CoTeachLearn_dAngelo by leila d'angelo https://padlet.com/profleila/coteachlearn Learning Diary of Collaborative teaching and learning en-us 2017-09-21 21:21:59 UTC 2023-02-18 07:30:54 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Folder.png Who I am profleila https://padlet.com/profleila/coteachlearn/wish/189947911 I'm Leila Lisa d'Angelo, maths teacher in the "scuola secondaria di secondo grado" age from 15 to 19. I'm experiencing collaborative teaching but I need to improve my competencies about this practice.

]]> 2017-09-21 21:26:52 UTC https://padlet.com/profleila/coteachlearn/wish/189947911 What collaborative learning may be profleila https://padlet.com/profleila/coteachlearn/wish/193200098 Collaborative learning means, first of all, everybody gets their own time and space to understand the task; then it means listening to the others and make the others listen; then negotiate the answer to the task.]]> 2017-10-02 20:09:57 UTC https://padlet.com/profleila/coteachlearn/wish/193200098 Evaluation profleila https://padlet.com/profleila/coteachlearn/wish/193208084 About the assessment, I think the output of the group activity should be evaluated to give feedback to the group. But no evaluation should be given to the members of the group in order to make them feel free during the activity to share ideas and discuss them. ]]> 2017-10-02 20:37:31 UTC https://padlet.com/profleila/coteachlearn/wish/193208084 How to obtain high levels of collaboration profleila https://padlet.com/profleila/coteachlearn/wish/193213067 I'm experiencing group activities in which every member of the group has their own role: organize the work, coordinate the group, write down the output, relate to the others, observe everybody's behaviour. This may be a way each member of the group feel involved and obliged to be attentive. The kind of activity proposed is less important to guarantee a high level of collaboration.

]]> 2017-10-02 20:58:13 UTC https://padlet.com/profleila/coteachlearn/wish/193213067 Questions the teacher should ask themself profleila https://padlet.com/profleila/coteachlearn/wish/195167482 . are they working together? 
. Do they have shared responsibility? 
. Are they making substantive decisions? 
]]> 2017-10-09 10:59:52 UTC https://padlet.com/profleila/coteachlearn/wish/195167482 An example of a rubric for group autoassessment profleila https://padlet.com/profleila/coteachlearn/wish/195231506
]]> 2017-10-09 14:01:06 UTC https://padlet.com/profleila/coteachlearn/wish/195231506 Learning scenarios profleila https://padlet.com/profleila/coteachlearn/wish/195236103 A Learning Scenario consists of 7 phases: These 7 phases help you as a teacher to plan and 
structure your learning activities in advance. The 7 phases are Dream, Explore, Map, Make, 
Ask, Remake and Show. In the first phase “Dream”, students can brainstorm,
think freely and 
share ideas. In the “Explore” phase, students collect information on a certain topic. In the 
“Map” phase, they structure their thoughts and ideas and seek to understand how they are 
related. In the “Make” phase, students develop or create
a product or practise an activity. 
One possible activity for students in the “Ask” phase is to interview experts and 
stakeholders. In the “Remake” phase students replan or revisit their product, on the basis of 
the feedback or further information they rec
eived. In the last phase “Show”, students 
publish and present the results of their work. 
]]> 2017-10-09 14:12:00 UTC https://padlet.com/profleila/coteachlearn/wish/195236103 Learning scenarios template profleila https://padlet.com/profleila/coteachlearn/wish/195237329 2017-10-09 14:14:40 UTC https://padlet.com/profleila/coteachlearn/wish/195237329 An example of a learning activity profleila https://padlet.com/profleila/coteachlearn/wish/195339646 The class, age 15, is split into groups of 5 or 4 students. In every group there are students at different level of assessment. Each of them play a different role: scheduling the activities, moderate the debate, take the minutes, relate to the class, take notes of the relevant incidents to make a constructive criticism. In successive sessions of work roles are changed.
A paper is given to each group containing a list of questions.
The first questions require standard calculations, next a conjecture and the proof of the conjecture are required, based on the analysis of the results of the calculations.
Spreading the questions from a standard level to higher levels, each member of the group has the opportunity to give their contribution. The necessity of fulfil their role makes student responsible and involved in the activity.
If the questions are engaging without being too difficult, the level of collaboration may be high.
Student have a low level of collaboration with standard exercises without the opportunity of discovering new ideas.
Connected to this post an example of a paper of questions to discuss in group, conjecture, demonstrate.

]]> 2017-10-09 18:13:13 UTC https://padlet.com/profleila/coteachlearn/wish/195339646 2nd degree polynomials profleila https://padlet.com/profleila/coteachlearn/wish/195760632 2017-10-10 18:19:56 UTC https://padlet.com/profleila/coteachlearn/wish/195760632 Coding the high level learning activity profleila https://padlet.com/profleila/coteachlearn/wish/195769963
  • are students required to work in pairs or groups? Yes
  • do they have shared responsibility? Yes
  • are they making substantive decisions? Yes 
  • is their work interdependent? Yes
  • CODE 5
    • ]]>     2017-10-10 18:38:04 UTC https://padlet.com/profleila/coteachlearn/wish/195769963     Coding the high level learning activity profleila https://padlet.com/profleila/coteachlearn/wish/195772089
  • are students required to work in pairs or groups? Yes
  • do they have shared responsibility? Yes
  • are they making substantive decisions? No
  • CODE 3

    • ]]>     2017-10-10 18:42:21 UTC https://padlet.com/profleila/coteachlearn/wish/195772089