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My course selfie :)

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Materials

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symbaloo

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-          Classfojo

-          Plickers

-          Loomen

-          Tagxedo

-          Wordle

-          Edmodo (that also has the possibility to form small groups)

-          Thinglink

-          Google docs

-          Padlet

-          EduScrum

-          https://info.flipgrid.com/

-          Mindmeister

-          mind42

-          wikimindmap

-          bubbl

-          wordle

-          for voting: Tricider (https://www.tricider.com), Titanpad (http://titanpad.com/), Etherpad (etherpad.org)

-          for Evaluation: q-set, survey Monkey, mindmeister (SWOT), Wiki.com, EduGlogster, http://www.learningapps.org

-          for publishing their work: www.wordpress.com, https://madmagz.com/

-          Blogger

-          Slack

-          Invoicera

-          Trello https://trello.com/

-          Asana

-          Glogster

-          To create interactive multimedia posters: BSCW, Public cooperation platform

-          Nearpod to create, engage, asses through mobile devices.

-          https://app.wizer.me

-          https://kahoot.it/

-     https://storybird.com/
- https://issuu.com/

-  www.edmodo.com

- https://voicethread.com/products/k12

-          http://www.voki.com/

-          Dotstorming is "a real-time group brainstorming and decision making app";
Peergrade
is a "free online platform to facilitate peer feedback sessions with students" ; elink, to "create newsletters and content pages in minutes".

-          Tagxedo for wordclouds, Postermywall for posters and ads, Storybird for creative story writing.

- http://www.playdecide.eu/getinvolved.html

-  Inspirations Maps for creating maps, iMovie for creating videos, and Explain Everything
for videos, video-lessons, and presentations

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As initially written:
HOW CAN WE BECOME AWARE AND RESPONSIBLE MEDIA CONSUMERS AND GENERATORS?

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Aligned thinking and learning
The project is intentionally designed to solicit thinking around desired standards, content, & skills students need to know.
1. Rich Inquiry
The project provides multiple opportunities & need for high level questioning by students & teacher.
2. Authenticity
The project challenges students to create products for real world purposes & audiences.
3. Autonomy
The project provides opportunities for student voice & choice in the process & product.
4. Meaningful Assessment
The project guides teaching & learning using purposeful formative and summative assessments.
5. Craftsmanship
The project provides opportunities & reason for students to create craftsman-like products.

from: https://www.teachthought.com/project-based-learning/5-characteristics-of-project-based-learning-that-works/

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http://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

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https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/

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How to write effective driving questions

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How to write effective driving questions

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https://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller

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https://www.teachthought.com/project-based-learning/30-of-the-best-apps-for-group-project-based-learning/

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Collaboration could be an issue as most of our classrooms have fixed desks and group work is hard to do. Also, students are not accustomed to work together and collaborate; from my previous experience I’ve noticed that some are very loud and want to get their ideas across, others more indifferent and do not get involved, sometimes they quarrel when they disagree. An effective, harmonious collaboration is hard to achieve and I suppose I would have to give them an insight into how to be(have) in a working group.

Furthermore, critical and creative thinking is somethng they are not accustomed to , so they would benefit a lot from PBL.

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How to weaken students' confidence and independence?
- judge them
- criticize them
- quarrel them
- dominate them
- not listen to them
- laugh at their answers
- not let them speak
- not trust them
- not involve them in various activities
Seems awful? Well...it's happening in some cases!

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2.3 Effective Collaboration for PBL inside the Classroom

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2.3 Effective Collaboration for PBL inside the Classroom

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We have collaborated before with the librarians from the County Library or representatives from the Anti-drug Centre that talked to students about the dangers and consequences of illegal substances consumption. Recenlty, we have collaborated with local mass media representatives to make students aware as media consumers.

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If at first you don't succeed, dust yourself off and try again

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If at first you don't succeed, dust yourself off and try again

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I will offer a personal example, not a professional one. I took my driving license at a second attempt... I was quite a disaster at the beginning, but I managed to obtain it with perseverence and ambition! :)

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In the educational system from Romania things happen in a traditional manner. Teachers prefer to take the lead and, while in front of the class, get to "lecture" students, they do most of the talkning or dictating and assess students according to how much or how well they've memorized information. There are exceptions, of course... it is difficult to get out of this zone, be it comfort zone for some, or just the routine, the easy path. Bjut, at the same time, we expect students to have 21st century skiills. This generation is different from ours, as we are different from our parents and so on. Therefore, there are many reasons why adopting PBL in our educational system would be difficult: here, changes have only been surface-deep, only in form, not content and depth, teachers are stressed and fatigued by endless paperwork, it easier to be in charge than let students be in charge and guide them in their own learning process. It also onvolves media and information literacy skills, maybe a little bit of coaching, it is a complex process that needs studying and analysis before putting it into practice.

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The difference between PBL and any other kind of project work becomes clear now, after having watched the videos and seen the materials. I must admit  projects were not the main course in my classroom, only the dessert.
I suppose the main challenge in my school would be a matter of general standpoint, of getting as many colleagues as possible into PBL.

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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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1. What teaching strategy do you use most commonly?

I believe presentation and discovery, I encourage my students to take responsibility in the learning process and guide them along the way. For more complicated aspects, I present some rules, guidelines, exceptions etc. and then I prompt them to think and provide examples, see what they use it for and when... I constantly try to show them that whatever I tell/teach them, it can be useful in life, right now or later on.

2. What do YOU do most of the time in the classroom? What do the students do most of the time?

I encourage my students and provide them with an optimistic approach to my subject, the English language, and life aspects in general. I like a calm, friendly atmosphere and I try to create it whenever I can. I am open-minded and I do have a sense of humour, so students are really close to me...well, I think so :)

3. Do you feel your current approach could be easily complemented with a PBL approach?

Oh, yes! I thought (wrongly, now I see why) that I have used PBL before, but now I understand the difference between PBL and any other project assignment. I am a fan of this approach because it lets the student take the lead, it gives him/her responsibility and it involves many skills: creativity, critical thinking, presentation skills etc. With the English language, we have many opportunities to use PBL in the classroom: there are always themes such as food, fashio, mass media, culture and civilisation bits where PBL is extraordinary!

4. How do you find out about your student needs and how do you incorporate this knowledge in your teaching?

I constantly ask my students about their interest and needs in the classroom, especially when and if I see them de-motovated, not so keen on a particular topic/approach/lesson etc. I sometimes give them questionnaires, various feedback forms to see what stirs their interest. I try to adapt and to bring things from their own world into the lesson&classroom to make them more engaging, interesting and relevant for them.

A class and a subject topic that you teach which you can use to experiment with PBL.

My students, 10th grade, where I am a head teacher, and a unit on mass media. We have a project on this topic and PBL could work great here as it makes them aware, responsible, engaged and autonomous learners of both English and media literacy!