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https://v.gd/OD6Qtl

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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A rubric I have created for a presentation with digital support.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2723297&

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I have used peer assessment with students in projects of the Information Technology subjects, although I have to recognise I was not doing it in a proper way. It was more focused on evaluation (co-evaluation, grading) and it was done by the end of the process. Now I understand that is better to include it in all the steps of the project, specially in the ones where the feedback is crucial to let students improve from a  constructive review.

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Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

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Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

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I think the use of Kahoot or other quizz could be a good idea. I also use Think-pair-share or explaining to the student is beside them the concept. I sometimes use a variant of hand-signals (to have a view of the different levels of understanding of the class) too.

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In our school, we have a formative evaluation each term and a summative evaluation by the end of the course. We can asses with certain freedom, although we all have register certain marks as intermediate exams, marks from certain practices or projects, etc. We don't have to follow a strict testing system standardized. Sometimes each area of subjects gives some orientative tips and agreements to assess in that department.
I sometimes collaborate with colleagues in assessment when we are preparing an exam for the students in order to keep a certain level of  balance.

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It was great to share a video-conference between more than forty teachers. Estefania explained to all of us his experience in his school trough a beautiful presentation and kornelia Lohinova explained and review the main points of the PBL process.

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Flower vase
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Toy

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How to weak our student's confidence:
-Showing them only your point of view.
-Talking to them unrespectfully.
-Remarking their failures.
-Doing activities they don't identify with.
-Not giving enough time to solve problems.
-Creating a bad environment.
-Highlighting mistakes instead of achievements.

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3. Developing student-driven activities for PBL

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3. Developing student-driven activities for PBL

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Last year I started a PBL in one subject I teach. It was the first time I started an activity of that kind, I have tried before competition activities with a more practical approach but not that kind. The result was not good, but I changed and improved several things during the year. Now, with the help of this course and by persisting I am succeeding in the project and my students are more engaged in achieving the aims proposed.

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I think all of the tools have already been mentioned. One of the most powerfull is the combination of google classroom, google drive and additio. Kahoot also engages a lot.

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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In my school, we have links to other communities and personalities. Sometimes they come to give a speech such as the police department or people related to the sanitary services. We are also connected to NGO Entreculturas to promote justice and rights around the world. We are doing some student exchange to different countries taking part as the Erasmus program. The catering service (that has its headquarters in our school) could also be a good partner to prepare some activity.

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The nature of collaboration happening in my classroom:
Some of the activities made by my students in classroom are worked together but many others not. They usually don't need to make substanctive decisions together when they resolve important issues of the activities. When they work together depending on the kind of activity they work interdepently.

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Developing effective collaboration for PBL

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Developing effective collaboration for PBL

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The 12 pianists. It shows a perfect cooperation needed between 12 pianists to create a melody with a piano.

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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Imagine you are working for an important hardware enterprise called PBComputing.

What would be the steps you need to assemble the best personal computer through a low cost budget given?

This driven question is going to be delivered in an Information Technology (IT) subject of the first secondary education course (12-13 years). The learning goals are: Knowledge about main hardware devices such as CPU, processors, mother board, RAM, HDD, input/output peripherals, ports and connections, information flow, healthy use of computers...

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1.3 Optional P2P - Reflections on our current teaching practice

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1.3 Optional P2P - Reflections on our current teaching practice

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I am teaching Information technologies in different courses. I will be focused on first of secondary education (12-13 years).  The students have its own PC so the distribution in the classroom is by rows altough I can change that structure to work in groups. Most of the time the students are doing individual and group activities through Google Classroom and I am observing what they are doing. I teach for all only about 10 to 15 minutes per 60 minute lesson. I think my current approach could be easily complemented with a PBL approach. I quite often use cooperative strategies in order students learn and comprehend the most theorical contents so I am already using now some of the strategies used in PBL. To know better about the needs of my students I would do a survey asking them what kind of contents are they most interested in learn. I will choose to experiment PBL the subject IT in first course of secondary education and the content will be Hardware.

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Non-Googleable Question 2: “How are airplane wings constructed?” Turn the question into a non-Googleable question.

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Non-Googleable Question 2: “How are airplane wings constructed?” Turn the question into a non-Googleable question.

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You are going to create the new Boing aircraft 797 model. How would you construct its wings?

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Non-Googleable Question 1: “What does it mean to be a healthy eater?” Turn the question into a non-Googleable question.

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Non-Googleable Question 1: “What does it mean to be a healthy eater?” Turn the question into a non-Googleable question.

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Imagine that you work for the government and have been asked to reduce illnesses and increase life expectancy in 5 five years through an especial diet. How would be the diet, you design?

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From my point of view, the two most difficult keys are the mix between real-world connection and core learning (academic rigor). It is sometimes very difficult to create real-world scenarios that cover the curriculum contents selected properly. It is the creative ability of the teachers that must be trained to be effective. The lack of time we have in our current system is also a disadvantage.

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I think one of the main problems we face when we want to change to PBL is the curriculum contents of the subjects. We still have very long to cover cutticulums and we necessary need more time when we use PBL to cover them. That means that we have to review and select the most important contents we want students to learn (the ones we don't want to renounce). Sometimes that is a difficult task for teachers, even more when students have final evaluation government tests.

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I think PBL, is one of the most effective ways to motivate students through critical thinking, collaboration and communication.

I think some of the  difficulties teachers can have are:
-Proper plannification of the project before starting it. They need to rethink the time used in the whole teaching timeline.
-Creativity.
-Proper spaces to learn.

I hope to learn in this course how to create a PBL successfully. I would also like to know different reliable resources or sites with projects already carried out for different levels. In my school we are now changing some subjects to areas so we are now also making big projects that includes contents from different subjects.

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I've just created this trading card using Big Huge Labs. Great tool! https://bighugelabs.com/deck.php

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Hello everybody. My name is Rubén, I'm from Spain and I'm teaching at secondary and further education. My main subjects are related to new technologies.