Collaborative teaching & learning by Antonella Sasanelli

Dear collegues, these are busy and exciting days for the school year's starting in most of our countries. I'd like to give my best wishes to all of you and to every student all over the world (to my 13 y. "high school - starting" daughter, too! <3)

antonella_sasanelli — 2017-09-12 15:22:21 UTC

antonella_sasanelli — 2017-09-30 08:19:23 UTC

Well done!!! :-)

antonella_sasanelli — 2017-10-03 17:12:59 UTC

A debate challenge

antonella_sasanelli — 2017-10-03 17:17:49 UTC

Problem - based learning

antonella_sasanelli — 2017-10-03 17:19:05 UTC

Group investigation

antonella_sasanelli — 2017-10-03 17:20:14 UTC

Project work

Peer tutoring

antonella_sasanelli — 2017-10-06 12:06:21 UTC

Antonella, Castellana Grotte - module 1 learn. act.

antonella_sasanelli — 2017-10-07 21:06:20 UTC

High level collaboration

Debate challenge:

students worked together in small groups, not only at school, to search accredited informations on the assigned topic. After the group – quest, they had to decide who will take part in the debate challenge (always 2:2) and the role (introduction speech, discussion, conclusion). Preparing to the debate challenge needs trying many times to monitor: time, speech quality, memory and so on...

Each memeber of the group is “on track” by his own ability and task: preparing notes, graphics (or other pictures). Students use during the training the same rubric we use for the final evalutation of the debate challenge. So that they are engaged also in assessment process.

Low level collaboration

Class notebook:

Students use Google documents and padlet to collect their school-notes in different ways: conceptual maps, summaries, tables, pictures, presentations, graphics. This is a sharing modality that helps weakest students but it also improve metacognitive skills for higher-level students. It is also a good way to monitor learning process and self-alignement to the level of the class (“did I study/understand this part?”, “Who could help me to complete this task?”)

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-07 21:27:30 UTC

High level collaboration – 21CLD Learning Activity Rubrics

ACTIVITY: Debate challenge:

 collaboration - CODE 5

 knowledge construction – CODE 4

 self-regulation – CODE 4

 real-world problem-solving and innovation – CODE 2

 the use of ICT for learning – CODE 3

 skilled communication – CODE 4

Low level collaboration - 21CLD Learning Activity Rubrics

ACTIVITY:Class notebook:

 collaboration – CODE 2

 knowledge construction – CODE 1

 self-regulation – CODE 4

 real-world problem-solving and innovation – CODE 1

 the use of ICT for learning – CODE 5

 skilled communication - CODE 2

Module 2: done!

antonella_sasanelli — 2017-10-07 21:41:18 UTC

Grammar quest :-)

antonella_sasanelli — 2017-10-12 17:55:58 UTC

cooper-game

antonella_sasanelli — 2017-10-12 17:56:38 UTC

"Broken circles" >>> focus: positive interdipendence

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-17 17:59:50 UTC

Module 3: How can you assess collaborative learning?

About the first of the two final questions, I think that a valid way to constructively check the individual participation and performance within collaborative work could be a progressive series of questions in a discrete period (medium term), because collaborative skills need time and maturity. On the last point - to what extent is it appropriate to carry out discrete assessment for each member of the group since the final outcome is a product of collaborative work? - I find: in full!
That is to say there are many other outcomes of individual knowledge and skills that can be taken into account for summative assessment, so that the assessment of a PBL - collaborative work MUST be totally rewarding and encouraging.

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-17 18:00:12 UTC

Module 3.1 Assessment for improving collaborative learning

Up to now my assessment of collaborative work hasn't been neither encouraging competition, nor discouraging students. However, I think I should improve more Self-assessment and peer assessment in order to make them fast, timely and objective when assessing collaborative learning.

About my school, learning outcomes related to collaborative works are taken into account only when the teacher who's managing the project is - really - supporting with a very belief these methodologies.

Formally, this kind of outcomes are evaluated in a very low percentage...

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-17 18:35:43 UTC

3.3 An ICT teacher’s experience of assessing collaborative learning

1 – In collaborative learning situations, should student outcomes be assessed in a different way than the traditional way?
We have to design assessment tools related to a socioconstructivist

learning model, focused on skills not - only - on knowledge and finalized to self-awareness.
2 –Is the way we assess collaborative learning independent of the curriculum and of the student’s age group? Can it be applied to all disciplines and classes?
Collaborative learning assessment is totally related to the curriculum, by the way of the “factual knowledge” and from this point of view it can be applied to all disciplines and classes, taking into account the age of students and peculiarities of each subject (foundations, lexicon, method...).

3 – In a collaborative learning environment how do we articulate individual assessment with group assessment?
I agree with professor Luis Valente when he says “the emphasis should be put on assessing what leads to the development of team work skills and the results or knowledge achieved by the group, much more than evaluating individual successes”.

4 – In collaborative learning environments is it more important to focus on the process or on the product when grading student’s performance?

I think it depends mainly on the objectives designed by the teacher, or the teachers team in case of interdisciplinary projects. Generally, we design collaborative learning activities in order to promote “procedural and metacognitive categories which constitute high level knowledge”, therefore I find that it is more important to focus on the process, that IS conditio sine qua non for a good product.

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-17 19:20:32 UTC

3.4 Collaborative learning and student peer reviews

As shared in a previous FB discussion few days ago, I set up student groups alternately leaving them free to decide or using random games and tools.

This year I started a new class and I set up groups using the information taken from a very useful survey focused on motivation, cognitive style and self awereness.
About games and tools, I regularly use Padlet, Pearltrees, Google docs, and - recently suggested from my 13 aged daughter!-  Quizlet:
https://quizlet.com/it
This is very nice and helpful for peer review.

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-21 10:57:14 UTC

3.5 Collaborative learning - What to assess and how?

I'd like to share this rubric from professor Castoldi:

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-21 11:02:18 UTC

3.5 Collaborative learning - What to assess and how?

here's one of my first group - checklist:

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-21 11:36:57 UTC

3.6 Answers to teachers’ questions on assessing collaborative learning

I completely agree with professor Valente.
In my new class my collegue support teacher and me are starting a learning project completely based on peer tutoring. Individual assessment will be definetely integrated to group assessment, in order to "give value to: - their respect of unusual viewpoints or inventive ideas - their originality - their individual handicaps" (Professor valente)

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-22 11:20:04 UTC

Module 3: LEARNING DESIGN FIRST LESSON PLAN

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-10-22 17:09:51 UTC

my assessment rubric for the lesson plan

I'm so PROUD😍

antonella_sasanelli — 2017-10-25 13:53:45 UTC

thanks to all participants and especially to course moderators!

Antonella Sasanelli, Italy

antonella_sasanelli — 2017-11-03 19:04:40 UTC

This course was definitely one of the best training experiences of recent times. I learned a lot more about collaborative approach. Moderators - like Anna Laghigna - , professors, resources and tools were of the highest level and competence.
Peer reviews and informal exchanges and suggestions, also on social media groups, gave me the evidence of what we need to practice.
In a word... CO-LAB MOOC was "inspiration-multiplier"!!!

"The only way out is spiritual, intellectual, and emotional revolution in which, finally, we learn to experience first hand the interloping connections between person and person, organism and organism, action and consequence." (Gregory Bateson)

Something to be proud :-)

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antonella_sasanelli — 2018-03-06 14:33:04 UTC

#coteaching #coworking

Readers’ cut

antonella_sasanelli — 2018-03-06 14:46:05 UTC

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