Velika Gorica

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OHM'S LAW

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STATIC ELECTRICITY

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Happy New Year!

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Hairstyle

Open eTwinning: Project-Based Learning and the Community for Schools in Europe

Collaborative activity rubric – Self-evaluation

Please go through each of the rubric categories and identify to what extent the activity you have created corresponds to this.

For each item, make an “X” in the cell under the level numbers. On the right, you can add comments.

The description of the different items can be found in page 2 and 3 of this document.

Assess your response by selecting the appropriate criteria in the rubric. You should also comment on those areas you believe are in need of improvement or deserve mentioning.

This document doesn’t need to be submitted in the Teacher Academy platform and is only for self-assessment on your own work. However, if you want to share your evaluation with the community, you can share it on social media using the course channels.

Instructional practices	Level				Comments
	1	2	3	4
Activity
USE OF TECHNOLOGY
COLLABORATION
FINAL PRODUCTS
PEDAGOGICAL OBJECTIVES

USE OF TECHNOLOGY
Which technology will be used in the activity? Who and how will use it?
1	None	No use of ICT tools is expected.
2	Improvable	Some basic tools will be used, but they are not the most appropriate fpor the activity or the pupils’ age.
3	Good	Basic tools will be used, appropriate to the activity plan and the pupil’s age. Pupils will use the tools.
4	Very good	Some not-so-common tools will be used, providing added value to the activity. There is an original and creative plan for the use of ICT, including a clear space for the pupils’ initiative.

COLLABORATION
The activity is based on collaborative work among pupils
1	None	No collaboration or communication among pupils is expected.
2	Improvable	There won’t be any communication among pupils during the process, though they will share their final products.
3	Good	Pupils will communicate and coordinate during the process, even though the teams are made of one nationality. Products made by partner schools will be used to progress in their own work.
4	Very good	Pupils will be organized in multi-national teams. They will have to communicate and coordinate so as to take agreed decisions and work on the same final products.

FINAL PRODUCTS
Description and variety of expected final products
1	None	No final products are expected.
2	Improvable	Expected final products are described vaguely, with little concretion.
3	Good	Expected final products are clearly described.
4	Very good	There is a clear description of the expected final products, including evaluation criteria, both continuing and final.

PEDAGOGICAL OBJECTIVES
What objectives of the project are related to this activity? How will they be assessed?
1	None	No pedagogical objectives are referred.
2	Improvable	Some objectives are mentioned, but with little concretion.
3	Good	Objectives are clearly described and put in relation to the expected final products.
4	Very good	Besides the previous point, evaluation criteria for the pedagogical objectives are provided.

Collaboration in eTwinning

Share some good and bad examples of collaboration you have come across. This could be activities you have implemented in the classroom or something you have observed in your school (or even outside of your school). Take into account the points raised in the video on what true collaboration entails. Take a look at the examples shared by your colleagues and comment on at least two of them. 

 https://stm.etwinning.net/en/pub/collaboration_in_etwinning_.htm

As I've already mentioned, collaboration is absolutely the most important part of any project. You can work on the same project, but if you don't collaborate and exchange ideas, you can be lost and go to different directions. The point of the project is to make bonds, to exchange ideas, to learn from others and to share what you know. This year I've taken part in the first eTwinning project and I already like it. The problem is if some partners are not active enough, then our project is slowed down, which is not good. The role of the coordinator is to encourage all the participants to do their tasks. The same problem appears with students and their PB work.