »
provide further information to the teacher
«...using infographics, mind maps, portfolios, blogs or multimedia presentations can be appropriate options. » «...rubrics can be used to assess specific items or learning outcomes...»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 07:16:40 UTC

3.5 Collaborative learning - What to assess and how?

Using rubrics
«A rubric is a scoring tool that lists the criteria for a piece of work and articulates gradations of quality for each criterion, from excellent to poor (Goodrich, 1996)»
«... is a speedy and effective way of collecting information on students’ learning ...» «... very useful as they are flexible and effective for both self- and peer assessment....» «... Goodrich (1996) states that "rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations". »

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 07:33:51 UTC

3.5 Collaborative learning - What to assess and how?

Constructing rubrics

To construct a rubric :
1- decide on the level of knowledge that the rubric should assess.
2- establish assessment criteria and progress levels for each criterion. (4 levels of progress - 1 lowest level furthest away from reaching the objectives, 4- highest level, closest to reaching the objectives

«Each level needs a clear descriptor to avoid any doubts.»

«...two important tips when constructing rubrics. »
1- «... make sure your criteria is based on characteristics of the learning outcome, and not of the task itself. »
2- «... involving students in the design of rubrics is really effective...»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 07:41:55 UTC

3.5 Collaborative learning - What to assess and how?

Using checklists
«They are useful in reducing common errors made when assessing and validating knowledge. The simpler they are, the higher their value. Checklists help us to identify flaws of attention, memory and accuracy. Yet they also have limits...»
«Good checklists are accurate, efficient, well-targeted and easy to use in all situations, provide clear clues on the most critical and important aspects and are, above all, practical. Checklists help people to manage a complex process, to establish priorities clearly, and to work better in teams...»
Before starting to build a checklist:
1- «... define its purpose...»
2 - «... it should be as short as possible. » «... between five and ten items...»
3- «...wording should be simple, accurate and belong to the
common lexicon of context...»
4 - «The layout should have a sober typography, with appropriate use of case,...»
5 -«... be easy to read,...»
6- «... and ideally occupy no more than one page...»
7- « ...it should be of quick application...»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 08:23:03 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

Diagnostic assessment
«... it is important to opt for simple, clear and fast to use tools and, preferably, tools that can cover the aspects we are planning to use more in the future. For this purpose it seems appropriate to use a rubric covering the following four dimensions:
- factual (facts, events),
- conceptual (concepts, ideas),
- procedural (how to do),
- meta-cognitive (explanations).»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 08:23:45 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

Peer assessment
«Asking students to give a public opinion about the work of their peers involves being responsible, and complying with the clearly specified criteria and use of qualitative scales or equivalent levels of proficiency. »
«...self-assessment and peer-assessment could be considered as more authentic than other assessment methods ...»
«... in peer-assessment, each learner assumes the role of assessee as well assessor...»
«...self-assessment combined with peer assessment reduces [...](friendship dependency), blurs the tendency to[...] (benefit of the dominators) and also reduces the [...](benefit of "parasitism")»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 08:24:25 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

Differentiating individual participation: Group assessment versus individual assessment and self assessment
«It is important to differentiate the individual participation of each group member. A student’s individual participation ([...]their added value, respect for others and negotiation skills) can be integrated into the student’s individual summative assessment by establishing its relative weight from the beginning of the assessment process.»
«For example, we want to pay attention to the assertiveness of their interventions, as well as the quality and relevance of their questions and answers. So, we can consider:
- their ability to negotiate,
- their ability to persuade others,
- their ability to integrate ideas from others, including different or contrary ideas.
We can give value to:
- their respect of unusual viewpoints or inventive ideas
- their originality
- their individual handicaps
«By assigning a percentage weight to individual assessment as part of the summative assessment related to group work, we can achieve differentiation...»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 08:24:44 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

Discreet assessment

«Discreet assessment can be used as an approach to assess individual participation and performance within collaborative practice when students are not aware that they are being assessed.»
«But we can also use discreet assessment criteria if we include some skills related to "how to ask" and "how to give feedback", the fairness of students when they self and peer assess, the secondary skills they demonstrate when moderating working groups or debates, the proactive attitudes they have integrating peers with difficulties including cognitive, cultural or physical limitations.»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 08:24:47 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

The use of Mind Maps, Concept Maps and Infographics

«...teachers can include in the assessment criteria the depth of the concept maps produced by students, the number of branches featured in the mind maps, the clarity of the infographics, the aesthetics and creativity, and the synthesis and wealth of language used in these kind of artefacts.
Involving students in the definition of the parameters to be considered in the assessment, the teacher engages them in the process of creation and assessment.»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 09:39:36 UTC

Module 2: How can you design collaborative learning in the classroom?

taniaserraogomes — 2017-10-15 09:42:12 UTC

Module 1: What is collaborative learning?

taniaserraogomes — 2017-10-15 09:43:28 UTC

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 09:48:21 UTC

3.8 Module 3 Resource Section

CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom, by Luís Valente
« Once the purpose has been established, assessment will be closely related to skills and knowledge (what to assess) and to the type and complexity of instruments to be used (how to assess). Considering the purpose, we can adopt a flexible assessment model to provide useful data for formative teacher intervention and to induce the adoption of self-regulatory actions of the student and the group. »
A2 - What to assess
« When assessing knowledge it is useful to consider the four categories»:
- factual (low level knowledge, relating to the recognition of facts and enumerations)- includes the core elements of curriculum content (what students should know about each topic (details, specific data, facts, dates, etc). It requires memorization, it is verifiable by direct comparison, can be easily assessed by students themselves or by their peers.
- conceptual (low level knowledge, relating to the recognition of facts and enumerations)- «refers to the understanding of interrelationships between pieces of knowledge»« enables us to understand the organization of items into categories, to identify hierarchies and structures, to recognize elements by observing specific characteristics, to recognize models, to understand generalizations ».
-procedural («...high level knowledge, relating to skills needed to solve new problems or to make use of existing knowledge in new situations....»;«... are related to creativity, entrepreneurship, and the planning and design of projects...»)- «... being able to do something by applying criteria, algorithms, appropriate techniques and methodologies, and using different skills and knowledge or combining them in different and innovative ways.» «... is required to run research projects, to establish relationships between different data and to understand cause-effect relationships. »
- meta-cognitive(«...high level knowledge, relating to skills needed to solve new problems or to make use of existing knowledge in new situations....»;«... are related to creativity, entrepreneurship, and the planning and design of projects...») «...includes the evaluation of knowledge itself, its nature, the construction process, its importance and its effects or consequences...»«... is the sum of what a student has discovered, perceived or apprehended about a particular subject ...» «... is invoked to explain phenomena or events studied before (explanatory theories and creative expression p.e.)»

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 09:50:02 UTC

3.7 Module 3 Learning Activity

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 10:17:03 UTC

3.8 Module 3 Resource Section

CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom, by Luís Valente

A.3.1.3 Why use rubrics?
«Firstly, the use of rubrics is important because they are very clear instruments for assessment. They are flexible and effective for self- and peer-assessment. Rubrics are also important because they allow students to be engaged in their design...»
A.3.1.4 How to build a rubric
1. Pose the questions: What features of students’ work provides us with evidence that they have acquired certain skills or knowledge?
Decompose the question into different characteristics:
- Appropriate
- Definable
- Observable
- Distinct from one another
- Complete
- Able to support descriptions along a continuum of quality
2. «...we need to ask ourselves about the quality of student work to be demonstrated at every level, ranging from the highest to the lowest. This question should have four answers to match as many quality levels.»
- Descriptive
- Clear
- Cover the whole range of performance Performance is described from one extreme of the continuum of quality to another for each criterion.
- Distinguish among levels
- Center the target performance (acceptable, mastery, passing) at the appropriate level
- Feature parallel descriptions from level to level

Module 3: How can you assess collaborative learning?

taniaserraogomes — 2017-10-15 10:47:49 UTC

3.8 Module 3 Resource Section

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 20:10:28 UTC

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 20:11:16 UTC

4.1 A primary school teacher’s experience of teacher collaboration
Valentina Marinova
Teacher collaboration - advantages
««Collaboration is a wonderful teaching tool. Teachers have the opportunity to assess and differentiate their teaching for students more readily and they can learn new pedagogical techniques from one another to expand their teaching repertoire. Cooperative teaching experiences also provide mutual support and assistance for planning and implementing lessons, assessing students’ progress, sharing professional concerns, and addressing students’ learning needs. Most importantly, working in teams allows more opportunities for students to understand and connect with content thereby maximizing individual learning potential.»

Collaborative Teaching and Learning course

taniaserraogomes — 2017-10-16 20:16:41 UTC

http://colab.eun.org/

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 20:35:22 UTC

4.1 A primary school teacher’s experience of teacher collaboration
Valentina Marinova
«To be effective[...]
Collaborative teachers have to spend time before and after school to coordinate their efforts; they need to bring their best skills and practices to the team while remaining flexible to adapt to new methodologies that can benefit student learning.»
« successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support. »

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 20:38:28 UTC

4.1 A primary school teacher’s experience of teacher collaboration
Valentina Marinova
What do you think about the ‘co-teaching rotation’ collaboration model mentioned by Valentina? Do you find it an interesting approach, and is it one you have experience with? Valentina mentions the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working. Do you agree with this, and what are your experiences of acting on the constructive criticisms of other teachers?
My ideas...

The idea of the colleague is quite interesting. In order for the system that the colleague uses to function, two teachers are needed. Did I get it? I've worked in partnership with another teacher in a very complicated class. Our partnership went well and we learned many things together. Of course, when we work collaboratively there is a strong likelihood that everyone will improve their performance. However, I can not fail to express my concern in this matter, since, at least in my country, teachers do not feel that their work is recognized and sometimes it is difficult to find anyone who wants to work, as portuguese saying goes, "Por amor à camisola", meaning without being pad.

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 20:56:42 UTC

4.2 A secondary teacher’s experience of teacher collaboration
Reyhan Gunes
«According to ISTE standards, teachers should:
- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
- Participate in local and global learning communities to explore creative applications of technology to improve student learning
- Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 21:10:46 UTC

4.2 A secondary teacher’s experience of teacher collaboration
Reyhan Gunes
Have you heard of all the platforms and digital tools mentioned by Reyhan in the video, and have you ever used them for teacher collaboration? Do you agree that not all teachers have the required skills to take advantage of digital technologies? Reyhan mentions social media networks, such as Twitter, Facebook and LinkedIn, as particularly useful spaces for teacher collaboration and professional learning. What is your experience with social media networks as they relate to teacher collaboration and professional learning? What emerging digital technologies are you aware of that can help teachers collaborate more efficiently?

My ideas...

I admit I had not heard of some of the tools mentioned by my colleagues. However, I've heard of the eTwinning platform but have not created a project yet. With my co-workers, sometimes we post messages on Facebook to share ideas or distribute work. I would like to work more collaboratively and preferably with the new technologies that save a lot of time, but I have to agree with teacher Reyhan when she says that not all teachers dominate these skills and even risk adding that they also have no great interest in learning .

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 21:23:09 UTC

4.3 The benefits and challenges of teacher collaboration

Prof. Deirdre Butler
What are the benefits of teacher collaboration?
«You have peer-to-peer learning[...] you can collaborate in a safe environment, where you can get critical feedback from others in a trusted environment. You can actually challenge one another – challenge your beliefs, your assumptions.[...]you can encourage risk-taking; it’s in a safe environment, so I can show you my learning tasks, I can get feedback from you. I know that I can then incorporate that feedback, and then I can show you my revised lesson.»
«[...] it means that you can design really deep meaningful, authentic learning environments that move beyond the classroom. And that you yourself then become an effective modeller of collaboration. Because your students see you, not only working in isolation, but actually working with teachers in a department in school, across the school, across nations, across boundaries… So you really become a real, true collaborator.»

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 21:30:00 UTC

4.3 The benefits and challenges of teacher collaboration

Prof. Deirdre Butler
What are the challenges of teacher collaboration?
«...sometimes it is difficult to find time to collaborate with one another. Difficult to align your timetables; sometimes schools can’t build in time for teachers to collaborate within the school environment.»
«But perhaps it would be useful if people looked at the technology and tools that are available, that you could collaborate outside of the school environment. So, there are numerous tools and platforms you could use. That’s one thing that you could do; the next thing that you could look at is looking at different opportunities: how could you actually build-in the opportunity maybe across the school day. To maybe link up with a student, or link up with a teacher and say: we will look at this together, and work collaboratively together.»
« The focus is on trying yourself, as a professional, to look at where you can find opportunities to collaborate with one another»

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-16 21:37:00 UTC

4.3 The benefits and challenges of teacher collaboration

Prof. Deirdre Butler
What are the challenges of teacher collaboration?

Do you agree with the benefits and challenges highlighted by Professor Butler? Which benefits and challenges would you add based on your experiences? What opportunities have you been able to take advantage of in your own context to collaborate with teachers both in and out of school? Do you collaborate with teachers in your own subject group, across age groups or across themes relevant to the whole school, and if so, how?

My ideas...

I agree with all the benefits and difficulties listed by teacher Butler. Opportunities to work in partnership at my school have been increasing, although many times I feel frustrated because I do not feel the same commitment from some colleagues. However, I think we have been improving. In the case of my subject, ICT, I do not currently work with any colleague but I am involved in several projects carried out at my school, such as the Eco-Schools project, the Christmas party, our 20th anniversary celebration , all of them involving collaborative work.

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 20:45:37 UTC

4.4 Skills and conditions needed for teacher collaboration
Majella Dempsey
« The skills needed by teachers to effectively collaborate with other teachers
They need knowledge, they need attitudes around wanting to collaborate, they need to have the skills for communication, for working with others, dealing with conflict – they need to have a motivation, so there has to be something there that motivates them to want to work together. »

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 20:56:09 UTC

4.4 Skills and conditions needed for teacher collaboration
Majella Dempsey
Do you agree with the list of skills and conditions cited as necessary for teacher collaboration to flourish in schools? What would you add to this list based on your experiences? Does the leadership in your teacher training institution or the current school in which you teach model collaboration? If so, how, and do you think this is motivating and beneficial for students? Do you work with teachers who are sceptical about collaboration, and what have you tried - or intend to try - to help them see the advantages of this way of working?
My ideas

I absolutely agree with the teacher Majella when she says that communication skills, ability to resolve conflicts, motivation and willingness to collaborate are determining factors for achieving the desired success when working in a group. In my school, teamwork is encouraged but not all elements have the skills required for the group to function, namely motivation.

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 21:15:49 UTC

4.5 How technology can facilitate teacher collaboration
Prof. Deirdre Butler
«... the cloud itself has brought opportunities for us to share documents, share video – share anything we want, using things like OneNote, VoiceThread, Padlet… »
« we have the communications platforms like Skype and Adobe Connect, and we have these opportunities of MOOCs, where people can come together like we never could do before, and share wonderful experiences across learning, designing deep learning environments »
« ...technology can have this interactive environment. So you could have a real-time webinar between everybody in the science department ...»
« In science and maths, for example, I am trying to encourage teachers to use preassessment tasks to look at what misconceptions might be there with their students ahead of teaching a topic. And sometimes our understanding of the misconceptions is not as deep as it could be »

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 21:16:37 UTC

4.5 How technology can facilitate teacher collaboration
Prof. Deirdre Butler
Do you use technology specifically for the purpose of collaborating with other teachers? Would you say that the nature of your digital collaboration with teachers is equivalent to ‘sending and displaying’, as mentioned in the video, or more about processing, analysing and sharing? Why do you think this is, and can you give examples? Which digital tools would you recommend teachers to use for collaborating and why?
My ideas...

I think teachers should use whatever tools they feel comfortable with and that allows collaborative work. Recently, I've been working with a colleague and I used the email. We were downloading the document as often as needed to read the work and give feedback to each other. In the end, the work was done with the contribution of both. Personally, I think Google Drive or Dropbox would have been more practical since we would not have to "waste time" downloading the document to the computer. But it was a good start.

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 21:35:09 UTC

4.6 Irish teachers’ reflections on teacher collaboration
Sarah-Jayne Carey
«You might start initially with children working in pairs, so that they learn to work in a pair and have shared responsibility before you move to a group situation. They are going to design their learning activities, they are going to look at them and compare and exchange ideas between groups and get feedback from different groups.»

Module 4: How can teacher collaboration facilitate collaborative learning?

taniaserraogomes — 2017-10-17 21:36:33 UTC

4.6 Irish teachers’ reflections on teacher collaboration
Sarah-Jayne Carey
Do you agree that it is challenging to find time for teacher collaboration within a school day? What is your experience with this, and what solutions have you tried to overcome this challenge? Do you agree that working with teachers from different disciplines can be very useful, and what are your relevant experiences? What are the conditions needed for this to work, in your opinion?
My ideas...

In fact, working in groups takes time. That is why politicians responsible for educational policy in my region have chosen to create time for teachers to find and develop common projects. That's why I work in partnership with the music teacher, the library teacher, with educators with the goal of carrying out projects involving all stakeholders. Everyone gets to gain from what each one knows best.

Webinar

taniaserraogomes — 2017-10-26 17:37:13 UTC

Tools

taniaserraogomes — 2017-11-01 14:59:32 UTC

taniaserraogomes — 2017-11-29 18:18:47 UTC