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4.5 What my peers said about my Learning Design Activity

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4.5 What my peers said about my Learning Design Activity

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what a great job!!!!!

I think I will use it next year with my students. Thank you very much. well structured and really interesting
Arianna Pisapia

Hello, Catarina,

I LIKE VERY MUCH WHAT YOU HAD DONE AND I WILL TAKE INTO ACCOUNT EVERYTHING WHAT I LEARNT FROM YOUR LD.

tHANK YOU!
VLAD EUGENIA-IOANA

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El Real Decreto 257/2012, de 27 de enero, por el que se desarrolla la estructura orgánica básica del Ministerio de Educación, Cultura y Deporte, atribuye al Instituto Nacional de Tecnologías Educativas y Formación del Profesorado (INTEF) la función de elaborar y difundir materiales curriculares y otros documentos de apoyo al profesorado, diseñar modelos para la formación del personal docente y diseñar y realizar programas específicos, en colaboración con las Comunidades Autónomas, destinados a la actualización científica y didáctica del profesorado (artículo 6r).

A tal efecto, el Área de Formación en Red, Experimentación y Redes Sociales del INTEF ha lanzado tres ofertas, diferenciadas aunque complementarias, de cursos masivos abiertos y en línea:

Los MOOCs, término acuñado por Dave Cormier durante el desarrollo de un curso abierto sobre conectivismo en 2008, son Cursos Masivos, Abiertos, en Línea (del inglés, Massive Open Online Courses), son una modalidad de formación con propuestas orientadas a la difusión web de contenidos y un plan de actividades de aprendizaje abierto a la colaboración y la participación masiva. El INTEF inició en 2014 un plan piloto de MOOCs para la Formación del Profesorado que ahora ya se encuentra plenamente consolidado, con una metodología MOOC INTEF perfectamente perfilada.

Los NOOCs Nano Cursos Masivos, Abiertos, en Línea, ofrecen a los participantes la oportunidad de explorar, aprender y ser evaluados sobre un elemento clave de una competencia, una destreza, o un área de conocimiento en un periodo de tiempo que puede ir desde un mínimo de 1 hora hasta un máximo de 20 horas de esfuerzo estimado de dedicación al NOOC. Aunque se trata de una modalidad experimental, lanzada esta primavera de 2016, la metodología NOOC INTEF ya está bien delineada, incluyendo la apuesta por un esfuerzo estimado de 3 horas por NOOC.

SPOOC INTEF (siglas en inglés de Self-Paced Open Online Course) es una iniciativa experimental de autoformación orientada al desarrollo de competencias profesionales, tales como la gestión autónoma del aprendizaje. Cada SPOOC creado por INTEF tiene un diseño instructivo enfocado a que los participantes puedan alcanzar, a su propio ritmo, los objetivos de aprendizaje planteados, desarrollar su autonomía como aprendices en contextos digitales, mejorar su competencia digital y evidenciarlo en un producto digital agregado y de valor para la comunidad educativa.

Adicionalmente, en el espacio 'En Abierto', ponemos a disposición de cualquier persona interesada, sin necesidad de registro previo, (tiene un acceso de invitados) una amplia oferta de cursos tutorizados en línea pertenecientes al catálogo de Formación en Red del INTEF, preparados para consulta desde cualquier ordenador conectado a Internet, en cualquier momento y desde cualquier lugar. Es importante destacar que esta oferta no incluye tutorización de ninguna clase. La oferta se hace, por tanto, en un estricto régimen de consulta de materiales y plan de actividade

Todo ello, por supuesto, sin descuidar nuestra oferta de cursos tutorizados en línea para la adecuación de los conocimientos y métodos a la evolución de las ciencias y de las didácticas específicas, así como todos aquellos aspectos de coordinación, orientación, tutoría, atención educativa a la diversidad y organización encaminados a mejorar la calidad de la enseñanza y el funcionamiento de los centros -en cumplimiento de lo previsto en el artículo 102 de la Ley Orgánica 2/2006, de 3 de mayo.

Todas estas iniciativas (y otras, como EducaLAB Insignias) están disponibles en aprende.educalab.es, el sitio web del Área de Formación en Red, Experimentación y Redes Sociales del INTEF desde el que acceder a toda nuestra oferta formativa en línea, proyectos y espacios sociales.

Desde aquí se podrá acceder, además, a los blogs específicos diseñados para las novedades y acciones de dinamización de nuestros MOOCs ( MOOC blog) y NOOCs ( NOOC blog), así como a todos nuestros perfiles en redes sociales.

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EDITORES: Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado -INTEF- Ministerio de Educación, Cultura y Deporte- Gobierno de España.

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El Real Decreto 257/2012, de 27 de enero, por el que se desarrolla la estructura orgánica básica del Ministerio de Educación, Cultura y Deporte, atribuye al Instituto Nacional de Tecnologías Educativas y Formación del Profesorado (INTEF) la función de elaborar y difundir materiales curriculares y otros documentos de apoyo al profesorado, diseñar modelos para la formación del personal docente y diseñar y realizar programas específicos, en colaboración con las Comunidades Autónomas, destinados a la actualización científica y didáctica del profesorado (artículo 6r).

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Extra Webinar 5th July - Flip Your Students' Role in PBL

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Extra Webinar 5th July - Flip Your Students' Role in PBL

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My question to Maria Jesús García

I think the same way, Isabel Graça! It's urgent to replicate this course in our schools.
We should organize ourselves and began a PBL network in Portugal. What do we need?

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Done!

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Learn more about Project Based Learning (PBL) at : http://bie.org/. Edmodo is a social learning platform that allows teachers to post messages, discuss classroom topics, assign and grade classwork, and share content and materials with their students.

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How to Use the "4 C's" Rubrics | Blog | Project Based Learning | BIE

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This excerpt appears in the Buck Institute for Education's book, "PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, Creativity." Rubrics for each of the "4 C's" are in the book, and we offer guidance below on how to use them in a PBL context.

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Buck Institute For Education

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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

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Dear Catarina,

First, let me tell you that I am far from being an expert in PBL. Nevertheless, I think your idea for the project is great.1.) it is connected to the real world- someone (maybe it would be good for pupils to know the name of the person who ordered the map eg. a principal. 2.) aligned to the learning goals - excellent!!! 3.) non Googleable. 4.) sparks curiosity - this is something I think we could work on - for kids as young as 8-10 I think we need something more intriguing like maybe How can this big school become small enough to fit on a  map?

5) develops more than one reasonable answer - also something we could work on - strictly speaking the answer to your question is yes or no

This question carries a great potential! Best, Ivana from Zagreb, Croatia

Ivana Burić Kurtović,ivanaburick@yahoo.com

Hi Catarina!

Your driving question, learning goals and final output is GREAT! It is simple and powerful, directly hits your subject- Area measurements - in Geometry and Measurements.  I'll record it for my library. Thank you!

Best regards,

Srdjan Zrnic

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Hello Catarina,

I think we face the same problems, when I say we it's not only me and you I mean most of the participants in this course. Abandon traditional methods is always difficult because they rapresent something safe for us, Anyway if we are here this is positive, it means that what we are doing now in our teaching needs to be improved and in some ways changed, but this is very challenging.

I am curious to see how you will write your driving question, even if I am not an "expert" in geometry.

Keep calm and carry on developing ;)

Morena Gandini

I think what you do is very important in each and every class and you are doing a great job in supporting your special needs students and the rest of he class! I beleive the key to your students'success is to work with the subject teachers as a team!
Mirela Bacita

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What my peers said about my Learning Activity

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What my peers said about my Learning Activity

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The description, aims and learning outcomes are quite clear. The alignment I think is also fine, but I think you will obtain more outcomes than the ones written. I don´t find a particular product, but I find activities to make it, and that was not asked for this task.

About collaboration, is 50% in your diagram. Some aspects from your work, inside the collaboration TLA, are production, but for me, it can be divided in produce and in collaboration, because they can coordinate to do the different parts and at the end join eveithing together.

I hope this point of view enhance your learning. Definitely you have done a great work!
Gmedrano TIC

Hi, it is a effective way to teach
Serdal ŞEKER

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What my peers said  about my Learning DesignActivity

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What my peers said  about my Learning DesignActivity

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Excellent and innovative way of learning Maths, in particular peimeters and areas. I am sure the students will gain from such an activity. Well done and good luck!

Nathalie Scerri

hello catarina
you choose a great idea : school floor plan...
it is an amazing learning lesson.. and i enjoy your url link...
just a small details , in the final phase .. you choose to discuss about 90 min
so in my opinion each group will expose their own work.. so add a time to discuss and at the end summurize their work and give advises....
god luck... :)
Zied Besbes

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Share 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.

This was my first time in a peer assessment experience and it's being great! I learned a lot as evaluator and as assessed. I loved it.
However, as someone said, we must prepare students for this path in their first years in school. Doing that we will prepare them for being reflexive adults.
Next year I will introduce peer assessment in my department (within my group of teachers) and will try to introduce it in the classroom.

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Peer Assessment: Reflections from Students and Teachers

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http://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html

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The learning diary: writing in the end of the lesson what the student has learned today, what was difficult, what was easy. It helps me a lot to understand their progress. Suitable for pbl. Valuable formative assessment tool.

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A survey with
questions pulled out from the planned learning outcomes. There should be a lot
of surveys till the end of the project and in this way the teacher will follow
each student and get familiar with his/her achievements. In this way the
teacher will know if there is a problem and how to solve it or help the
student to achieve the goal. I have practiced formative assessment for more
than 10 years and I can definitely confirm greater results.

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a) group discussions - easy to incorporate in daily routine. It should be guided, students should have few starting points like 'what did you do? did you like it? how can you improve it?' etc. and of course, everyone's suggestions are welcome (it's a kind of peer assessment too)

b) quizes and forms (surveys) - thematic and more to the point than discussion. Students could fill them in and bring them before the beginning of the next step in the project.

c) learning diary - as organizers that help students and teachers follow the process of learning. LD's could be individual and group pages/organizers.

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20 Simple Assessment Strategies You Can Use Every Day
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They will undoubtedly reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially - types of learning journals that help students think- teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned . If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually not aware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first publish by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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Community Partners: Making Student Learning Relevant

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This video is part of the Project Based Learning course from the Teacher Academy Platform. In this PBL TeachMeet,18 participants from the course had the opportunity to share their own presentations in 3 minutes each! For more information, visit the website: http://www.schooleducationgateway.eu/en/pub/index.htm

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In my school we are free to assess students any way we want (formative assessment). However we have to follow strict testing system with regular standards tests in the end of each period (summative assessment). When it comes to assessment, we collaborate with our group/department colleagues constructing summative tests and materials.

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3.6 eTwinning Learning Event: How to Develop Resilience at School

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3.6 eTwinning Learning Event: How to Develop Resilience at School

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3.4 Webinar with Entrepreneurship Expert Kornélia Lohyňová

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3.4 Webinar with Entrepreneurship Expert Kornélia Lohyňová

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Online Communication Skills Training Videos

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Webinar Developing entrepreneurial skills PBL course

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This video is the first webinar of the Project Based Learning course from the Teacher Academy Platform. The webinar was about "Developing entrepreneurial skills". For more information, visit the website: http://www.schooleducationgateway.eu/en/pub/index.htm

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https://v.gd/nSeQr0

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Design thinking... what is that?

I have this image of Allen Samuels permanently emblazoned on my brain. This goes back to college. With his usual amazing energy and unrestrained passion, this deeply passionate design professor is explaining to us why the process of design that we are learning is so important. Any profession, he suggests with conviction, medicine, law, choreography or politics can benefit by employing design thinking and achieve better results. Although we all heard and believed then what he was saying, it has taken a great while for the potential of his words to find purchase in a business environment willing to accept his hypothesis.

Although Design is most often used to describe an object or end result, Design in its most effective form is a process, an action, a verb not a noun. A protocol for solving problems and discovering new opportunities. Techniques and tools differ and their effectiveness are arguable but the core of the process stays the same. It's taken years of slogging through Design = high style to bring us full circle to the simple truth about design thinking. That it is a most powerful tool and when used effectively, can be the foundation for driving a brand or business forward.

Basically Design thinking consists of four key elements.

1: Define the problem

Sounds simple but doing it right is perhaps the most important of all the four stages. Another way to say it is defining the right problem to solve. Design thinking requires a team or business to always question the brief, the problem to be solved. To participate in defining the opportunity and to revise the opportunity before embarking on its creation and execution. Participation usually involves immersion and the intense cross examination of the filters that have been employed in defining a problem.

In design thinking observation takes center stage. Observation can discern what people really do as opposed to what you are told that they do. Getting out of the cube and involving oneself in the process,product,shopping experience or operating theater is fundamental. No one's life was ever changed by a PowerPoint presentation.

Design thinking in problem definition also requires cross functional insight into each problem by varied perspectives as well as constant and relentless questioning, like that of a small child, Why?, Why? Why? Until finally the simple answers are behind you and the true issues are revealed. Finally, defining the problem via design thinking requires the suspension of judgment in defining the problem statement. What we say can be very different to what we mean. The right words are important. It's not "design a chair", it's..."create a way to suspend a person". The goal of the definition stage is to target the right problem to solve, and then to frame the problem in a way that invites creative solutions.

Question; How many designers will it take to screw in a light bulb? Answer; Why a light bulb?

2: Create and consider many options

Even the most talented teams and businesses sometimes fall into the trap of solving a problem the same way every time. Especially when successful results are produced and time is short. Design thinking requires that no matter how obvious the solution may seem, many solutions be created for consideration. And created in a way that allows them to be judged equally as possible answers. Looking at a problem from more than one perspective always yields richer results.

Many times we are not aware of the filters we may be burdened with when we create answers to problems. In this stage opportunites appear. The trick is to recognize them as opportunities. Multiple perspectives and teamwork are crucial. Design thinking suggests that better answers happen when 5 people work on a problem for a day, than one person for five days. Designers have an advantage in the use of 2D and 3dimensional tools to demonstrate solutions and new ideas - tools which are almost always far more effective to demonstrate what is meant, than words.

3: Refine selected directions

A handful of promising results need to be embrace and nurtured. Given a chance to grow protected from the evil idea-killers of previous experience. Even the strongest of new ideas can be fragile in their infancy. Design thinking allows their potential to be realized by creating an environment conducive to growth and experimentation, and the making of mistakes in order to achieve out of the ordinary results. At this stage many times options will need to be combined and smaller ideas integrated into the selected schemes that make it through. Which brings us to stage 3.5.

3.5 Repeat (optional)

Design thinking may require looping steps 2 and 3 until the right answers surface.

4: Pick the winner, execute

At this point enough road has been traveled to insure success. It's the time to commit resources to achieve the early objectives. The byproduct of the process is often other unique ideas and strategies that are tangential to the initial objective as defined. Prototypes of solutions are created in earnest, and testing becomes more critical and intense. At the end of stage 4 the problem is solved or the opportunity is fully uncovered.

While of late, there has been quite a lot of discussion regarding what Design thinking is and how businesses can leverage it, as suggested in the introduction to this piece this is not a new or unproven idea.

From Wikipedia: Herbert Simon, in the "Sciences of the Artificial" (MIT Press, 1969) has defined "design" as the "transformation of existing conditions into preferred ones" (p. 55). Design thinking is, then, always linked to an improved future. Unlike critical thinking, which is a process of analysis and is associated with the 'breaking down' of ideas, design thinking is a creative process based around the 'building up' of ideas. There are no judgments in design thinking. This eliminates the fear of failure and encourages maximum input and participation. Wild ideas are welcome, since these often lead to the most creative solutions.
Everyone is a designer, and design thinking is a way to apply design methodologies to any of life's situations.

Simon goes on to describe a seven step process: Define, Research, Ideate, Prototype, Choose, Implement, Learn.

Whether the protocol is outlined in a seven, four or even three stage process, see - shape - build, it all comes from the same place a proven method that always delivers. And it doesn't matter what opportunity or problem is put into the front end of the process.

The end result of this simple yet highly effective protocol can be a better mousetrap, symphony, or dry cleaning service. Implied in design thinking is an objective view and a warm embrace of risk and new ideas.

That said, the outline above is a structure and while it may seem counter intuitive, structure can be one of the key elements to enhancing creativity in problem solving. Design legend Charles Eames once famously said: "design depends largely on constraints". This is very true; sometimes you need to draw the box in order to know what to break out of. After that, the manner in which options are considered, ideas are refined and selections are executed are the key.

Design thinking describes a repeatable process employing unique and creative techniques which yield guaranteed results - usually results that exceed initial expectations. Extraordinary results that leapfrog the expected. This is why it is such an attractive, dynamic and important methodology for businesses to embrace today.

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I have this image of Allen Samuels permanently emblazoned on my brain. This goes back to college. With his usual amazing energy and unrestrained passion, this deeply passionate design professor is explaining to us why the process of design that we are learning is so important.

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At Nueva, students are asked to bring the principles of design to every problem, no matter what age or grade. One fourth-grade design challenge included designing an LED lamp for a family member. Rather than immediately jumping in with ideas about the coolest lamp design, students were told to go home and observe their family members surreptitiously and decide who most needed a new light source. They then had to design a lamp that suited that person's need and interests.

A sixth grade health-related project required students to work with Kaiser Permanente to improve some of their products. Students interviewed real patients to understand their health experiences and to improve them. "I felt that if they interviewed people with health issues that the kids would get some wisdom from them," Saxe said. "Rather than being an overt health class it would infiltrate them." And because students pitched their ideas to Kaiser -- not just to the teacher for evaluation and assessment -- they took the project very seriously.
[RELATED: What Do Wii Remotes Have to Do With Science?]
Kindergartners are tackling simple design challenges too, learning about materials, and getting a taste of design thinking as part of all their lessons. By third grade the students are actually designing products that have a service component; they research the problem, come up with solutions and design presentations and brochures on their best idea.

"They have to be willing to deal with uncertainty themselves; you have to give up control."

The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. Many of those same qualities are goals of the Common Core State Standards, Saxe said. "Design thinking weaves together a lot of the standards that need to be taught in ways that people will really need to use them," Saxe said.

In addition to classwork, Saxe keeps the iLab open during recess so students can work on their own projects.
ELEMENTS OF DESIGN THINKING
A big part of what Saxe loves about her job is thinking about how to foster each student's individual creativity, helping them think critically about how and where they get their best ideas. One active student discovered his best ideas came after he'd tired out his body playing sports. Another student found that shutting herself in a closet where she wasn't affected by anyone else was the most productive.

Saxe has developed a strategy for pulling lots of great ideas from her students, but it runs contrary to the group brainstorming method that many entrepreneurs embrace. Instead, students spread out to a quiet, comfortable space for solo-brainstorming. When they come back into groups each student shares her favorite idea and the group builds on that idea. Then each student shares her wildest idea. "Innovation often comes from some seed of an idea that's tucked into a wild idea," Saxe said. The group can help tease out what works and what doesn't.

Other qualities of great design learning educators include being open and curiosity, the ability to question beyond the facts, a positive attitude, high energy levels, and excitement about interdisciplinary approaches. More than anything, Saxe said the educator should "firmly believe that if you tell an answer to a child you've deprived them of a great learning opportunity."
[RELATED: Recasting Teachers as Designers] POSSIBLE TO SCALE?
Nueva's integrated design thinking program might seem impossible to achieve in a public school, but elements of design thinking are easy to implement anywhere, she said. Even at Nueva, which was highly receptive to the idea, implementation was slow. Saxe was careful not to force teachers to incorporate design elements; instead, she offered trainings and helped to plan and deliver lessons. Since the program started in 2007, the school has steadily added design learning elements to all grade levels and subject areas until the iLab and the classroom are woven together.

One of the things that sold design thinking to the faculty was the idea of attempting to solve a real problem and adding an element of making.
[RELATED: Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?]
"Our faculty loved that design thinking increased student empathy," Saxe said. "We always have them designing for a classmate or someone in the community, rather than just themselves." Most often students are trying to solve problems they've identified in the life of a family member or in the community around them.

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What Does 'Design Thinking' Look Like in School? | KQED

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Getty Images Design thinking can seem a bit abstract to teachers. It's not part of traditional teacher training programs and has only recently entered the teachers' vernacular. Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand.

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In Reverse Brainstorming we will answer the opposite question of what we actually want to achieve. This triggers some unusual thinking and brings a new perspective on the problem.

Exercise:
Identify how we as teachers can weaken our student's confidence and independence.
As a teachers we can weaken our student's confidence and independence if we:
- do not enjoy spending time with them;
- do not care about them;
- do not expect from them;
- do activities they don't like;
- criticize them publicly;
- do not highlight their success;
- punish them when they fail.

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3 tips to boost your confidence - TED-Ed

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Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there’s much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises – both major and minor – and turn difficulties to your advantage, or at least weather them optimally. The resources below can help you to build even more resilience in your life, and help those in your life do the same.

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What 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.

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How Resilient Are You?

You got: You are quite resilient!

Sam Edwards/Caiaimage/Getty Images

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises - both major and minor - and turn difficulties to your advantage, or at least weather them optimally. The resources below can help you to build even more resilience in your life, and help those in your life do the same.

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

How Resilient Are You?

You got: You have some resilience, but could develop more.

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

It appears that you have a lot going for you already - several of your answers indicated a sense of resilience, but there's room for improvement. You can build your own inner and outer resources to make yourself more resilient in the face of stress. The resources below can help you with this, and can help others in your life as well. Enjoy!

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

How Resilient Are You?

You got: You can become more resilient!

R. Brandon Harris/Getty Images

Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

Your answers indicate that there is room for growth - you can build your inner and outer resources to make yourself more resilient in the face of stress. For example, creating more of a supportive network can help you to stay strong when you're facing a crisis - other people can lend emotional support (like a shoulder to cry on) as well as practical support (like helping you find resources to meet your needs). Maintaining stress-relieving habits like meditation can help you to react less strongly to stress as it occurs, and have more inner strength. The following resources can help.

THIS TOOL DOES NOT PROVIDE MEDICAL ADVICE. It is intended for informational purposes only and is not a substitute for professional medical consultation, diagnosis or treatment.

Thanks for your feedback!

What are your concerns?

Other Inaccurate Hard to Understand

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How Resilient Are You? You got: You are quite resilient! Resilience is a quality that helps us through daily stressors and major life crises. While some of our resilience is associated with inborn personality traits, there's much you can do to develop your resilience level, and the resources below can help.

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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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After watching the video discuss the following viewpoint and post your response on the Dotstorm.
"Students should jump into the deep end and learn through their failures. Providing them to much support makes them dependent."

Where I used my three votes:
1 - FAIL= First Attempt in Learning

2 - "... the teacher task is first to nourish and assist, to watch, encourage, guide, induce, rather than to interfere, prescribe, or restrict." Maria Montessori

3 - Don't let failure be an ending. Make it a beginning.

My reflection on the topic:

Scaffolding is an excellent approach to transform our students' skills.

As a teacher, I must change my way of being in class. I  was  taught to succeed. For me failure was not allowed because it meant "the end". And this is still true in some academic contexts. We have some teachers defending that point of view. Nevertheless students learn in many ways and success means  a lot of different things.

So, what I need to change is my viewpoint of failure and success. And this course has been a great opportunity to change my mindset.
https://dotstorming.com/topic/5766e7396a9221a52dcca17f

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More on Scaffolding

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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

When I finished my high school second course I knew that I wanted to do something more. Almost ten years later I decide to do a master course on public administration. In my first semestre I was confronted with some contend that I was not familiar with. It was the first time I began to think about failure. The question was if I weren't capable of doing the final exams. Nevertheless, I did it very well. I began to think about different things I love to do (such as being a learner)  and about work as a key to success. So, I put myself the challenge! Do what I love the most: learn about different things. And I succeed.

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Módulo 3 - Developing Student-Driven activities for PBL

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Módulo 3 - Developing Student-Driven activities for PBL

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2.6 P2P  Building your PBL Learning Desig

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2.6 P2P  Building your PBL Learning Desig

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http://learningdesigner.org/viewer.php?uri=/personal/canrodrigues/designs/fid/de0ea1c79d34e52c299bd9a0ecd1e0835f80bf832ad6fca66701a6b141bdaba6

Shortener link: https://v.gd/nSeQr0

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The tool is based on the six learning types from Diana Laurillard's Conversational Framework - a model of the conditions necessary for learning to take place. The six learning types are: Read/Write/Listen (or Acquisition), Inquiry, Practice, Production, Discussion and Collaboration. In principle, a good learning design will contain a mix of all of these types of learning.

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I began to use some collaboration tools this year. With other teachers I used google drive. Now after the course Future ClassroomI began to use Padlet and Twitter.
However, there are lots of collaboration tools. The challenge is to chose one!

https://padlet.com/teacher_academy/hz3p2ellq4ya

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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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Involving the Community

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?

I live in Estarreja,  a town with 27 000 inhabitants. In my town it’s easy to involve people from the community in student’s work. The city hall is a member of our school cluster with some other organizations. So, for me this is not very difficult to do. Nevertheless, what I think is a very important challenge is to align learning activities and learning goals with the interests of people  from the community.

For instance, Estarreja has a very important municipal museum: Egas Moniz Museum.  This museum was the holiday home of  the Nobel Prize for Medicine António Egas Moniz (1874 - 1955), how was neurologist, researcher, politician and Portuguese writer (he won this Nobel Prize (1949) for his studies related to lobotomy). The city hall has some activities in the museum but all held in a very tradicional way.

http://ensina.rtp.pt/artigo/egas-moniz/

http://casamuseuegasmoniz.com

We could also work with a local Youth Association – Cine-Clube de Avanca – that  promotes with the city hall an important film festival: International Festival of Avanca film. This is one of the main international festivals of Film, Video and Multimedia held in Avanca/Estarreja for a week in July that brings to the town some of the most outstanding film buffs in the world. In addition to the exhibition and competition of feature and short films that reach Avanca from around the world, the festival is a meeting with personalities from the film world and an international training opportunities in the field of audiovisual, unparalleled in European context.

www.avanca.com

https://padlet.com/teacher_academy/fd1z0h6n4e15

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2.4 Engage community with their kids, engage kids with their community

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2.4 Engage community with their kids, engage kids with their community

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Community Partners: Making Student Learning Relevant

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Uploaded by eTwinning Europe on 2016-01-19.

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2.3 Effective collaboration for PBL inside the classroom 

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2.3 Effective collaboration for PBL inside the classroom 

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The jigsaw technique

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2.3 Effective collaboration for PBL inside the classroom

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2.3 Effective collaboration for PBL inside the classroom

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The Jigsaw Classroom

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Dana Elementary School: A P21 21st Century Learning Exemplar

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Dana Elementary School: A P21 21st Century Learning Exemplar

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This video was produced as part of the Partnership for 21st Century Skills' 21st Century Learning Exemplar Program in collaboration with and through the generous support of the Pearson Foundation. To learn more about P21's 21st Century Learning Exemplar Program, please visit www.p21.org/exemplars.

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The Yale Center for Dyslexia & Creativity

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"We just have to get you through school."

"You will be fine once you are out in the real world."

These phrases are repeated refrains for most dyslexics. They hear these comments from their parents and they hear them from their teachers. Many dyslexics are left to hope that their current school struggles do not foreshadow struggle in the "real world".

Meanwhile, educators are regularly reminded of how grades and test scores are not reliable predictors of success outside of academia. They are constantly challenged to design curriculum that more effectively delivers and measures the competencies that are necessary to be successful beyond the classroom. Clearly, there is a disconnect between the good intentions of educators and the reality of the current academic environment. Aware of this gap, educators everywhere are scrambling to innovate and redesign curriculum to better meet the needs of their students. Most educators understand that abilities measured by academia do not necessarily line up with what is being asked of their students once they leave school.

Project Based Learning (PBL) is one of a number of educational approaches aimed at making learning more applicable to life outside the classroom. It asks students to engage with authentic, experiential questions and challenges them with thoughtfully designed projects and tasks. Students are asked to create projects to answer authentic questions. Some of the questions are practical: How can we lower student dropout rates at our school? How can we reduce waste in the school kitchen? In other cases the questions are profound: How can we overcome racism? What is art? PBL is based on the idea that school assignments should involve authentic learning experiences and activities that reflect the work that people must do in the everyday world. It emphasizes a number of skills that educators have generally agreed are essential for a "Twenty-first Century Education". Those qualities include: collaboration, creativity, communication, and critical-thinking. Along with content absorption, these flexible PBL skills are essential for a work world that is transforming so rapidly that it is currently beyond anyone's imagination as to where we will ultimately land.

So what does this have to do with dyslexics? A lot, as it turns out. Project Based Learning is distinguished by its focus on "big picture thinking" and rewarding students for expressing their understanding in a variety of ways. This is ideal for students who tend to be big-picture thinkers and remember content better if it is attached to overarching concepts. Project Based Learning's interdisciplinary approach integrates, rather than compartmentalizes, knowledge. This is advantageous for students who like to make connections between ideas.

Elementary School teachers, at least the impressive ones, have long understood the power of teaching and learning through projects. But a farm to table project that incorporates science, social studies, math and language arts is a lot easier to plan and execute in a self-contained classroom when all those subjects are taught by a single teacher. It gets trickier in secondary school when a single subject teachers attempt a project that incorporates content across multiple disciplines involving planning and participation from many individuals. Most secondary school teachers don't argue with the efficacy of the PBL model, they just can't figure out how to manage the logistics. However, despite the inherent challenges, various public, private and charter schools are specifically designing programs to enable this kind of cross-discipline project learning.

Even strict traditionalists will have a hard time arguing with the results of a 2008-2009 Belleview Washington study (see video below) involving researchers at the University of Washington and its LIFE Center (Learning in Informal and Formal Environments). The study explored what would happen if a traditional AP U.S. Government and Politics course (a class many would argue that is so content dependent that it could never withstand the depth and adjusted pace of PBL) was replaced with a project based curriculum. The results were quite compelling. Not only were the students more engaged, and reported the content to be more relevant, but when compared to students from comparable schools who were taught using traditional curriculum, they significantly outperformed their peers in both the standard AP tests and when they had to apply what they had learned to a complex scenario test.

Although some projects are designed to be completed independently, Project Based Learning often involves groups of students working together to achieve a common goal. This is ideal for a dyslexic. The collaborative nature of this style of learning offers all students an opportunity to leverage their strengths while diminishing their challenges. It also simulates the type of tasks that they will encounter outside of school involving group work, presentation skills, and information drawn from a variety of subject areas. For example, students at City Arts and Technology High School in San Francisco collaborated on a massive project that transformed their school into a multi-media museum with the objective of teaching the lessons of the Holocaust. Their project involved digital design, theatrical performance, sculpture, graphic art, radio commentary, scrap-booking, memorials and more. Students applied and integrated content from multiple subjects, including Social Studies, English Language Arts, Integrated Science, Academic Literacy, Art, Digital Media and Spanish. In addition to the collaborative work, every student had to write a paper addressing the question, "Am I My Brother or Sister's Keeper?" (For more information about this project click here.) Projects like the Holocaust Museum showcase a variety of student strengths and talents, allow students to make content connections across disciplines, and offer a platform for students to express what they have learned in a variety of ways.

Finally, Project-Based Learning measures a student's ability to learn in depth. It doesn't rely on timed tests or multiple-choice tests to measure understanding. Rather, it requires students to synthesize and create meaning from content. Kiera Chase is a member of the Intervention Team at Envision Schools, a group of public charter college preparatory schools in San Francisco, Oakland and Hayward, California that were founded on a school-wide Project Based Learning model. Ms. Chase explains that PBL rewards the ability to formulate original ideas and allows students to express their understanding in a variety of ways. Someone who is able to make connections between ideas and various disciplines does well with PBL's constructivist approach. Additionally, assessment is individualized and authentic. It measures the quality of the final project, how well the students apply and demonstrate their knowledge, and how much effort they put into the project and group as a whole. While Ms. Chase points out that there are no studies that specifically track the outcomes of dyslexic students involved in Project Based Learning, she does note that this kind of learning is good for students who seek different paths to understanding.

Not surprisingly, the components that make Project Based Learning effective for teaching dyslexics are the same elements that make it a powerful instructional method for all students. Teaching content and skills relevant to the "real world" benefits everyone, and all educators agree on the value of teaching depth versus breadth, even if many courses fail to do it. Ultimately, the distinguishing characteristics of PBL illustrate, once again, how the approaches that serve dyslexics best also serve all students, regardless of their learning style.
Photos in this article are courtesy of Envision Schools, "Envision Schools: Teaching Success."
Resources:

Edutopia: Offers an overview and introduction to Project Based Learning
http://www.edutopia.org/project-based-learning
Envision Schools Project Exchange: offers an online resource for educators, parents and others interested in project-based learning. Four different Envision Schools share their projects with each other and with the public.
http://www.envisionprojects.org/cs/envision/print/docs/750
Online Resource for Project Based Learning
http://pbl-online.org/
Buck Institute for Project Based Learning: A source for free materials connected to Project Based Learning
http://www.bie.org/about/
Project Based Learning: Explained (a three minute video)

Examples of schools that are applying Project Based Learning as a school-wide model
Envision Schools New Tech Network Expeditionary Learning EAST Initiative

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"We just have to get you through school." "You will be fine once you are out in the real world." These phrases are repeated refrains for most dyslexics. They hear these comments from their parents and they hear them from their teachers.

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

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Low-Stakes Writing: Writing to Learn, Not Learning to Write

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom

As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful. This makes this age both challenging and rewarding to work with, as it allows me as a teacher to help them as they become the independent students they see themselves to be.

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To view or download this resource, log in here.

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful.

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Teaching Group Work: Building Student Collaboration and Agency

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Módulo 2 - Developing effective collaboration for PBL

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Módulo 2 - Developing effective collaboration for PBL

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My reflections

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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Share a picture that shows or represents collaboration for you, together with a brief explanation of why you have chosen this picture.

I chose this image for representing my idea of collaboration.

This image represents students  working together, sharing responsabilities, making decisions and work interdependently to ensure that eachs pulley works flawlessly . Real team work.

Image retrieved from: http://www.cranberryabc.com/wp-content/uploads/2014/10/productive-collaboration.jpg

https://padlet.com/teacher_academy/iegmgpb2pgy0

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1.6 P2P – Your PBL Design: Formulating your driving question

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1.6 P2P – Your PBL Design: Formulating your driving question

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Come up with a good driving question post it in the peer review activity text box 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.

Students age-range: 8 – 10 (4th grade students)

Subject: Mathematics

Subject topic: Geometry and measurement: area measurements

Learning goals:

1.    Develop critical  thinking (when deciding the way they intend to do the work: the decisions they have to take and why...);

2.    Develop colaboration (when working in groups...);

3.    Develop communication (between peers, teachers - when working in groups - and when presenting the final work...);

4.    Use knowledge (using conventional area measurement, making  all the measurements of the space,  converting real measurements in relative measurements - mapping scales, drawing, using drawing tools…).

Driving Question:

We need to make a school map with all the facilities. Can you help us finding our building area?

Final output:

Students make the school map and they present their work publicly, explaining all the steps of the project.

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How to host a brainstorming session on Dotstorming.com

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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.

Good driving questions according to Mergendoller are non-Googleable questions. So in this context, let's see if we can turn some Googleable questions into non-Googleable questions.

Task
Question 1 - What does it mean to be a healthy eater?
My question:
Why eating affects our life?
My votes (3):
1 - Can you prepare a school cafeteria weekly meal plan, which will improve the health of students?
2 - What are your eating habits? Take a photo of the content of your meal for a week and find out which of them are healthy and why.
3 - Healthy or unhealthy eater. Who are you?

Question 2 - How are airplane wings constructed?
My question:
Why bird wings impacted aeronautics?
My votes (3):
1 - Why airplanes raise up into the sky?
2 - How did Daidalus and Icarus manage to fly?
3 - Why Leonardo studied the flight of birds to build his flying machine?

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Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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Share your view on which of the 5 components (or keys as they are called in the video) you feel will be the most challenging for you to realize and why. Is it effective collaboration because your classroom space does not lend itself well to group work? Or is it assessment because your curriculum requires very regular and rigid summative assessments that you are worried will get in the way of PBL? Or maybe you are more concerned about the passivity of your students in lessons and getting them to take the initiative? Share your thoughts, concerns, reflections, etc.

In my opinion all five components are challenging when we talk about our education system. I think that neither the majority of teachers, nor the majority of students are prepared to handle with PBL approach. Our curriculum and programs are very theoretic and not related with real world. The main core are the results and not the process of learning. Students are not prepared to collaborate with their peers and teachers are not prepared to have students working in groups. The class is driven by teachers in traditional ways and the assessment is made in two or three specific moments of each of the three periods. In my opinion, portuguese school is not preparing students with 21st century competences.

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Brief overview of what PBL includes-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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My reflections

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1.3  Reflections on our current teaching practice

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1.3  Reflections on our current teaching practice

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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.

I am a support learning teacher and in my daily practice I use a very traditional approach with my students (aged 5/6 to 9/10). Most of the time I explain them the subject and then I support them individually when they are making pratical exercises. My job is to facilitate the learning but sometimes I have problems with some of them because they don’t remember what they learned the day before. In this matter I try to make new approaches on the same subject but sometimes I feel that this work was not well accomplished.

So, the big challenge will be starting a PBL approach with my students and engage them by using some ideas that I hope to develop during this course. Maybe I could start this challenge with some 4th grade students. The subject topic could be related to geometry and measurement (perhaps area measurements).

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After watching the video identify in the Dotstorming 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?

I think that PBL is not used more widely because teachers need to be more open-minded, they also need more training, and they need to change the way they work (their practices should be more collaborative). Furthermore, we have big classes, lack of technological equipment, a very inflexible curriculum and very extensive programs.

As educators we must start adopting PBL approach in our classrooms and share more widely our experiences with each other, with parents and other community members.

For me, the big challenge is to start a PBL and make it a daily pedagogical practice.

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Share some reactions to the video here, 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.

I have never used PBL methodology. In my school and level of education (children from 5/6 to 9/10 years old) we develop projects but not PBL. An the difference is huge!
So, in this course I hope (1) to develop my skills in order to promote PBL in my school; (2) to find resources, ideas, tools and useful experiences; (3) to improve my english proficiency; (4) and to meet open-minded teachers.
For me this is a great opportunity to reflect on what I do with my students and a great opportunity to rethink how will I do it in the future. Great videos, great reflections, great ideas!
When anticipating the adoption of PBL in my school, I think that we will  have to get the involvement of some teachers; we will have to promote some regular workshops (to introduce and monitor the PBL methodology experience); we will have to widely publicize the experience so that everyone (teachers, students, parents...) understand its benefits.

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5 Keys to Rigorous Project-Based Learning

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An Introduction to Project-Based Learning

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bie.org

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Resources | Project Based Learning | BIE

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We have assembled a wide array of PBL-related resources created by BIE and collected from fellow PBL travelers. The resources are organized into three broad categories: things to read, to watch, or to interact with. If you would like to take a