Co-Lab Sandra Teixeira's Learning Diary


Hello everybody! My name is Sandra and I'm a science and math teacher since 1999. Currently I am teaching at a public primary school in a small village, Alpendorada, belonging to Oporto, Portugal. The school´s name is "EB 1 de Serrinha". My class is mixed, with students from 3rd and 4th years of schooling (8 and 9 years old respectively). The school is very old, so the resources are the ones that I have, even the computer. But I like to say I have a future classroom, without all the colors and technologie envolved. I have a big room. This characteristic allows me to organize different spaces, to work different subjects in some differents ways. I love teaching! So, I enjoy everything that's new/different/motivator... With this experience I really hope to find useful ideas to improve my daily work.

Co-Lab Mooc

Module 1: What is collaborative learning?

1.1 What is collaborative learning?

The learning objectives for this module are:
  • Understand the full meaning of collaborative learning, and that it requires more than teachers simply putting students in groups
  • Appreciate the key benefits collaborative learning can bring to students and the specific skills it helps develop
  • Appreciate how collaborative learning can be facilitated by a flexible, interactive classroom, and also through project-based learning
  • Create a personal Learning Diary to log learning activities, reflections and resources from the course.
  • Reflect in your Learning Diary on two learning activities and whether they require a low or high level of collaboration from students
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 develop these as a result of collaborative learning?

In my opinion, collaborative learning, is an educational approach, similar to socio-constructivism methodology, in wich students have an active role on their learning process, interacting with each other. The interaction depends of the theme. Some themes are more productive working with small groups (with 2 or 3 students), others result better a work with bigger groups.

1.2 Collaborative learning in a flexible classroom

Is your classroom set-up flexible and interactive like the one shown in the video? Without necessarily having access to flexible classroom furniture, has the video inspired you to see how you might 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?

In my school there aren't a special classroom, equipped with this kind of furniture, an interactive board, a computer, or wireless internet. So, I have to work with my personal belongings (computer, internet,...), but I think that I´m a lucky one, because I have a big room (not usual in portuguese schools). That way I can get different spaces to work different contents. This classroom, effectively, facilitates collaborative learning, but 'in my own way'.

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 were the positive and negative aspects and what could be 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?

Obviously I agree with the teacher on the video. I use ICT in my classroom all the time, specially some educative apps and sensors (because of my investigations about the experimental teach in Sciences). But I dont have an interactive board, or computers for groups... so, I have to use my personal computer, tablet and smartphone to do that. Anyway, at the end of pratical activities, I do similar exercises to evaluate the motivation level as well as the students outcomes. This evaluation can be written, or a recorded debate (this way I can take notes for my investigations, to evaluate the scientific literacy development).

1.4 A foreign language teacher’s experience of collaborative learning

In your experience of collaborative learning, is behavior 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 of this? How do you monitor teamwork? Do you find the ways mentioned in this video (e.g. through self and peer assessment) useful? What about the online tools mentioned?

The collaborative work is an excellent way to develope children's awareness, but it takes more time to obtain significant results. It's effective in small classes, mostly because of the space that we usually have in schools. The evaluation is very easy. I circulate among the students, when they're working, to observ the interactions, the doubts and questions that students have. That way I can help them interacting with each other. At the end, they have to present their work to the rest of the class. This presentation allows me understand the understanding of each student on the theme.

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?

Once, I had an experience,in a school. I have a Master in Experimental Science Teaching, so, I did all the experimental work with all classes in the school. I loved the experience, and the children loved too. But, in Portugal it's difficult to do that. Primary school Teachers have 'their' students in 'their' classes, and don't accept very well the collaborative work. I suppose that's because they're afraid that student's or their parents can formulate a bad opinion about their work. They are only concerned with exams preparation.

1.6 Module 1 - Learning Activity

Reflect on some recent learning activities you have carried out with your class in the past year, which have included some level of collaboration, and follow these steps:

  • - 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 from students.
  • - In your Learning Diary, describe each learning activity in no more than 300 words, clearly outlining the aspects related to student collaboration.
Share your activity descriptions and explanations of why they are low or high levels of collaboration.

Low level of collaboration:

This activitie it's inserted in the project: "The Earth Trembles". The main objective is to prepare students for a possible earthquake. Students has to: a) cover themselves under the tables when the alarm sounds; b) when it's safe, get out of the classroom, in a certain order, and calm down each other.

High level of collaboration:

The video shows an activity developed to the project "Sobe" (about healthy eating) . This project involves the portugueses Ministries of Education and Health. It's a very important project to motivate students to eat healthy foods. To turn this project more concrete, in small groups, students prepared a menu for a day in school. After that, we turned the ideas into concrete situations in the classroom. Starting with the breakfast, passing through the morning and afternoon snack's. The preparation of snacks, involved all the students in the class. The evaluation of the activities took place during the sharing of the vegetable 'quiche'.

1.7 Module 1 - Resource Section


  • Creative Classroom Lab Project, 2013. Collaboration learning model, University of Minho.
  • Davidson & Howell Major 2014. Cooperative, collaborative and problem based learning
  • Prince, P. 2004. Does active learning work? A review of the research.
  • Learning in groups: A handbook for face-to-face and online environments
A participation...

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

The learning objectives for this module are:
  1. Understand how to embed collaborative learning into lesson design;
  2. Appreciate the four dimensions of collaborative learning concerning group work, shared responsibility, making substantive decisions, and interdependent work;
  3. Understand how the 21st Century Learning Design Collaboration Rubric and Learning Scenarios can help you reflect and design collaborative learning activities;
  4. Assess the two collaborative learning activities you described in Module 1, using the 21 CLD Rubric, and report in your Learning Diary.

2.1 Module 2 - Introduction

2.2 Embedding collaborative learning into lesson design

Do you agree about the importance to have a shared language concerning what we mean by 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?

I fully agree with the need to use a shared language, however, this aspect means that many colleagues, teachers, do not feel tempted to participate in activities of this kind, e.g. MOOC, because they do not feel comfortable with the language. Collaborative work does not have to do with the personality trait, but rather with the taste for the development new and motivating didactic strategies, with the students. In my opinion, as soon a child develops the collaborative work, the better he/she will work in the future, in all aspects of his life, not only academically. The only constraint, in my view, with the development of collaborative work, is mentality. If the goal is to prepare students for exams, why develop a kind of work that takes even longer to materialize and maintains a slightly above average noise compared to an expositive class ... I agree with Professor Buttler on the use of technology. I only experienced the sharing of information once, about the weather, using an App, in order to send data to an ongoing investigation in England. I found the experience very interesting.

2.3 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?

I think the questions are very interesting. They will help me when I'll design a collaborative learning activity. I really never thought about it. We learn with the experiences we have access.

2.4 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 the advantages and disadvantages of it?

I've nerver used this rubrics, or other, to design collaborative learning activities. I think it's very useful to plan my lessons, with real quality of collaboration.I don't have enough experience with this rubric, to evaluate advantages or disadvantages.

2.5 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?

I think the template is very clear and simple to use. The examples are the most important and very inspiring, because we can see how they works. I will build my activity, starting from the ideas of the presented scenarios, because it is the first time that I plan a class of this sort.

2.6 Module 2 - Learning Activity

Use the 21CLD framework and rubric (see video 2.4 and pages 3-9 of the PDF entitled ‘21CLD Learning Activity Rubrics’ available in the Resources section of Module 2) to assess at what level the two learning activities you reflected on in Module 1 are at. In your Learning Diary identify the codes (from 1 to 5) which best reflects the collaborative learning in your learning activities.

Has using the rubric made you change your mind about whether the activities you wrote about in module 1 represent low/high levels of student collaboration? Explain why this is, or is not the case in your Learning Diary and in the Padlet below. In your Learning Diary, and in the Padlet below explain what is useful about the rubric and how has it helped you understand collaborative learning better, and how you intend to use it in the future.

I think my low level activity is a code 1, because students only had to follow instructions. My high level activity is a code 5 because first, they had to think about the menu for the day, and then, they cooked together, all the classroom, sharing tasks.

2.7 OPTIONAL Peer Review activity

This activity is not obligatory. Please only take part in this optional activity if you are able to submit content in English. If not, please feel free to skip this activity.

I didn't complete the activity within the stipulated time.

2.8 Module 2 - Resource Section

Collaboration Rubric:

Microsoft (2012). 21ST Century Learning Design: 21CLD Learning Activity Rubrics -

Learning Scenario Template:

Learning_Scenario_template -

6 Example Learning Scenarios:

Resources for the 'Asteroids, impacts and craters' learning scenario:

Module 3: How can you assess collaborative learning?

A warm welcome to module 3!

The learning objectives for this module are:

  1. Understand the principles of assessing collaborative learning
  2. Appreciate the various challenges teachers face in assessing collaborative learning and the tips, tools and solutions available
  3. Understand the value of using rubrics and checklists for assessing collaborative learning, and how to construct them
  4. Appreciate the importance of involving students in the definition of assessment tools used for collaborative learning
  5. Start creating one or more lesson plans integrating collaborative learning and assessment using the Learning Designer

3.1 Module 3 - Introduction

3.2 TeachMeet - Collaboration: together and beyond!

As part of the Collaborative Teaching and Learning course, we are organizing an online Teachmeet on Wednesday 23rd November at 18:00 CET. A TeachMeet is an informal way of sharing ideas amongst teachers.

I could not attend the meeting for work reasons.

3.3 Assessment for improving collaborative learning

Do you think your assessment of collaborative work sometimes discourages students or encourages competition? If yes, how you do think this could be avoided? Is the assessment you carry out brief, clear and timely, and how do you ensure it is so; do you have tips to suggest for others? 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)?

Collaborative activities with self integrated evaluation are important, otherwise the students might think that the activities for it self doesn't have intention of learning. It's important that all participants in the process, teacher and students, have in mind the aim. So, it's fundamental stablish goals to correctly evaluate the activity.

3.4 : 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 about their collaborative skills? What do you think about implementing peer assessment with pupils of a young age (6-11 year olds)? Are there special considerations to be taken into account? What about her final question she asks us and our expert to reflect on; do you find it challenging to know how best to assess the individual participation of a student in a collaborative activity?

I loved this video! It is really usefull because it shows how we could implement collaborative work with younger pupils. The method used by Chrisa is very appropriate and allows students self-regulation when they do assessment with colleagues.

3.5 An ICT teacher’s experience of assessing collaborative learning

What do you think about the projects described by Antonio, from the student collaboration point of view, as well as the teacher collaboration point of view? 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, reorganizing 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?

I think that this project presentation is very interesting in both points of view, the student's and teacher's collaboration.I totally agree with the benefits António's refer to assess collaborative learning. The usage of collaborative digital tools is essential for students working together with motivation, this way they get more involved in a meaningful way, so they learn more and better.

3.6 Collaborative learning and student peer reviews

When setting up student groups to work on a project, Anna often leaves students free to decide who they would like to work with and each team member’s role. 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 of these tools?

I agree with the two approaches presented in the video. They serve differents objectives. About the digital tools, I never used the examples given in the video. I've already used sensors and simulators in the computer, smartphone and tablet.

3.7 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 have been 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?

I have never used checklists for assess colaborative work, but they seem to be practical and very adjustables. I find it interesting to include students in the construction of checklists. I think that I am going to try them with my students.. that's why I engaged this course... learn more makes me a better teacher/professional.

3.8 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 about the quality of their learning, thereby helping them to become more independent learners. Do you agree, and what are your experiences of this? He also notes that research shows that self-assessment combined with peer assessment reduces the trend for ‘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?

I agree and subscribe the general idea of shared responsability in assessing collaborative learning. Howhever there's an important role of the teacher as a mediator of all process and I think is very important to include a percentage weight to individual assessment as part of the summative assement related to collaborative work. It’s important to give the opportunity for students to comment other student’s work. I believe that when they do it students (and all of us) can reflect about their own work and learning.

3.9 Module 3 - Learning Activity

  • Start working on creating one or more lesson plans integrating collaborative learning and assessment, which you intend to use with your students in the classroom before the end of 2016 or early next year.
  • Module 4’s learning activity will be to continue working on your lesson plan/s so that you can submit your final one/s at the end of the course, and implement it/them in practice shortly afterwards.
  • To design your lesson plan, please use the Learning Designer.
  • Below is a list of criteria you should consider when creating your lesson plan and to use for your peer review of the lesson plans of two other course participants:

1. The lesson plan includes learning activities specifically designed to develop students’ collaborative learning skills: For example, at least two of the following criteria are included (see module 2 videos and resources – i.e. the 21CLD rubric and the example learning scenarios for further information and inspiration):

  • Students are required to work in pairs or groups
  • Students have shared responsibility
  • Students make substantive decisions together
  • Students’ work is interdependent

It is essential that the nature of the collaborative activities is fully described in the lesson plan, and clearly refers to one or more of the four dimensions mentioned above.

2. The lesson plan incorporates appropriate assessment tools to assess the collaborative learning activities mentioned, preferably including the student in the design of at least one of the tools: For example, one or more of the following are included as assessment tools (see module 3 videos and resources – i.e. the CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom for further information and inspiration):

  • Rubric to assess a group
  • Rubric to assess group members individually
  • Checklist for self-assessment of students’ collaborative skills
  • Checklist for peer-assessment of students’ collaborative skills
  • Digital tools facilitating self and peer assessment of collaborative learning
  • Mindmaps and infographics to assess group work and facilitate peer assessment

3. The lesson plan is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the lesson(s) if the objectives have been achieved.

4. The lesson plan is balanced: there is a good mix of activities with at least four different Teaching Learning Activities used (TLAs in the Learning Designer) and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).

3.10 Module 3 - Resource Section

CO-LAB Guidelines for Assessing Collaborative Learning in the Classroom (Luis Valente, University of Minho) -

Collaboration and Assessment: Theory and Practice (Luis Valente, University of Minho) -

3.11 "Questions and Answers" Session with Prof. Deirdre Butler!

I didn't participate.

Module 4: How can teacher collaboration facilitate collaborative learning?

A warm welcome to module 4!

This module is all about teacher collaboration. So far on the course we have learned how to design and assess students’ collaborative learning. But preaching to students about the importance of collaboration is not enough; teachers, as well as teacher trainers and principals, need to model collaboration in order for students to take this seriously, and recognize and be convinced of its value. We know from recent European research (which you can access in the resource section of this module) that more opportunities for teacher collaboration are very much needed. Such opportunities could include building networks, providing virtual spaces to exchange, and developing a collaborative school culture between teachers, students and the wider community.

In this module we hear about teacher collaboration experiences from a variety of viewpoints – from Bulgarian, Turkish and Irish teachers as well as a teacher trainer and a researcher. The benefits and challenges of teacher collaboration are discussed, as well as the skills required and the school conditions needed for effective collaboration to take place. We also hear about how technology can facilitate teachers working together.

The learning objectives for this module are:

  1. Appreciate the benefits of teacher collaboration and how best to take advantage of them, as well as the challenges, and tips and tools for overcoming them
  2. Understand the required skills needed by teachers for effective collaboration, as well as the conditions needed at school level for teacher collaboration to flourish
  3. Understand how technology can facilitate teacher collaboration
  4. Finalize the development of one or more lesson plans integrating collaborative learning and assessment, as well as elements of teacher collaboration, using the Learning Designer.
  5. Peer review the collaborative learning lesson plans of two course participants.

4.1 Module 4 - Introduction

4.1.1 Q&A Session with Prof. Deirdre Butler!

In this live event that will take place on 15th November at 18:00 CET, Deirdre Butler will be presenting an informal "questions and answers" session where participants will have the chance to ask her any question related to any topic of the course. Please use this padlet to ask Deirdre any question or doubt you may have before the event. We will relay these questions to her at the end of the session. Thanks to all

I am so sorry, because I couldn't participate or watch the webinar. I was working at school.

4.2 A primary school teacher’s experience of teacher collaboration

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 of? 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 upon the constructive criticisms of other teachers?

I think that this model of co-teaching exemplified by Valentina is a very interesting approach for student's success. It develops teachers: time to connect with colleagues, remain open to learn, share ideas and be ready to provide support. This increases student's motivation for learning more and more. In portugueses school's that I used to work, it's unusual practice. The 1st cycle has a teacher, that guides his/her students and that teacher don't accept very well the other teachers suggestions.

4.3 A secondary teacher’s experience of teacher collaboration

Have you heard of all the platforms and digital tools mentioned by Reyhan in the video, and what are your experiences of using 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 are your experiences of social media networks for teacher collaboration and professional learning? What emerging digital technologies are you aware of that can help teachers collaborate more efficiently?

I don't know how to use properly all the tools mentined on the video, but in my school we use the for sharing information.

4.4 The benefits and 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 outside 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?

I do agree with Professor Butler, so, I pratice collaborative work with colleagues that make courses with me in the passed and now in the Phd course. In my school, and almost in all primary schools that I know, collaboration'work is a difficult practice. I think we cooperate but only in a few aspects, usually about the contents we are teaching, to do a similar evaluation. As I already said in other coments, collaboration is not always a concept that is greeted with open arms among primary teachers. Educators who have had success (in exams) working in isolation may view this process as an invasion of their pedagogy and a waste of time. The key to strong collaboration is recognizing that a student shouldn’t be the responsibility of only one teacher, but of all teachers. But to spread the idea... it's a long and not easy way to go through.

4.5 Skills and conditions needed for teacher collaboration

Do you agree with the list of skills and conditions mentioned 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/will you try to help them see the advantages of this way of working?

I do agree with the list of skills and conditions mentioned as necessary among teachers, so that collaboration work flourish in our schools, as Majella says. I work with sceptical teachers about this theme. In this case, I share some activities and encourage them to work with me, reminding them about the benefits of that kind of work.

4.6 How technology can facilitate teacher collaboration

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, analyzing and sharing? Why do you think this is and can you give examples? Which digital tools would you recommend for teachers to use for collaborating and why?

Technologie facilitate collaborative work among teachers, students and parents. It's a wonderful instrument. I use blog, facebook and moodle, more to comunicate with students and parents. Dropbox or google .docs to share work with other teachers.

4.7 Irish teachers’ reflections on teacher collaboration

Do you agree that finding time within the school day for teacher collaboration is challenging? What are your experiences of 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 experiences of this? What are the conditions needed in your opinion for this to work?

In my opinion teachers must have hours in their lective time to work collaboratively. This hours should be written by the school administration, at the teachers timetable. Let the teachers make some changes in their work, is another need. The portuguese curriculum is open minded, but the objectives to achive are a lot, and difficult ones, accounting student's age. So, school'directors put grades above all. They don't consider that teachers can work themes differently, and have good results in exams, e.g. Everybody knows that collaborative work takes more time to achieve knowledge. So, why spend more time, when teachers can explain everything??? Regarding students work, is very important to know that collaborative tasks allow students to have time for themselves, this way they will learn and remember longer the subjects they are working, because of motivation. All activities that I have done with other teachers were great, students enjoyed very much and the best part is that they didn't forget anything. The environment in school was excellent, among all the comunity. The work that I do best with students is experimental work. They learn things more profund, and mostly, they like to share their knowledge with colleagues from other classes. Technology is an important resource to that success. I use different apps, simulators and sensors.

4.8a Module 4 - Learning Activity in English

In order to do this please follow these steps :

  1. Following on from Module 3’s learning activity, please continue developing one or more lesson plans integrating collaborative learning and assessment, which you intend to use with your students in the classroom before the end of 2016 or early next year. Please design your lesson plan in English language and use the Learning Designer.
  2. Please look at the below lesson plan rubric document which you should consider when creating or updating your lesson plan. The rubric will also be used for your peer review of the lesson plans of two other course participants. (a.Lesson Plan Rubric Word Version (Word version)
  3. Get the link to your lesson plan on the Learning Designer. To see how to save and continue editing your lesson plan see here. Once finished, click on the "Share button" and copy the link. See here for a short screencast on how to get the link.
  4. Submit the link to your lesson plan together with the link to your Learning Diary by posting the links in the textbox further below and clicking the "Hand-in task" button. By submitting your Learning Diary with your lesson plan you provide some context for your lesson plan, allowing your reviewer to better understand your lesson plan. Make sure you submit the correct links as once you have submitted them, there is no way to subsequently change it. Remember, The final deadline to submit your lesson plan is the 23rd November at 23:59h CET.
  5. Review three lesson plans. Wait until you have received an email confirming that you have been allocated 2 lesson plans of your peers to review (if you don't receive an email just check this section again to see if you have been allocated some reviews). You will then be able to post review comments and upload a review file for each of the 2 lesson plans that have been allocated to you. (Please complete the Lesson Plan Rubric document (Word version) or (Open Office version) for each lesson plan and submit this as your peer review in this section. You can find an example of a completed Lesson Plan Rubric document here. Make sure you click the "Review" button after attaching the file. Please also keep in mind that the final deadline to submit your reviews is the 27th November at 23:59h CET).
  6. Read the feedback for your own lesson plan. You will receive an email once you can look at the feedback that has been provided for your lesson plan. The feedback will be available in this section further below.

Now this whole activity relies on your integrity and professionalism. Please take it seriously, don't plagiarise and provide valuable and friendly feedback. There is nothing more frustrating than having put a lot of work into a great lesson plan and then not being provided the professional courtesy by someone who does not take the review process seriously. The review process is NOT anonymous so you will see the name of the person who has reviewed your lesson plan. But please note that if you are not happy with the review you have been provided, we are not in a position to check this. However, if you feel someone has really not taken the process seriously and is misusing the system in some form, please report this to us by writing an email to and we will investigate it. For any questions in Polish, please contact Klaudia Starczynowska. Please DO NOT send any questions in Polish to the European Schoolnet Academy email address and please also DO NOT post them on the Forum. Please also remember that the process of reviewing someone's work is a great learning exercise so participating in this exercise should be valuable in itself, even if you feel the feedback you have received has not been that helpful. And remember, this is the final task of the whole course so use all the ideas, resources and inspiration you have gained so far. Enjoy! If you are still unsure about the process watch the video (in English) below which outlines the main steps.

4.9 Module 4 - Resource Section

Eurydice Report (2015). The Teaching Profession in Europe -

CRELL Report (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education -

4.10 TeachMeet !

I could not watch due to a system error.

I loved this training. I learned a lot. Now I will move all this learning into practice.

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