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Welcome to this course on Competences for 21st Century Schools, and thank you for joining us!

To start with, please take a look at the introductory video below, which provides you with an overview of the course structure.

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Teacher Academy Course Intro - Competences for 21st Century Schools (Rerun)

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This course is intended for teachers and other educational professionals interested in competence-based education. The course aims to provide you with a thorough introduction to the topic, as well as make you aware of the issues and challenges related to making competence-based education a reality in the classroom.

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If you have not done so yet, please complete the pre-course survey. You can also add your marker to the course map. Survey and map results can be found in the Who you will be working with section in the Course Introduction.

In the Course Introduction Quiz you will find a short list of questions to make sure you understand how the course is organised and how to successfully complete it. Please read the information below carefully and watch the above video, which provide you with all you need to answer the course introduction quiz.

Main points to remember

1 - Modules & Activities

The course is made up of 3 modules, each including the following sections:

A pre-module self-assessment activity: This section contains a short quiz to test your current knowledge. The same activity is offered at the end of the module so it should help you determine your level of understanding of the module's content

Video Talks: This section includes video talks given by course instructors (researchers, teachers, experts and other educational professionals). Underneath each video is a padlet where you can post your thoughts.

Learning Activity: This section describes the learning activity to be carried out in the week of the module.

Module Library: This section provides recommended articles, videos, and other resources that you can consult if you are interested in knowing more.

A post-course self-assessment activity: This section contains the same short quiz you took in the beginning, to determine what you have learned throughout the module.

2 - Discussions & Exchanges

As part of the activities, you are welcome to share and discuss materials, opinions or experiences related to this course via the forum, the padlets underneath the videos, and social media. On Twitter you can interact using the hashtag #21skillscourse, and on Facebook please use our designated Facebook group. There's also a KeyCoNet group on LinkedIn that you can join.

3 - Duration & Workload

The course will last 4,5 weeks, from 13 November 2017 to 13 December 2017. Each module takes one week (3 modules = 3 weeks), but there will be a grace period of 1,5 week after the final module, allowing you access to all the material and time to complete all the work.

Modules will open on Monday each week, and will remain open for the duration of the course.

In terms of workload, we estimate it to be around 3-4 hours per week depending on your level of engagement.

4 - Assessment & Certificate

On this course we will use a range of self-assessment and peer assessment activities requiring you to reflect on your own practice and provide feedback to your peers. It is important to complete all learning activities if you wish to receive the digital certificate at the end of the course.

Would you like to know who is behind this course?

This course is a re-run of a course that was created by European Schoolnet within the framework of KeyCoNet, the European Policy Network on Key Competences in School Education, funded by the European Commission’s Lifelong Learning Programme, and managed by European Schoolnet. The course has been created in collaboration with the project’s partners and associates. To find out more, visit the KeyCoNet website. The course originally ran on the European Schoolnet Academy and can still be accessed there.

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Introducing KeyCoNet - the European Key Competence Network on School Education

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Watch this short animation to see the top recommendations KeyCoNet is putting forward to policy makers and school leaders to improve the integration of competence-based education in schools across Europe.

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Recommendations for the Integration of 21st Century Competences in School

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Any questions?

If you still have a question about the organisation of this course, please check the FAQ sectionfirst. If you experience a technical issue, please let us know via the designated forum category. We will do our best to answer you as soon as possible. Alternatively, you can also use the Contact Form.

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Any questions?

If you still have a question about the organisation of this course, please check the FAQ sectionfirst. If you experience a technical issue, please let us know via the designated forum category. We will do our best to answer you as soon as possible. Alternatively, you can also use the Contact Form.

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Any questions?

If you still have a question about the organisation of this course, please check the FAQ sectionfirst. If you experience a technical issue, please let us know via the designated forum category. We will do our best to answer you as soon as possible. Alternatively, you can also use the Contact Form.

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Course Timeline

Please take a look at the timeline below and make sure to enter the relevant dates in your calendar. The deadlines are final and we cannot make exceptions, so please plan well ahead for the submission of your work!

Course Participants

If you’re curious about who is taking this course alongside you, click here to view some data about your fellow participants (e.g. age, gender, experience level). As of 24.10.2017 we are 180 participants. We are a large enough group to guarantee lots of diversity in backgrounds and views, which will be great for our discussions.

If you have not yet answered the survey, it only takes 5 minutes and you can access it here. You can also add your marker to the course map by simply clicking the big + button below (upper right corner).

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Keeping a learning diary is an optional but recommended activity on this course.

What is the Learning Diary?

The learning diary should be a collection of your reflections on the course questions, as well as all course elements that are relevant to your own context. A good learning diary will provide you with a summary of the course at a later stage and focus your attention on those areas that are especially relevant for your own context. A good learning diary will also show that you have reflected on the questions introduced on the course and that you have engaged with the ideas of others on the course.

The diary should include:

1. Your answers to - and reflections on - the questions and tasks posed in the module sections.

2. Comments, ideas, resources gleaned from the course materials and shared by other course participants that you have found interesting or relevant for your own situation.

As you will be required to share excerpts from your diary on the course, ideally your diary entries will be in English. However, if you are not so confident in English, you are free to complete your diary in your native language, except for those sections that need to be shared with other course participants. All the same, we know that participants usually enjoy sharing their learning diaries and exploring diaries of others, which of course is a lot easier if the diary is in English.

Why a Learning Diary?

The diary will be a useful tool for you to develop your thinking on the topic and to collect key ideas and resources that you plan on using later on. There is also a lot of material on the course and there will be even more once everyone starts discussing and sharing ideas and resources. Not all of this will be relevant to your own situation, so to avoid getting lost we recommend that you create this learning diary. This should be a valuable resource for you, should you want to revisit the topics of the course at a later stage.

How do I create my Learning Diary?

You can create your Learning Diary in any way you like, but make sure that it is easily shared and understood as this will allow others to provide you feedback. There are plenty of interesting tools out there that you can use. However, you are welcome to use any tool you like to create your learning diary. Some other examples are Padlet, Glogster, Notion, Adobe spark, Sutori and Google Documents.

How can I share my Learning Diary?

Probably the easiest way to share your diary and get some feedback from your peers is by posting it on social media. However, we have also created a dedicated forum category where you can post your diaries.

Some suggestions for a great Learning Diary:

1. Your first entry should briefly introduce yourself. Tell your peers a bit about who you are. You can use the starter activity of Module 1 for this.

2. Your second entry should briefly introduce your teaching context. Tell your peers a bit about your school, classroom and what technologies you have access to.

3. All following entries should clearly identify which Module and which section the entry is linked to. The easiest way is to include the Module number and the section in the title of the entry (see the example below).

4. Make sure to include links, photos, videos, documents, etc. in your entries.

5. Don't forget to add any interesting piece of content you come across on the course to your Learning Diary.

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By the end of the course a great number of excellent resources will have been prepared by you, such as lesson plans, learning diaries, development plans, etc. We want to ensure that some of the great work being produced is properly curated, edited, and published in order to provide recognition and visibility to its authors, as well as offer a larger audience the opportunity to benefit from the great output being produced. For this purpose, a course alumni group & editorial board will be set up at the end of the course with the goal of curating outstanding work of participants on the course, and selecting it for publication.

Alumni Group

Everyone who finishes the course will be invited to join the course alumni group. The alumni group offers a place to continue the activities and exchanges with fellow course completers after the course has come to an end. The group will be moderated by Reyhan, who will offer you regular events or activities linked to the topic of the course. The editorial board will be recruited from members of the alumni group.

Editorial Board

The editorial board will consist of 10-30 people who have demonstrated commitment and outstanding work during the course. The purpose of the board is to review and rate the Self-Assessments & Practical Exercises in Assessing Collaborative Problem-Solving which have been flagged as noteworthy, in order to finally select 20 Self-Assessments & Practical Exercises in Assessing Collaborative Problem-Solving which will be professionally edited, translated and then published on the School Education Gateway. The board will have a designated online space to discuss their reviews and ratings, and will be led by Reyhan Gunes.

So, make sure to complete the course and submit excellent work. Your work might be selected for publication, or you might want to join the editorial board! More details will be provided via email at the end of the course.

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1 - Netiquette

We are an online learning community and all online communities have their own codes of conduct. It is therefore very important that we all know and follow this code of conduct to create a good working climate and ensure everyone feels safe. In most cases, these are just common-sense rules, good manners and other good practices normally observed in any social interaction.

However, it is important to take into account that we are communicating online and therefore missing very important pieces of information, like tone of voice, gestures, etc. As such, it’s very easy to misunderstand what others say or take words out of context.

Take a look at our Code of Conduct, Use Policy and Honour Code to make sure you are aware of how to interact on the course.

2 - Copyright

The Internet is a space for sharing and exchanging. But when and how can you use material found on the Internet? Can you use copyrighted music when creating a video/presentation? Can you use a nice picture found on a Flickr album on the web without a second thought? If you are at a loss about copyright issues or have trouble understanding complicated law statements related to terms and conditions of use of certain materials, take a look at this Childnet International website.

And what happens when you create your own material? Would you like to share it with fellow colleagues but protect it from any misuse? Take a look at Creative Commons, which can help you answer these questions. It is a nonprofit organization that enables the sharing and use of materials and resources through free legal tools. Learn more about the different licenses and what they mean. On their website, they have a simple tool that will help you choose the type of license you need. Once you have picked the one you need, you can download it in high quality and different formats here.
3 - eSafety

Your online reputation is the “perception, estimation and opinion that is formed when you are encountered online". Learn more about online reputation here.

What can you do to protect your personal data and online reputation? The golden rule is “think before you post”. Is the content you are about to share online going to affect your or someone else’s privacy? Can you be friends with pupils on social networking services? What should you do if other people post inappropriate images of you online? And if you fall victim to cyberbullying? Take a look at this guide, which includes advice and interesting questions regarding your online reputation for you to reflect on.

For more information about eSafety as well as lots of resources to use with your students, check out the following links:

1. eTwinning Featured Group: Bringing eSafety into eTwinning projects (you need to be a member of eTwinning to join the group)

2. Better Internet for Kids

3. Web We Want

4. eSafety Label

5. Safer Internet Day

The above texts have been adapted from the eTwinning Ambassadors course.

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E. Course Introduction Quiz

Test done

Your result in the test was: 100%

You have passed the test.

Your answers

What do I have to do to receive the course certificate?

Visit all sections of Modules 1-3 and complete all the learning activities before the deadlines.

Post in the forum at least 5 times per module.

Just complete the self-assessment activities in Modules 1-3.

If I have a question about the organisation of the course or the technological tools involved, what is the fastest / most optimal way to find an answer?

Sending a message via the Contact Form.

Posting in the Facebook group.

Checking the FAQ section for an answer.

What is the final deadline for submitting your personal work for all learning activities in the modules?

30th November 2017

3rd December 2017

6th December 2017

What is the final deadline for submitting your peer reviews for all learning activities in the modules?

10th December 2017

13th December 2017

There is no final deadline for the peer reviews

Which of the following statements about the launching and duration of the modules is correct?

All of the course modules will be launched at the same time and will vary in duration.

One module will be launched each week, starting every Monday, and all modules will remain accessible throughout the duration of the course.

Which of the following statements about technical issues is correct?

If faced with a technical problem that isn't addressed in the FAQ section, it is advised to directly contact the course coordinator via email.

If faced with a technical problem that isn't addressed in the FAQ section, it is advised to share the problem in the forum under the category 'Technical issues'.

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Learning Objectives

1. Understand what is meant by ‘key competences’, also often referred to as ‘21st century skills’, and why developing them in school is so important in today’s world;

2. Understand that the definitions of competences as well as national and international frameworks vary, but share common points;

3. Become familiar with the basic key principles for teaching and assessing key competences, self-assess your current practice, and identify areas for improvement;

4. Become familiar with how various countries across Europe have implemented a key competence approach in school education, particularly in Ireland, which is the case study used throughout the course.

Please proceed to section 1.1. to begin the module.

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Test done

Your result in the test was: 75%

You have passed the test.

Your answers

1. Certain transversal and higher-order skills, such as collaborative problem-solving, are increasingly valued in today’s global and competitive knowledge society.

True

False

2. Social and active learning is only relevant to the teaching and learning of certain competences.

True

False

3. Countries have introduced key competences and related learning outcomes in their national curricula for compulsory education, but they have not developed any additional strategies to implement new approaches.

True

False

4. The increasingly digital world is an important driver in the introduction of competence-based approaches to teaching and learning.

True

False

5. Competence-based approaches were originally used in vocational education and training before being extended to general school education.

True

False

6. Competences can be defined as a complex combination of skills and attitudes leading to effective human action in the world in a particular domain.

True

False

7. There are various national and international definitions and frameworks for key competences or 21 st century skills, and although different, they share common points.

True

False

8. According to a recent international survey, stakeholders rated the need to better define and integrate key competences in national curricula as a top priority.

True

False

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1.2 The Importance and Definition of Key Competences

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1.2 The Importance and Definition of Key Competences

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Video Talk 1: The importance and definition of competences

This video looks at why transversal competences such as collaborative problem-solving are particularly important today. It also introduces some international competence frameworks, looking particularly at how the European Framework for Key Competences for Lifelong Learning defines the important ‘learning to learn’ competence.

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The importance and definition of competences

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The Importance and Definition of Key Competences

"The video above is very inspiring and offers key competences for changing school learning in order to prepare our students properly  to become featured citizens!"

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1.3 Key Points on Teaching Key Competences

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1.3 Key Points on Teaching Key Competences

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Video Talk 2: Key Points on Teaching Key Competences

This video summarises teaching approaches for fostering key competence development in learners, including eight key principles for teaching key competences effectively. It also includes testimonies from stakeholders in Finland involved in designing a new learning environment to promote competence development, as well as in Malta, where key competences have been introduced in schools through a personalised mentoring approach.

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Key Points on Teaching Key Competences

"I think that interactive learning is one key point on Teaching Key Competences, of course we have to improve Emotional Aspects in school learning and certainly we have to use PBL in school education."

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1.4 Key Points on Assessing Key Competences

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1.4 Key Points on Assessing Key Competences

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Video Talk 3: Key Points on Assessing Key Competences

This video describes competence-based assessment in a nutshell, outlining effective approaches, including summative, formative and self-assessment. The importance of developing new tools, such as portfolios and e-assessment are also discussed as particularly relevant approaches to assessing key competences.

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"I think that evaluation of teaching and learning is key point of assessment of competences. We have to make rubrics of shelf assessment and of course we have to develop plans and aims of learning/teaching activities."

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1.5 Competence-Based Education in Europe

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1.5 Competence-Based Education in Europe

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Video Talk 4: Competence-based education in Europe today

This video looks at different ways in which European countries have introduced key competences in their school education systems, ranging from legal and curricular frameworks to initiatives addressing all or specific competences. It includes the voices of stakeholders from Norway, Portugal, and Poland involved in implementing specific initiatives aimed at developing teachers’ and learners’ competences.

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Competence-based education in Europe today

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Competence-based Education in Europe

"I think that education needs collaboration in every aspect, involve and engage all stakeholders to improve the teaching and learning methods. So education would become competetive."

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1.6 Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

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1.6 Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

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Video Talk 5: Irish case study: Key Skills in the Irish Curriculum & Project Maths

This video introduces the Irish Key Skills reform in secondary education, targeting pupils aged 12 to 18. It also introduces Ireland’s Project Maths initiative which aimed at implementing the Key Skills reform in mathematical teaching, learning and assessment. Project Maths aimed to improve learners’ skills in reasoning, sense-making and problem-solving.

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Irish case study: Key Skills in the Irish Curriculum & Project Maths

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Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

"This is a very interesting project that changes the main stream of math learning."

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Module 1 Learning Activity: Self-assess your Key Competence approach

This first learning activity is a self-assessment exercise. We would like you to reflect on how aligned your current teaching and assessment methods are with the key competence approach.

The objective of this learning activity is for you to better understand to what extent your teaching already involves a key competence approach, and in which areas you would like to make progress. Remember to take the time to properly reflect and to be honest with yourself. Assessing your starting point truthfully will help you make progress in Modules 2 and 3 of this course, and enable you to improve your practice.
Download the Learning Activity 1 template here, available in: Word document (.doc)Open Document text (.odt)When you save the document, please title it clearly in the following way: (Name_Surname_LA_1).

To complete the learning activity, please follow these 3 steps:

1. Part A: Self-assessment - Submit your learning activity below by clicking the "Browse" button, selecting your learning activity and then clicking the "Hand in task" button. Unfortunately, the system requires you to input some text into the text box (where it says "Write your comments here"), so just write something like "Learning Activity attached" before clicking the "Hand in task" button. Please double-check that you have selected the correct file! Once you have "handed in" your learning activity, there is no way to change it anymore. The deadline for submitting your learning activity is Wednesday, 6th December 2017.

2. Part B: Peer review - Once you have submitted your learning activity, you will have to wait a while before the system allocates you 1 learning activity from a peer. You will receive an email notification from the system once this happens. To review your peer's learning activity, click on the "Review your colleagues" button below, and you will be able to access it. Once you have completed the peer review, please submit it by clicking on the "Review your colleagues" button. The deadline for completing the peer review is Wednesday, 13th December, 23:59 CET.

3. Receiving feedback from your peers - Once you have submitted your peer review and your own learning activity has been reviewed by another participant, you will receive an email notification that you can access the review of your learning activity. You can access this feedback by clicking on the "Reviews received" button below.
This is my self assessment (section A) activity. This is dropbox link:https://www.dropbox.com/s/zt66gqs6xqnai3l/Module_1_Learning%20Activity_template_FINAL.Section%20A.doc?dl=0

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Module 1: Introducing Competences for 21 st Century Schools

The importance and definition of competences

Schleicher, A. (2009). The case for 21st-century learning, OECD, Paris.

Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.

Hoskins, B & Deakin Crick R., (2010) Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin? European Journal of Education, Vol. 45, Number 1, March.

Legendre, Marie-Françoise (2008). « La notion de compétence au coeur des réformes curriculaires : Effet de mode ou moteur de changements en profondeur ? ». In Audigier François & Tutiaux-Guillon Nicole (dir.). Compétences et contenus : les curriculums en questions. Brussels: De Boeck, p. 27-50.

Voogt and Pareja Roblin (2010). 21st century skills. Discussienota. Enschede: Universiteit Twente.

Competence Reference Frameworks

European Union’s Recommendation on Key Competences for Lifelong Learning. Available here.

UNESCO framework. Available here.

OECD DESECO framework. Available here.

Partnerships 21 framework. Available here.

ATC21S framework. Available here.

UNESCO ICT Competency Framework for Teachers. Available here.

Teaching key competences

Old school or new school? Teach future skills and traditional subjects together. Available here.

ATC21S professional development module: Teaching and learning 21st century skills. Available here.

ATC21S professional development module: ATC21S: Examples of teaching 21st century sub-skills in existing lessons. Available here.

Competence-based education in Europe today

Eurydice (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Available here.

Kearney, C. (2013). European Mapping of Initiatives on the Development of Key Competences, European Schoolnet, Brussels.

KeyCoNet's 2014 Review of the Literature: A Summary, European Schoolnet, Brussels.

KeyCoNet 2013 Literature Review: Key competence development in school education in Europe, European Schoolnet, Brussels.

KeyCoNet 2013 Literature Review: Assessment for key competences, European Schoolnet, Brussels.

KeyCoNet's Catalogue of initiatives, European Schoolnet, Brussels.

KeyCoNet's Case Studies from Austria, Belgium (Flanders), England, Estonia, Finland, France, Ireland, Malta, Norway, Poland, Portugal, Spain, Sweden and Europe, European Schoolnet, Brussels.

KeyCoNet's Peer Learning Visits to Seville, Dublin and Malta, European Schoolnet, Brussels.

KeyCoNet's Country Overviews of Austria, Belgium (Flanders), Estonia, Finland, France, Ireland, Norway, Portugal, Slovakia, Spain and Sweden, European Schoolnet, Brussels.

Wiśniewski J. (2009) Key competences in Europe: opening doors for life-long learners across the school curriculum and teacher education. CASE-Center for Social and Economic Research

Key Skills in Ireland

Junior Cycle Key Skills Framework website information. Available here.

Junior Cycle Key Skills Framework PDF. Available here.

Senior Cycle Key Skills Framework website information. Available here.

Senior Cycle Key Skills Framework PDF. Available here.

Project Maths in Ireland

Project Maths website. Available here.

Project Maths video. Available here.

National Council for Curriculum & Assessment website section on Project Maths. Available here.

Websites

European KeyCoNet website: http://keyconet.eun.org

Spanish KeyCoNet website: http://www.keyconetspain.org/wordpress/

French KeyCoNet website: http://ife.ens-lyon.fr/KeyCoNet/web/app.php

Videos

KeyCoNet case study videos from across Europe: http://keyconet.eun.org/videos

Other relevant articles & publications

OECD (2010), Are the New Millennium Learners Making the Grade? Technology Use and Educational Performance in PISA 2006, OECD, Paris.

Selwyn, N. (2013), Discourses of digital ‘disruption’ in education: a critical analysis, Monash University, Australia

Wilson & Scalise (2012). Measuring collaborative digital literacy. Available here.

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Now it’s time to see if you have picked up some of the key aspects covered in the module. Take the self-assessment activity again, and see if you can answer those questions you might have struggled with in the pre-module self-assessment activity.

1. None of the competences taught in previous centuries are relevant for young people to learn today.

True

False

2. The social and constructivist learning theories of Dewey and Vygotsky are not compatible with a competence-based approach to learning.

True

False

3. Some countries have made a complete shift to competence-based education.

True

False

4. The pedagogical use of ICT enables learners to develop only one of the key competences - that is, digital competence.

True

False

5. The word ‘competence’ originates from academic educational discourse.

True

False

6. Competences can be defined as a complex combination of knowledge, skills, understanding, values, attitudes and desire leading to effective human action in the world in a particular domain.

True

False

7. The curriculum frameworks of each European education system use the same terms and number of competences as those listed in the European Framework of Key Competences for Lifelong Learning.

True

False

8. According to a recent international survey, there is a need to improve collaboration between schools and the wider community and to communicate the goals and purposes of competence-based learning to stakeholders, including parents.

True

False

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Learning Objectives

1. Understand the principles behind project-based learning, including inquiry-based and problem-based methods;

2. Become familiar with the preliminary checklist, basic steps and strategies recommended to design a project-based learning activity;

3. Understand how to set up a collaborative problem-solving task;

4. Understand the cognitive and social skills learners need to apply and teachers need to observe during a collaborative problem-solving task;

5. Become familiar with a range of project-based learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Design a project-based learning plan to effectively develop one or more of learners’ key competences or transversal skills.

Please proceed to section 2.1. to begin the module.

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In order to check your learning throughout the module, we ask you to complete this pre-module self-assessment activity in the form of a simple quiz. At the end of the module, you will be asked to complete the same activity again, and hopefully your results will have improved. This will allow you to determine whether you have successfully completed and understood all aspects covered in this module.

Please note that the passing threshold is set to zero, so you can ignore the message that confirms you have passed the test. The point of this activity is simply to allow you to self-assess your knowledge prior to starting the course.
1. A project-based learning activity often covers more than one subject area.

True

False
2. In a collaborative problem-solving task, as long as some of the members of the group are able to contribute their knowledge, experience and resources, the problem can be solved.

True

False
3. Group discussions and the development of language literacy are relevant to the teaching and learning of mathematics.

True

False
4. Technology is always the best medium through which to teach collaborative problem-solving.

True

False
5. Project-based learning gives ample opportunities for learners not only to be actively involved in their learning, but also to take responsibility for it.

True

False
6. In a collaborative problem-solving task, it is only the teacher who should record the steps students take to resolve the problem.

True

False
7. Project-based learning is not very time consuming or challenging for the teacher.

True

False
8. Collaborative problem-solving requires social rather than cognitive skills.

True

False

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2.2 How to Design Project-Based Learning Activities

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2.2 How to Design Project-Based Learning Activities

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Video Talk 1: How to Design Project-Based Learning Activities

This video explains the principles behind inquiry-based learning and problem-based learning which are the basis for designing effective projects to develop learners’ competences. The video also provides you with a preliminary checklist and 7 basic steps for designing a project-based learning activity to develop your students’ competences.

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How to Design Project-Based Learning Activities

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I think PBL is the answer in students' expectations from teacher and school. We have to encourage inovation and collaborative spirit in our schools. Using PBL  we all help our students to develop emotional intelligence which is a crucial part of education these days.

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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Video Talk 2: How to Develop Learners’ Collaborative Problem-Solving Skills

In this video we interview Professor Patrick Griffin from the University of Melbourne on the nature of collaborative problem-solving tasks, and the cognitive and social skills learners need to apply and teachers need to observe. The concrete steps teachers need to take to set up collaborative problem-solving tasks in the classroom are also explained.

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How to Develop Learners’ Collaborative Problem Solving Skills

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How to Develop Learners’ Collaborative Problem Solving Skills

"I think that the key point to develop learners' collaborative problem solving skills to our students is to encourage their emotional intelligence. By achieving this we will have the involution we all want in collaborative activities in our classes."

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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Video Talk 3: A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

In this video, a Mathematics teacher from Ireland explains her school’s experience of implementing the Project Maths initiative, which aimed to develop learners’ skills in problem-solving and higher-order reasoning. She shares with us the challenges her school encountered, as well as the effective strategies they used to effectively adopt this new competence-based approach to teaching and learning Mathematics. On the basis of her experience, she also offers teachers top tips for introducing project-based learning in Mathematics teaching.

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A teacher’s experience of focusing on skills and project-based learning to teach Mathematics

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A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

"In my opinion the key point is the collaboration has to involve the whole school. Of course teacher's role is fundamental  and  the  continuous training of the school staff is necessary."

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2.5 Examples of Project-Based Learning from Across Europe

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2.5 Examples of Project-Based Learning from Across Europe

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Video Talk 4: Examples of Project-Based Learning from Across Europe

In this video you will be given examples of European projects involving teachers and learners across various countries, and meant to develop a wide range of competences and transversal skills. The examples feature projects involving primary and secondary level students. Remember that you can access the full videos describing the projects mentioned, as well as related resources, from the Module 2 library.

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Examples of Project-Based Learning from across Europe

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"I think that e-Twinning is a great library of tools and examples for PBL projects. The school partnership is one way of collaboration in learning/education."

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This learning activity requires you to design your own project to develop learners’ competences, using the principles and steps you learned in the video talks in Module 1 and 2.

The objective of this learning activity is to design a project which you can implement with your students in or outside of the classroom, and which is meant to develop a range of competences. The project can be as limited and focused or as broad and ambitious as you like, depending on your context, experience, resources and constraints. The project can be focused on a topic within the subject you teach, or alternatively, can include a range of subject areas; it can be carried out with one or more classes or even schools, and can involve the local community or international partners.

The important thing is to bear in mind the key principles discussed in the video talks, as well as use the top tips to ensure your project is designed to effectively develop a range of higher-order skills, including collaborative problem-solving.

Download the Learning Activity 2 template here, available in: Word document (.doc)Open Document text (.odt)Remember to title the document clearly in the following way: (Name_Surname_LA_2).In case of middle names or two surnames, please title the document: (Name_Middlename_Surname_LA_2) or (Name_Surname1_Surname2_LA_2).

To complete the learning activity, please follow these 3 steps:

1. Part A: Design your own Project - Submit your learning activity below by clicking the "Browse" button, selecting your learning activity and then clicking the "Hand in task" button. Unfortunately, the system requires you to input some text into the text box (where it says "Write your comments here"), so just write something like "Learning Activity attached" before clicking the "Hand in task" button. Please double-check that you have selected the correct file! Once you have "handed in" your learning activity, there is no way to change it anymore. The deadline for submitting your learning activity is Wednesday, 6th December 2017.

2. Part B: Peer review - Once you have submitted your learning activity, you will have to wait a while before the system allocates you 1 learning activity from a peer. You will receive an email notification once this happens. To review your peer's learning activity, click on the "Review your colleagues" button below, and you will be able to access it. Once you have completed the peer review, please submit it by clicking on the "Review your colleagues" button. The deadline for completing the peer review is Wednesday, 13th December, 23:59 CET.

3. Receiving feedback from your peers - Once you have submitted your peer review and your own learning activity has been reviewed by another participant, you will receive an email notification that you can access the review of your Learning Activity. You can access this feedback by clicking on the "Reviews received" button below.

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Module 2: Developing Key Competences through Project-Based Learning

Project-based learning

Harper, A. (2014). Teacher Guide: Using Project Based Learning to Develop Students' Key Competences, European Schoolnet, Brussels.

Virtual Guide to Entrepreneurial Learning. Available here.

Patton, A. (2012) Work that matters: The teacher’s guide to project-based learning. Available here.

15 publications on various aspects of eTwinning including resources for project-based learning.

Buck Institute of Education website. Available here.

Eudtopia’s resources on project-based learning. Available here.

Examples of prize-winning European eTwinning projects

Gilleran, A., Kearney, C. (2014). Developing Pupil Competences through eTwinning, European Schoolnet, Brussels.

eTwinning Project – Rainbow Village. Video and Twinspace.

eTwinning Project – Let Your Passions Shine. Video and Twinspace.

eTwinning Project – Pek, The Traveler Flea. Video and Twinspace.

eTwinning Project – Health 4 Life. Video and Twinspace.

Collaborative learning

Griffin, P. & Care, E.. (2014). Developing learners’ collaborative problem-solving skills. Available here.

Transversal key competences for lifelong learning: training teachers in competence based education – TRANSIt Training Framework

TRANSIt Training Framework. Available here.

TRANSIt Training Framework Design

TRANSIt Initial Trainees Guide

TRANSIt Adapatation of Technical Tools

Register here to access the TRANSIt 4 Training Modules and the Mahara ePortfolio

Project Maths - Ireland

Project Maths video. Available here.

Project Maths website. Available here.

Information on new Mathematics syllabuses and rationale for the initiative. Available here.

National Centre for Excellence in Maths and Science Teaching and Learning. Available here.

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Now it’s time to see if you have picked up some of the key aspects covered in the module. Take the self-assessment activity again and see if you can answer those questions which you might have struggled with in the pre-course self-assessment activity.

1. Project-based learning must be multidisciplinary (i.e. include more than one subject area).

True

False

2. In a collaborative problem-solving task, each participant in the group possesses or controls a unique combination of knowledge, experience, and resources that are essential to the completion of the task.

True

False

3. Using a project-based learning approach to teach mathematics helps develop learners’ higher-order reasoning and problem-solving skills.

True

False

4. Using technology to assess collaborative problem-solving can be more effective than a face-to-face approach.

True

False

5. Learners should take initiative and be creative when carrying out a project, but in the first place, it should always be the teacher who decides the issue or problem to be investigated, how students will work and what the project’s final product will be.

True

False

6. It is beneficial to ask students themselves to record their observations and the steps they take to solve the problem.

True

False

7. Project-based learning can be challenging and often requires a lot of time and the creation of new resources by teachers.

True

False

8. Collaborative problem-solving tasks can help learners develop both social and cognitive skills.

True

False

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1. Become familiar with the three major approaches to student assessment (summative, formative and self-assessment) and understand that all types of assessment of key competences need to be valid, reliable and fair;

2. Understand that the assessment of key competences needs to measure students’ reasoning processes, understanding of interconnections, and problem-solving skills;

3. Become familiar with a range of innovative tools and approaches, both ‘low-tech’ and ‘high-tech’, which are effective at measuring students’ reasoning processes and ability to solve complex problems;

4. Understand the importance of classroom-based formative assessments for assessing key competences;

5. Become familiar with the evidence required for assessing collaborative problem-solving, and how teachers can use rubrics and developmental progressions to interpret their observations of learners’ skills and behaviour.

Please proceed to section 3.1. to begin the module.

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In order to check your learning throughout the module, we ask you to complete this pre-module self-assessment activity in the form of a simple quiz. At the end of the module, you will be asked to complete the same activity again, and hopefully your results will have improved. This will allow you to determine whether you have successfully completed and understood all aspects covered in this module.

Please note that the passing threshold is set to zero, so you can ignore the message that confirms you have passed the test. The point of this activity is simply to allow you to self-assess your knowledge prior to starting the course.

1. Summative assessment refers to tests and examinations that take place at the end of a unit or school year.

True

False

2. Formative assessment is useful for identifying gaps between what the learner knows and is able to do and the learning goal, and then adjusting teaching/learning strategies to better meet needs.

True

False

3. Curricula do not include measurable standards for transversal competences like creativity and initiative.

True

False

4. High-stakes tests, such as university entrance exams, can successfully capture the full range of what students have learned.

True

False

5. The reliability of portfolio assessments is questionable.

True

False

6. In today’s world, teachers’ digital competences are more important than their pedagogical competences.

True

False

7. The timing of the feedback influences how useful it is for student learning.

True

False

8. Teachers should prioritise learner self-esteem when they give feedback.

True

False

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3.2 The Key Principles of Assessing Key Competences

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3.2 The Key Principles of Assessing Key Competences

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Video Talk 1: The Key Principles of Assessing Key Competences

This video explains the three major approaches to assessment, including summative, formative and self-assessment. Effective assessments of key competences need to be valid, reliable and fair, and capture students’ reasoning processes and problem-solving skills.

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The Key Principles of Assessing Key Competences

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The Key Principles of Assessing Key Competences

"In my opinion, learning process and the ways of teaching is key principles. We have to approach the students' learning from various prospects, we also have to encourage learning habbits the students have and of course to improve our abillities to understand the needs of our students and the needs of the time we live."

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3.3 Good Practice in Assessing Key Competences

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3.3 Good Practice in Assessing Key Competences

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Video Talk 2: Good Practice in Assessing Key Competences

This video outlines good practice in assessing key competences by explaining what should be measured and which tools are most effective, depending on the purpose of the assessment and the competences being assessed. The use of innovative tools such as portfolios and e-assessments is discussed, and the importance of classroom-based formative assessment is highlighted.

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Good Practice in Assessing Key Competences

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Good Practice in Assessing Key Competences

I teach students with special educational needs and I evaluate my students in a continious basis. I want to say that I follow more the way of formative assessment and less the traditional assessment procedure.

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Video Talk 3: Assessing Collaborative Problem-Solving

In this interview, Professor Patrick Griffin of the University of Melbourne describes the social and cognitive skills teachers need to observe in their students while they carry out collaborative problem-solving tasks. He explains how teachers can use tools such as rubrics or developmental progressions as a way of tracking their students' progress in these skills over time, and to help identify where students need instruction, support and guidance in order to reach the next level of competence in a particular skill.

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Assessing Collaborative Problem Solving

It is a very interesting video. I liked the approach it shows.

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3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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Video Talk 4: The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

This video concludes the course’s Irish case study, explaining the assessment approach taken in Project Maths. The video outlines the changes made to Mathematics assessment so that it would support the development of key competences in the classroom. Finally, the speaker explains the challenges and successes which arose along the way.

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The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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This video conclude the course's Irish case study, by explaining the assessment approach taken in Project Maths. The video outlines the changes made to Mathematics assessment so that it would support the development of key competences in the classroom. Finally, the speaker explains the challenges and successes which arose along the way.

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The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

"I think it's a very interesting approach, challenging and very motivating. I will have to use it to my students after I study the methods and the utilities I'll use.

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This course will feature one live event; you will find all relevant information below.

Live event: TeachMeetDate of TeachMeet rehearsal: Thursday, 7th December
Deadline to apply: Wednesday, 6th December at 12:00
Link to apply: here Date of TeachMeet: Tuesday, 12th December at 17:00 CET
Meeting Name: Competences for 21st Century Schools Teachmeet
Invited by: EUN Academy (academy@eun.org)
Duration: 1 hour
Time Zone: (GMT+01:00) Brussels, Copenhagen, Madrid, ParisLink to join the meeting:
https://eun2.adobeconnect.com/competencesteachmeet/

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Module 3 Learning Activity:
Self-Assessment & Practical Exercise in Assessing Collaborative Problem-Solving

This Learning Activity requires you to reflect on how aligned your current assessment methods are with the key competence approach, as well as take part in a practical exercise giving you the opportunity to set up a collaborative problem-solving task with your students and to assess their cognitive and social skills.

The objective of this learning activity is for you to better understand to what extent your assessment of your students’ learning already involves a key competence approach, and in which areas you would like to make progress. Remember to take the time to reflect properly and to be honest with yourself. Assessing your starting point truthfully will help you make progress and enable you to improve your practice.

Download the Learning Activity 3 template here, available in: Word Document (.doc)Open Document Text (.odt)Remember to title the document clearly in the following way: (Name_Surname_LA_3).In case of middle names or two surnames, please title the document: (Name_Middlename_Surname_LA_3) or (Name_Surname1_Surname2_LA_3).

To complete the learning activity, please follow these 3 steps:

1. Part A: Self-Assessment & Practical Exercise in Assessing Collaborative Problem-Solving - Part A includes 2 options this week. Option 1 is a self-assessment exercise, requiring you to reflect on how aligned your current assessment methods are with the competence-based approach. Option 2 is a practical exercise giving you the opportunity to set up a collaborative problem-solving task with your students and to assess their cognitive and social skills. You only need to do option 1 or option 2 to successfully complete the Learning Activity. However, if you have time, we encourage you to do both to maximise your benefit from this module.

Submit your Learning Activity below by clicking the "Browse" button, selecting your Learning Activity and then clicking the "Hand in task" button. Unfortunately, the system requires you to input some text into the text box (where it says "Write your comments here"), so just write something like "Learning Activity attached" before clicking the "Hand in task" button. Please double-check that you have selected the correct file! Once you have "handed in" your learning activity, there is no way to change it anymore. The deadline for submitting your learning activity is Wednesday, 6th December 2017, 23:59 CET. Please note that it is not possible to submit your work after that date, and that we will not accept any work sent to us via email.

2. Part B: Peer review - Once you have submitted your learning activity, you will have to wait a while before the system allocates you 1 Learning Activity from a peer. You will receive an email notification once this happens. To review your peer's learning activity, click on the "Review your colleagues" button below, and you will be able to access it. Once you have completed the peer review, please submit it by clicking on the "Review your colleagues" button. The deadline for completing the peer review is Wednesday, 13th December, 23:59 CET. Please note that it is not possible to submit your peer reviews after that date, and that we will not accept any work sent to us via email.

3. Receiving feedback from your peers - Once you have submitted your peer review and your own learning activity has been reviewed by another participant, you will be receive an email notification that you can now access the review of your learning activity. You can access this feedback by clicking on the "Reviews received" button below.

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Module 3: Assessing key competences

Assessing key competences

European Schoolnet, (2014). Teacher Guide: Assessment of Key Competences in School Education, European Schoolnet, Brussels.

Griffin, P. (2014). Assessing Collaborative Problem Solving, Assessment Research Centre, Melbourne Graduate School of Education.

Lai, E.R. & Viering, M. (2012). Assessing 21st Century Skills: Integrating Research Findings. National Council on Measurement in Education, Vancouver, B.C.

Baker, E. (2003), “Multiple Measures: Toward Tiered Systems”, University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Los Angeles.

Looney, J. (2009). “Assessment and Innovation in Education”, OECD Education Working Papers No. 24, OECD Publishing, Paris.

Looney, J. 'Integrating Formative and Summative Assessment: Progress toward a Seamless System?" , OECD Education Working Papers No. 58, OECD Publishing, Paris.

Black, P. and D. Wiliam (1998). “Assessment and Classroom Learning”, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, pp. 7-74.

Wiliam, D. (2006). “Formative Assessment: Getting the Focus Right”, Educational Assessment, Vol. 11, pp. 283-289.

OECD (2005). Formative Assessment: Improving Learning in Secondary Classrooms, OECD, Paris.

Williams, J. and J. Ryan (2000). “National Testing and the Improvement of Classroom Teaching: Can they Coexist?”, British Educational Research Journal, Vol. 26, pp. 49-73.

Black, P. and D. Wiliam (1998). “Assessment and Classroom Learning’’, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, pp. 7-74.

The Assessment and Teaching of 21st Century Skills Project

Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In Griffin, P., Care, E., & McGaw, B. Assessment and Teaching of 21st Century Skills, Dordrecht, Springer.

Csapo, B., Ainley, J., Bennett, R., Latour, T., Law, N. (2012). Technological Issues for computer-based assessment. In P.Griffin, E.Care & McGaw, B. Assessment and Teaching for 21st Century Skills. Dordrecht, Springer.

ATC21S professional development module: Using a developmental model to assess student learning. Available here.

ATC21S professional development module: Defining and assessing 21st century skills. Available here.

ATC21S professional development module: ATC21S Collaborative Problem Solving Assessments. Available here.

ATC21S professional development module: Interpreting reports. Available here.

Griffin, P., McGaw, B. & Care, E., (Eds.) (2014), Assessment and Teaching of 21st Century Skills: Volume 2, Dordrecht: Springer

Griffin, P., McGaw, B. & Care, E., (Eds.) (2012), Assessment and Teaching of 21st Century Skills: Volume 1, Dordrecht: Springer

Competence-based assessment of Mathematics in Ireland

Information on Project Maths. Available here.

State Examinations Commission. (2005) Chief Examiner’s Report Mathematics. Athlone: SEC. Available here.

NFER (2013) Research into the impact of Project Maths on student achievement, learning and motivation. Available here.

NCCA (2005) Review of Mathematics in Post-Primary Education: a discussion paper. Dublin: NCCA. Available here.

Conway, P. and Sloane, F. (2005) International trends in post-primary mathematics education. Dublin: NCCA. Available here.

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Now it’s time to see if you have picked up some of the key aspects covered in the module. Take the self-assessment activity again and see if you can answer those questions which you might have struggled with in the pre-module self-assessment activity.

1. Summative assessment cannot be used to assess key competences.

True

False

2. Formative assessment is not considered formative until the gap between what the learner knows / is able to do and the learning objective has been closed.

True

False

3. Student self-assessment is useful for tracking personal development of transversal competences like creativity and initiative.

True

False

4. Students in classes emphasising higher-order skills and competences may still perform well on traditional tests focused only on content knowledge.

True

False

5. Portfolio assessments are particularly useful for tracking learners’ development of complex competences over time.

True

False

6. Digital tools cannot support teachers in giving more personalised attention to learners in large classes.

True

False

7. Feedback is less effective when it is given more than two weeks after the submission.

True

False

8. Feedback should be focused on the task at hand rather than the learner’s self-esteem.

True

False