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Our learning objectives for this module are:

1. Understand what PBL is and isn't

2. Reflect on our own teaching practice and how this corresponds to a PBL approach

3. Identify different components of effective PBL and which of these will be the most challenging in our context

4. Develop a first idea for implementing a PBL approach in our context and formulate a driving question

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PBL = Project-Based Learning.
PBL is all about the process and the learning that happens as part of this process.

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An Introduction to Project-Based Learning

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What is PBL - our questions

PBL is a great way how students can learn and develop their character in the same time.  They explore a lot of new things and create more  connection in their mind. But for teacher, PBL is a great challenge because our system doesn't  allow me teach by this way.

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What type of skills & competences are developed in students as a result of PBL? The video below oulines with very concrete examples how students benefit when engaged effectively in the PBL approach.

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Propositions Project: 21st Century Skills

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Reflections on my current teaching practice.
I work as a teacher at The Elementary School of Ludovita Fullu in Košice. My subjects are math and chemistry. I teach students between 12 - 15 years old. I love my job - discussing with students, helping them to understood new thing by many ways. This means that I need to improve my skills, to study about new methods of teaching and to know how I can prepare students for live in the 21st century. I would like to know more about using technology in class of my subjects.

Nowadays I often use group work with a short reflection and feedback at the end of lesson. I create students’ group by difference way – it’s depend on the aim of lesson. I try to keep one statement which I’ve heard – All things that students can do themselves teacher can’ do. That means I explain less, I organize their work less, I ask more about awareness of their learning, I do more feedback for their work. I think that I would be able implement it in PBL approach but I see one problem – I can’t teach by this way all school year in the present.

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The video below provides a nice overview of five key components we need to get right in order to make PBL a success. These are very challenging.

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5 Keys to Rigorous Project-Based Learning

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Padlet activity - hare your view about 5 keys PBL

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Padlet activity - hare your view about 5 keys PBL

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All components are important to deeper impact of learning for students. In my teaching I can see one problem - create a unite which content the necessary knowledge in contexts. It's difficult in many topics of my subject. So I try to do projects which connect to some PBL's components as structured collaboration, real world connection.

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One of the first steps in preparing a PBL approach is to identify a project question or problem, often referred to as "the driving question". Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve.

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Learn more about Project Based Learning (PBL) at : http://bie.org/. For many teachers, one of the trickiest parts of designing a project is coming up with a Driving Question (DQ), or writing one with students.

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http://www.p21.org/news-events/p21blog/1097-teaching-critical-thinking-skills-through-project-based-learning

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Developing effective collaboration for PBL

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Developing effective collaboration for PBL

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The learning objectives are:

1. Understand how different types of collaboration can be used in the context of PBL

2. Develop a series of strategies and activities to promote effective collaboration between students

3. Develop a series of strategies and activities to promote effective collaboration with actors outside of the classroom

Effective collaboration is not easy! It is an activity that rarely happens overnight and that requires careful scaffolding and preparation.

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A key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration.

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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Learning Activity

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Effective Collaboration for PBL inside the Classroom

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Effective Collaboration for PBL inside the Classroom

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Collaboration does not just happen, it needs to be learned and we can provide our students with the environment and the scaffolding to help them become effective collaborators.
KEY 3: Structuring collabboration for student success
- Teach the kids how best to work together
- Offer tools to helps kids manage time and tasks
- Use tabletop instructions to keep kids focused
- Faciliated learning by movinf among groups

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Structuring Collaboration for Student Success: Keys to PBL Series Part 3

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more about collaboration
- scaffold group work in younger grades by assissing roles
- designate roles to encourage interaction and divide up responsibilities
- structured group work leads to improved collaboration
- develop tasks that require multiple contributors to make collaboration essential
- encourage students to look for real - world opportunities to work together

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Teaching Group Work: Building Student Collaboration and Agency

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Finding collaboration partners outside the classroom

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Finding collaboration partners outside the classroom

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A key part of PBL is establishing a link to the "real-world". This link to the "real-world" can be established in different ways but one of the most powerful mechanisms to do this is by involving audiences or partners from outside of the classroom or even better outside of the school.  As part of this we explore two different types of collaboration with outside actors.
The first is about organising projects together with students at another school - the eTwinning network.

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The second area to consider here is about involving people from the community in students' work. Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work.

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Community Partners: Making Student Learning Relevant

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It's not only one tool for collaboration, there are more one on the internet.

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FCS | Module 1 | Tool for Teaching: TeamUp

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Developing student-driven activities for PBL

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Developing student-driven activities for PBL

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The learning objectives for this module are:

1. Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks

2. Understanding the importance of a positive environment and mindset for building student confidence and resilience

3. Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

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Some years ago, I started to teach by differentiation of tasks where the children had to deal with the tasks according to their level of knowledge (especially for children with special needs). After my first attempts, I was very disappointed because each group of students wanted something and I didn’t feel well with this way teaching. So I reflected a lesson with my mentor and decided some steps to improve my skills, especially selecting and dividing tasks. Systematically I worked on this and now I know how to choose tasks for each and how to manage the time for work (my and students’).

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Scaffolding for Student Ownership and Independence

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Scaffolding for Student Ownership and Independence

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We cannot simply give students independence and hope they wil just take charge of the process. Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop.
KEY 4 : Facilitating learning in a student - driven environment.

Give students voice and choice in the process.

Let the students to seek answers independently.

Make time for reflôection and revision.

Have students track their own progress.

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Facilitating Learning in a Student-Driven Environment (Keys to PBL Series Part 4)

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You are quite resilient!
Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there’s much you can do to develop your resilience level, and the resources below can help.
Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises – both major and minor – and turn difficulties to your advantage, or at least weather them optimally. The resources below can help you to build even more resilience in your life, and help those in your life do the same.

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What makes a person resilient? There are many factors that contribute to resilient behavior, including personality traits, upbringing, genetics, environmental factors, and social support.

If you want to become more resilient, learn about the characteristics of resilient people and when and how to ask for help building resilience.

What Does Resilience Mean?

Being resilient means facing difficulties head-on instead of falling into despair or using unhealthy coping strategies. Resilience is often defined as the mental reservoir of strength that helps people handle stress and hardship.

Resilient people are able to draw upon this strength to cope and recover from challenges. That's true even when they face significant traumas, such as job loss, financial problems, serious illness, relationship challenges, or the death of a loved one.

Characteristics of Resilience

Some of the main characteristics of a person who has resilience are awareness, self-control, problem-solving skills, and social support. Resilient people are aware of situations, their emotional reactions, and the behavior of those around them.

By remaining aware, they can maintain control of a situation and think of new ways to tackle problems. In many cases, resilient people emerge stronger after such difficulties.

While people vary dramatically in the coping skills they use when confronting a crisis, researchers have identified some key characteristics of resilience. Many of these skills can be developed and strengthened, which can improve your ability to deal with life's setbacks.

The five basic characteristics of resilience are:

1. Problem-solving skills

2. Strong social connections

3. Survivor mentality

4. Emotional regulation

5. Self-compassion

Sense of Control

Do you perceive yourself as having control over your own life? Or do you blame outside sources for failures and problems?

Generally, resilient people tend to have what psychologists call an internal locus of control. They believe that the actions they take will affect the outcome of an event.

Of course, some factors are simply outside of our personal control, such as natural disasters. While we may be able to put some blame on external causes, it is important to feel as if we have the power to make choices that will affect our situation, our ability to cope, and our future.

Problem-Solving Skills

Problem-solving skills are essential for resilience. When a crisis emerges, resilient people are able to spot the solution that will lead to a safe outcome. In dangerous situations, less resilient people sometimes develop tunnel vision. They fail to note important details or take advantage of opportunities.

Strong Social Connections

Whenever you're dealing with a problem, it is important to have people who can offer support. Talking about the challenges you are facing can be an excellent way to gain perspective, look for new solutions, or simply express your emotions. People who possess a great deal of resilience have a network of friends, family members, co-workers, and online support groups to keep them socially connected.

Survivor Mentality

When dealing with any potential crisis, it is essential to view yourself as a survivor. Resilient people avoid thinking like a victim of circumstance and instead look for ways to resolve the problem. While the situation may be unavoidable, they stay focused on a positive outcome.

Emotional Regulation

Resilience is also characterized by an ability to regulate emotions effectively. The ability to recognize that they are having an emotional response and to understand what is causing the response can help them better handle emotions and cope with the situation at hand.

Self-Compassion

Resilient people are also compassionate toward themselves. They tend to notice when they need to take a break and can accept their emotions, which is important for resilience. Self-compassion can help boost overall health and resilience and ensure you're ready to face life's challenges.

Examples of Resilience

So what does resilience look like in action? Some examples of resilient behaviors and ways that you can show resilience include:

Trying to take a positive perspective on situations

Viewing challenges as learning opportunities

Regulating emotions and expressing feelings in appropriate ways

Focusing on the things you can control instead of dwelling on what you cannot change

Recognizing that cognitive distortions are false

Reframing negative thoughts to be more realistic and positive

For example, imagine that you get stuck in traffic on the way to work. For a non-reilient person, they might get angry, stressed out, and worried about how being late will reflect on them at work.

If you are resilient, however, you might choose to focus on what you can learn from the situation (leaving the house earlier for work), control your emotional response (using stress relief strategies to calm your mind and body), and avoid negative thinking (by reminding yourself that you are always on time and your employer will understand).

How to Ask for Help

While being resourceful is an important part of resilience, it is also essential to know when to ask for help. During a crisis, everyone can benefit from the help of psychologists and counselors specially trained to deal with crisis situations. Other potential sources of assistance include:

Books: Reading about people who have experienced and overcome a similar problem can be motivating and suggest ideas on how to cope.

Online message boards: Online communities can provide continual support and a place to talk about issues with people who have been in a similar situation.

Psychotherapy: If you are having trouble coping with a crisis situation, consulting a qualified mental health professional can help you confront the problem, identify your strengths, and develop new coping skills.

Support groups: Attending support group meetings is a great way to talk about the challenges you're facing and to find a network of people who can provide compassion and support.

Get Advice From The Verywell Mind Podcast

A Word From Verywell

Resilience is important for mental health and well-being, and luckily, everyone can learn to be resilient. While some people may be naturally more resilient, it's a skill that you can strengthen.

Start by practicing some of the common characteristics of resilient people and focusing on your existing strengths. Don't get discouraged; becoming more resilient may take time, but the investment will have big payoffs on your health and well-being.

Frequently Asked Questions

What are the seven resilience skills?

They are competence, confidence, connection, character, contribution, coping, and control. Pediatrician Ken Ginsberg, MD, created the 7 Cs of resilience model to help children and adolescence build resilience. However, these skills can be developed at any age.

What does non-resilient mean?

Being non-resilient, or lacking resilience, often involves becoming overwhelmed by difficult or stressful situations, dwelling on problems, or using unhealthy coping mechanisms to cope with the challenges of life.

What does it mean to be stress-resilient?

People who are stress-resilient have better coping strategies for handling stress. They can recover more quickly from the major and minor stressors that occur day to day.

Is resilience a character trait?

While resilience is often portrayed as a character trait that people either have or don't have, it is actually an ability that people can improve. According to one study, resilience can fluctuate over time and may depend on the situation and circumstances that a person is facing. This means that with practice, you can learn to strengthen your resilience.

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What makes a person resilient? There are many factors that contribute to resilient behavior, including personality traits, upbringing, genetics, environmental factors, and social support. If you want to become more resilient, learn about the characteristics of resilient people and when and how to ask for help building resilience.

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Resilience is a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned.
PBL will require student resilience. We know that it is possible to develop resilience in our students through a combination of setting out the right environment, building positive relationships, and offering space for independent decisions.

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1. try a quick fix

2. believe in your ability to improve

3. practise failure

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3 tips to boost your confidence - TED-Ed

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ready to solve problem

ready to inovate

ready to take a risk

yes, I can

How can we cultivate enterpreneurial mindset?
1. be initiative and action oriented
2. be creative and innovative
3. be courageous
4. embrace lifelong learning
5. don't mind failure
6. be self-confident and independent
7. have a strong sense of commitment and passion
8. keep a positive attitude

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Assessment should not only be about giving a grade at the end but it should be an on-going process, where teachers and students alike assess their learning as they work on the projects.
The learning objectives for this module are:

1. Understanding the difference between formative and summative assessment

2. Understanding how assessment can be embedded into PBL activities

3. Understanding what a rubric is and why it can help us assess PBL

4. Develop a finalised and rigorous PBL implementation Learning Design

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I saw two presentation from the best teacher and I liked it very much. Eva had a great idea about social media and their using in education. Stefania prepared a video for us about her experiences with PBL in primary school.

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.
Embedding assessment throuhout project:

1. Build assessment into the project flow.

2. Build a chance for self and group assessment.

3. End project with a product or performance.

4. Present work to an audience beyond the class

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Embedding Assessment Throughout the Project: Keys to PBL Series Part 5

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Victoria Carceller (Spain) - her technique about assess.

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Victoria Carceller (Spain) - her technique about assess.

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One assessment technique I use very often is KWL, (what I Know, what I Would like to know, What I Learned) At the beginning of a new topic I give to my students a paper sheet divided into three rectangles labeled I Know, I Would like to know, I have Learned, the first day they write into the two first rectangles, I  keep the sheets and I give them back at the end, when they fill the last one. This technique allow them to reflect on their own learning process, and it gives me important and useful  information.

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The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee.
Peer formative assessment has a benefit for students.

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0:00 / 2:30•Watch full video

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reflection from students and teacher.

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Peer Assessment: Reflections from Students and Teachers

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Creating & Using Rubrics for PBL Assessment

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Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment.

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IT is a great tool that can help you create a rubric for your PBL activities. It already features a lot of pre-determined rubrics that you can adapt or translate into your own language.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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It's about poster as an outcome of PBL.

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I create PBL about  significant compouds . Here is link.

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knowledge: significant compouds _ acid and alkali, pH, reaction neutralization, acid and basic food. I will develop, except knowledge, communication, collaboration, creativity, ICT literacy and self-assessment. Final product: poster.