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4.3 Peer Assessment for PBLShare your experiences with peer assessment in the padlet below, either as someone participating in peer assessment type activities like on this course or as a teacher organizing peer assessment activities with your students.

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4.3 Peer Assessment for PBLShare your experiences with peer assessment in the padlet below, either as someone participating in peer assessment type activities like on this course or as a teacher organizing peer assessment activities with your students.

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Maria Stafilakou, Greece

Peer  assessment is not such a common way to  assess the teaching and learningprogress in my country. I rarely use peer assessment unless it comes to writing tasks or projects .The students find it helpful  and gain a lot from it.They seem to  get a better understanding of their mistakes or oversights .

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Peer Assessment: Reflections from Students and Teachers

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

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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.

If you are unfamiliar with the term and its counterpart, summative assessment, check out the diagram on the right. To see it in large just click on the diagram. Please note that the diagram's examples can be a bit confusing as some of them could work for either formative or summative assessment and it depends more on how they are used (for example a test would be summative not formative if done at the end of the year to assess what knowledge has been attained).

Take a look at the video below which gives you some nice and simple examples of how you can formatively assess learning throughout the PBL implementation. The video also identifies the opportunity of inviting outside audiences to be part of the assessment process, something which unfortunately we don't have enough time to look at in more detail. However, if you remember back to this video here from Module 2, it provided an excellent example of how the engagement of an outside audience was used as part of the assessment process.

In the video below, one of the teachers mentions the "quick-check" technique which simply uses a thumbs up approach to assess if students are progressing. There are many more such simple formative assessment techniques so share any other such techniques that you are aware of or can think of in the Tricider below. You can also check out here for some more ideas to experiment/adapt with.

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For this week's starter activity, we would ask you to briefly share your assessment context. Are you free to assess students in any way you want? Or do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment? Share any reflections on your assessment context in the Padlet.

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For this week's starter activity, we would ask you to briefly share your assessment context. Are you free to assess students in any way you want? Or do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment? Share any reflections on your assessment context in the Padlet.

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Maria Stafilakou ,Greece
In my country in order to evaluate students ,we  have touse tests and marks are given according to the grade they ar

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4. Assessing PBL THE ROOT OF THE WORD "ASSESSMENT"IS FROM THE LATIN "ASSIDERE"WHICH MEANS "TO SIT BESIDE"Welcome to our last module of the course! In this module we explore one of the most important and often most challenging topics associated with PBL: assessment. As the quote above suggests, assessment should be about "sitting beside someone", providing feedback and helping them to improve. 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. However, as most of you will work in environments where you'll have to give students a grade at the end of the year, we will also look at some techniques and tools that can help you with this. The learning objectives for this module are:    Understanding the difference between formative and summative assessment    Understanding how assessment can be embedded into PBL activities    Understanding what a rubric is and why it can help us assess PBL    Develop a finalised and rigorous PBL implementation Learning Design

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4. Assessing PBL THE ROOT OF THE WORD "ASSESSMENT"IS FROM THE LATIN "ASSIDERE"WHICH MEANS "TO SIT BESIDE"Welcome to our last module of the course! In this module we explore one of the most important and often most challenging topics associated with PBL: assessment. As the quote above suggests, assessment should be about "sitting beside someone", providing feedback and helping them to improve. 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. However, as most of you will work in environments where you'll have to give students a grade at the end of the year, we will also look at some techniques and tools that can help you with this. The learning objectives for this module are:    Understanding the difference between formative and summative assessment    Understanding how assessment can be embedded into PBL activities    Understanding what a rubric is and why it can help us assess PBL    Develop a finalised and rigorous PBL implementation Learning Design

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The characteristics explored in the previous sections, such as resilience, initative and ownership, are all part of an entrepreneurial mindset. For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset. This section therefore looks at the concept of an entrepreneurial mindset in more detail. Take a look at this presentation by course moderator Kornélia Lohyňová giving a clear overview of what such mindset entails and how it links to PBL.

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3.2 Developing Student ResilienceIdentify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners. Of course, as usual, don't forget to add your reflections to your Learning Diary. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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3.2 Developing Student ResilienceIdentify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners. Of course, as usual, don't forget to add your reflections to your Learning Diary. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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Maria Stafilakou,Greece

Telling students that we expect them to do more and correcting every single mistake they make is enough to make them feel less confident .

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What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but 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. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth. If you are curious about your own resilience, take this self-assessment test here (or even use it with your students).

Working in teams and pursuing a complex question or problem over a longer period of time as part of 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. Take a look at the video below developed by course moderator Kornélia Lohyňová for a series of strategies to develop student resilience and see here for a nice video focussing on building confidence.

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

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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If we want PBL to be a student-driven learning process 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. For more information about scaffolding for learning see here. Take a look at the video below for some concrete tips on how to scaffold for a student-driven environment in PBL.

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It was many years ago when I had to sit for ICT exams at an intermediate level but I couldn't do it at first and decided to give up.Fortunately I came across interesting projects which I and my students had to carry out and ICT skills were necessary.So, I was determined and did my best until I finally managed to solve the problems that kept me back and succeded in the exams. The objective gave me the strength and the courage not to give up .That's a personal story I share with my students to show them that no one is perfect and that only if we are determined and consistent we can succed in whatever we want.

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3. Developing student-driven activities for PBLBriefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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3. Developing student-driven activities for PBLBriefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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3. Developing student-driven activities for PBL 

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3. Developing student-driven activities for PBL 

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IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

Next to developing collaborative skills of students, another key part of PBL is for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students.

Albert Einstein's quote above captures one of the key essences of this module: getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL and at the core of developing a student-driven environment. As an example and at a quite simple level, when students work for the first time in a group as part of PBL, the first attempts at collaboration might not be successful. It is essential that students don't become frustrated and demotivated but rather excited and motivated to try again and improve, again and again and again. Creating an environment that allows and promotes this, is what the module is all about.

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

As a starter activity, briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up (and make sure to copy your entry also into your Learning Diary).

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TELL ME AND I FORGET,TEACH ME AND I REMEMBER,INVOLVE ME AND I LEARNBenjamin Franklin

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TELL ME AND I FORGET,TEACH ME AND I REMEMBER,INVOLVE ME AND I LEARNBenjamin Franklin

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2.5 Collaboration ToolsShare with your peers other collaboration tools out there by posting their name, a brief description and a link. Before posting any suggestions however, make sure you take a browse through the Padlet to check the tool you would like to suggest isn't already there. Vote for those tools that are your personal favourites. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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2.5 Collaboration ToolsShare with your peers other collaboration tools out there by posting their name, a brief description and a link. Before posting any suggestions however, make sure you take a browse through the Padlet to check the tool you would like to suggest isn't already there. Vote for those tools that are your personal favourites. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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Maria Stafilakou, Greece
I mainly use padlet and picasa

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FCS | Module 1 | Tool for Teaching: TeamUp

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2. Developing effective collaboration for PBL 

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2. Developing effective collaboration for PBL 

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2.5 Collaboration Tools

The great thing about the web is that there are so many tools out there that can help us, as teachers or students, to collaborate in more effective or even entirely new ways. However, here we can only introduce you to one example and it will be up to you, the community of learners on this course, to share your knowledge of tools that you and your students can use to collaborate as part of the PBL process.

The tool we would like to introduce here is a tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work. The tool is called TeamUp and you'll find a brief introduction to it below. Make sure then to share with your peers other collaboration tools out there by posting their name, a brief description and a link in the Padlet below the video. Before posting any suggestions however, make sure you take a browse through the Padlet to check the tool you would like to suggest isn't already there.

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Community Partners: Making Student Learning Relevant

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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If you remember back to Module 1, 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 another class, where students collaborate not only with their immediate peers but with students at another school. For this type of collaboration there is simply no way around the eTwinning network, an online network of more than 400,000 teachers in Europe and beyond, designed so that you can easily find project partners and organize joint projects. At the core of eTwinning's pedagogy stands the PBL approach so if you are not yet part of this network, make sure to check out the below video to see how the PBL approach of running an eTwinning project can benefit your students' learning. You can also find a great getting started walk-through of eTwinning here.

As a concrete action here we would encourage all of you, new or old eTwinners, to use this course community of learners to find like-minded colleagues who you could run a project with. For this purpose you will find in the Forum under Module 2 a special category for finding project partners.
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. Of course, engaging people from the community is not always easy. It requires time, patience and good communication skills to foster good relationships with such individuals. But herein also lies the opportunity if students are involved in the process of engaging such people from the start.

Take a look at the below video for two examples of successful engagement of outside professionals in the PBL work of students and then add an entry to your Learning Diary reflecting on which people from your community you or your students could engage with. Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people? Think about these questions as you draft your Learning Diary entry and then post your entry also in the below Padlet to share it with your peers. For some further inspiring ideas about community engagment make sure to also check out these two blog entries, here and here.

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2.4 Finding collaboration partners outside the classroomAdd an entry to your Learning Diary reflecting on which people from your community you or your students could engage with. Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people? Think about these questions as you draft your Learning Diary entry and then post your entry also in this Padlet. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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2.4 Finding collaboration partners outside the classroomAdd an entry to your Learning Diary reflecting on which people from your community you or your students could engage with. Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people? Think about these questions as you draft your Learning Diary entry and then post your entry also in this Padlet. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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Maria Stafilakou ,Greece.
I am a very lucky teacher because my school has excellent contacts not only with professionals in the neighbourhood ,some of them are our students' parents, but also with organizations such as Action Aid ,Unicef ,WWF  or  with professional  Volleyball  players whose representatives or  associates  come  on our request  and talk to the students.

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Ideas for activities to develop effective collaboration Share below your own ideas and activities that you use to build team spirit, better communication amongst groups, etc. Any activity that can help students learn to collaborate effectively. And vote for those ideas and activities suggested by your peers that you would like to try out in your own classroom.

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Ideas for activities to develop effective collaboration Share below your own ideas and activities that you use to build team spirit, better communication amongst groups, etc. Any activity that can help students learn to collaborate effectively. And vote for those ideas and activities suggested by your peers that you would like to try out in your own classroom.

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A short project I carried out with me 6th graders was related to geography.The groups had to discuss and decide on the country they wanted to talk about and how to do it. The members of the groups had to decide on his/her contribution to the group's work.They were given instructions/guidance , access to a computer ,their geography books . They decided on the responsibilities , the means they would use and the way to present their work. I have to mention that that particular class was already familiar with group work and collaboration.At the end of the project the teams talked abouot the problems they had and how they dealt with them .Both I and their classmates commented on their work .hide

by Maria ,Greece

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Five Keys to Rigorous Project-Based Learning

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2.3 Effective Collaboration for PBL inside the Classroom

Now that we've determined what effective collaboration is, we need to identify some specific activities that will help us achieve effective collaboration in the classroom in the context of PBL. 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. Take a look at the below video which identifies some useful tips to help scaffold the collaboration process for the students in the context of PBL. There's also an interesting blog post on this topic here and more examples of how to scaffold and support student collaboration in this video here.
https://youtu.be/0WdTS9u0h10

Now let's make use of our great learning network and the knowledge of all you educators on the course and share some great activities that you can do with students to develop collaborative skills amongst them. To get you started take a look at this short video outlining a nice little activity that you could do with your students at the start of the PBL process. Then share in the Tricider below your own ideas and activities that you use to build team spirit, better communication amongst groups, etc. Any activity that can help students learn to collaborate effectively. And vote for those ideas and activities suggested by your peers that you would like to try out in your own classroom.

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Teaching Group Work: Building Student Collaboration and Agency

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Deirdre refers to a framework called 21st Century Learning Design Rubrics. These rubrics offer us a useful tool to self-assess if our learning activities are truly collaborative or not. You can find more information about these rubrics here. The rubrics identify four questions you should ask yourself about what happens in your classroom. Think about a typical lesson you teach and answer the four questions in the self-assessment questionnaire below. If you are unsure about the meaning of each question, take a look at the rubric document here and on pages 3-7 you will find some examples for each. If you answer yes to each of the questions your activities are truly collaborative according to the rubric. Use your answers to the questionnaire to draft a Learning Diary entry reflecting about the nature of collaboration happening in your classroom.

You have already done the survey

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https://youtu.be/Cqh4Hr7Gzzk

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2.2 What is effective collaboration?First of all, remember that 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. Therefore let's briefly look at what collaboration is and isn't. Take a look at the video below and think about the questions raised by Deirdre Butler in regards to the work done in your classroom.

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2.2 What is effective collaboration?First of all, remember that 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. Therefore let's briefly look at what collaboration is and isn't. Take a look at the video below and think about the questions raised by Deirdre Butler in regards to the work done in your classroom.

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2. Developing effective collaboration for PBL

Share a picture that shows or represents collaboration for you, together with a brief explanation of why you have chosen this picture. It could be a screenshot from an online chat where you have successfully collaborated on a project, a picture of your students at work as part of PBL, an abstract drawing or diagram, or any picture you have found on the internet that you feels shows collaboration happening. If you share a picture that is not your own please take into account the sharing permissions or provide relevant credits. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

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This is part of a project on reading books in the classroom.Groups of students working together reading,understanding and illusttrating a book in the classroom

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford

This quote by Henry Ford already hints at the essence of this module, effective collaboration is not easy! It is an activity that rarely happens overnight and that requires careful scaffolding and preparation. That's what this module is all about. At the heart of the PBL process is collaboration, be that as part of a group of students exploring your driving question or be that as part of working with outside actors who can provide meaning and feedback on the students' work. In this module the learning objectives are therefore:

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

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Developing effective collaboration for PBL

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

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

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As a first step in section 1.3 you identified a class and topic which you could use to experiment with the PBL approach. Thinking about this class and topic, we would now like you to identify your driving question. Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. Keep in mind the different criteria identified in section 1.5: the question should be open-ended, engage and inspire students by creating curiosity, be aligned to your learning goals, and at the same time be non-Googleable.

When you have come up with a good driving question post it in the peer review activity text box below, together with a bit of context about where you plan to implement it, such as the student age-range, subject, etc. and the learning goals you would like to achieve with the class (what skills, knowledge, etc. students should acquire). In order to provide some context you could also post your Learning Diary entry reflection from section 1.3 together with your driving question. Please make sure that all information is provided in English language as otherwise the peer review process does not work.

Once you have submitted your question, it will be sent to two other random course participants. Around 24 hours after submitting your question, you will receive 2 questions of your peers. Provide some brief feedback to them and possibly some suggestion of how to improve the question. As criteria for the feedback use the 4 aspects mentioned here:

Is the question open-ended? It will allow students to develop more than one reasonable answer.

Do you feel the question will spark curiosity and engage the students? (remember this might be dependent on the local contexts of the students)

Is it aligned to the learning goals identified? To answer it students will need to gain the intended knowledge, understanding, and skills.

Is it difficult to answer by using Google?

Deadline 1 for this peer review activity is Wednesday 15th November 23:59h CEST. By this time you need to have submitted your driving question. Deadline 2 for this activity is Wednesday 22nd November 23:59h CEST. By this time you need to have sent some feedback to your peers. For more details on how the peer review activity works see here and for a video walk-through of the process see here.

1. Hand in your work > 2. Review your colleagues > 3. Reviews received

The time for handing in ends on 16-11-2017 00:59:00

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

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

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Have students watch the 1973 movie Jonathan Livingston ,Seagull based on Richard Bach's book with the same title .Ask them to reflect on the gull's way of flying

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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. Take a look at the video below for an example and to get a better idea of what is meant by this.

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

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

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Reading a story about a good nad a bad tooth.Students have to find out what the causes are and who the problem with the bad tooth can be fixed.Think of ways to avoid simmilar tooth problems and ways to improve the teeths appearance

by Maria ,Greece

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5 Keys to Rigorous Project-Based Learning

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Now that we know what PBL is and have thought about how it corresponds with our current teaching practices, let's look at how to implement PBL effectively in our classrooms. 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 which is why we will be looking at three of these - collaboration, student-drive, and assessment - in more detail in the following modules.
Maria, Greece
All five components are equally important but the challenge for me is to successfully apply all five in a PBL activity within  my multicultural and multilingual classes .I believe that the benefits of PBL are obvious only when all five parts are carefully practised and integrated

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Propositions Project: 21st Century Skills

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1.2 Why use PBL

The quote by Benjamin Franklin at the beginning of the module pretty much catches the essence why PBL is such an effective pedagogical approach. However, let's look at this in a bit more detail. What type of skills & competences are developed in students as a result of PBL? The video below is a bit longer but it's really worth watching, as it oulines with very concrete examples how students benefit when engaged effectively in the PBL approach. After watching the video identify in the Tricider below why you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms? You can also upvote the responses from other participants.

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The  usual way I teach my students is the traditional teacher -centred one.I am the one who does the speaking most of the times and the students are bored just listening to me and make an efford to undrestand and remember what I teach them.My subject is english and it provides a great variety of topics to be done in PBL way .Groups working on environmental  topics mentioned in our books ,on food e.t.c. will be a good start for all of us and hopefully for the others as well

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The  usual way I teach my students is the traditional teacher -centred one.I am the one who does the speaking most of the times and the students are bored just listening to me and make an efford to undrestand and remember what I teach them.My subject is english and it provides a great variety of topics to be done in PBL way .Groups working on environmental  topics mentioned in our books ,on food e.t.c. will be a good start for all of us and hopefully for the others as well

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Let's think about how PBL links to our current teaching approaches. Write a short Learning Diary entry reflecting on your own teaching strategies, classroom setup, students' needs, etc.

Some questions to consider for your diary entry (you do not need to answer all of these): What teaching strategy do you use most commonly? What do YOU do most of the time in the classroom? What do the students do most of the time? Do you feel your current approach could be easily complemented with a PBL approach? Do you sometimes have the problem that students don't remember what they "learned" the day before? How do you address this? Do you already use some of the PBL approaches mentioned in the video? What works, doesn't work? Why? How do you find out about your student needs and how do you incorporate this knowledge in your teaching? Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL.

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Difference between doing a project and PBL

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Difference between doing a project and PBL

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I liked the information presented in both videos and I hope to learn how to use it effectively with my students.I expect to be given guidelines and advice on PBLso as to feel confident enough to implement it

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Share some reactions to the videos and resources in the Padlet below the video, in particular identifying any questions you have about PBL, what you hope to learn on this course and what challenges you anticipate in adopting PBL in your school. Make sure to also post your reactions to your Learning Diary. Remember, your Learning Diary should develop into a reflection of your course experience as well as a collection of useful resources, ideas, and tools you have encountered on the course.

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An Introduction to Project-Based Learning

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WHAT IS PBL AND WHY USE IT