About

Authors: Kathinka Blichfeldt, Kaja Haaland, Stephen Dobson and Vegard Meland

Collaborators: Andrea Contino, Cristina Casanova, Mirjam Hillenius, Zane Namateva, Núria Mestres Ezquerre, Eva Alsedà, Carles Sadurní, Marga Herrera, Manel Rodríguez, Alessandra Giappi, Gabriella Valente

ABSTRACT:

This framework is for teachers participating in the upgrade project, but also for teachers and school-leaders in general. It aims to provide a practical methodological framework for assessment and cooperative learning among learners. European education has changed tremendously over the last decades, and schools are more student-focused, seeking to develop skills and attitudes for the 21st century, such as creativity, critical thinking, language skills and digital competencies. Learning methods such as cooperative learning, interdisciplinary learning and enquiry-based learning play a central role. Cooperative learning is characterized by positive interdependence, where learners understand that learning, engagement, and performance are raised by working in groups rather than competing as individuals. It can be formal or informal, adapted infinitely, and it enhances inclusiveness, integrating learners who face specific challenges e.g. linguistic or socio-economic disadvantages.

BIBLIOGRAPHY

Bandy, J. (2020). Comunity Engaged Teaching Step by Step. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/community-engaged-teaching-step-by-step/#prep

Barkley, E. F. (2014). Collaborative learning techniques : a handbook for college faculty. In C. H. Major & K. P. Cross (Eds.), (2nd edition. ed.).

Black, P. (2003). Assessment for Learning: Putting It into Practice: Berkshire: McGraw-Hill Education.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2007). Assessment for Learning. Maidenhead: McGraw-Hill Education.

Bransford, J. D. (1999). How People Learn: Brain, Mind, Experience, and School: Washington: National Academies Press.

Davidson, N., & Major, C. H. (2014). Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning. Journal on Excellence in College Teaching, 25(3-4), 7.

Dobson, S. (2011). Gruppeeksamen i et vurderingsteoretisk perspektiv. In R. J. Pettersen (Ed.), Om alt skal bli som før, må alle ting forandres": festskrift til Bjørn Berg (pp. 179-197). Oslo: Sebu forl., 2011.

Dobson, S. (2019). Teaching vital to prevent another attack. Newsroom. Retrieved from https://www.newsroom.co.nz/@ideasroom/2019/03/28/508875/teaching-vital-to-prevent-another-attack

Dysthe, O. (2008). Klasseromsvurdering og læring. Bedre skole(4), 16-23.

Engh, K. R. (2010). Vurdering for læring: hva og hvorfor. In (pp. s. 37-48). Kristiansand: Høyskoleforl., 2010.

Hartberg, E. W., Dobson, S., & Gran, L. (2012). Feedback i skolen. Oslo: Gyldendal Akademisk.

Johnson, D. W. (1991). Active learning : cooperation in the college classroom. Edina, Minn: Interaction book company.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in College Teaching 25, 85-118.

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Ludvigsen, K., Englandsdal, Kjetil. (2016). Digital læring i skole og utdanning.

National Academies of Sciences, E., & Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.

Pettersen, R. C. (2005). PBL for studenten : en introduksjon til PBL for studenter og lærere (2. utg. ed.). Oslo: Universitetsforl.

Radziwill, N., Benton, M., & Moellers, C. (2015). From STEM to STEAM: Reframing What it Means to Learn. STEAM, 2(1), 1-7. doi:10.5642/steam.20150201.3

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. 95. doi:10.2760/159770

Wiliam, D. (2011). Embedded formative assessment. Bloomington, Ind: Solution Tree Press.