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I am a primary teacher and I live on a beautiful island called Madeira, one of the beautiful islands of Portugal. I love music, to be with my friends and with my family. I like sincere and nice people. I am an ICT teacher.  I hope to learn many new things throughout this course.

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My school, EB1 / PE e Creche of Nazaré, is located in Funchal, the capital of the Madeira archipelago, Portugal. This educational institution accompanies children from the first months of life to the end of primary school. About 500 children study at our school, considered one of the largest primary schools in our country.

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«TELL ME AND I FORGET,
TEACH ME AND I REMEMBER,
INVOLVE ME AND I LEARN»

Benjamin Franklin

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1.1 What is PBL?

- Actively solve problems;

- Develop critical thinking;

- Encourage collaboration;

- Improve communication.

The students:

- Ask questions;

- Research;

- Collaborate;

- Give feedback to colleagues;

- Communicate their findings.

More about PBL in bie.org

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PBL
- In-depth investigations of subject matter;
- Outside experts that suplement teacher knowledge.

Benefits:
- Increased academic achievement;
- Increased aplication and retention of knowledge;
- Critical thinking;
- Communication;
- Collaboration;
- Increased motivation.

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Projects vs PBL

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The Main Course, Not Dessert

How Are Students Reaching 21st Century Goals?

With 21st Century Project Based Learning

John Larmer and John R. Mergendoller

Buck Institute for Education 2010

http://www.bie.org/object/document/main_course_not_dessert

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The Main Course, Not Dessert
Projects vs PBL
«These are not projects where students simply apply what they have learned from traditional instruction. This is “main course” Project Based Learning where students learn the material from completing the

project.
A “main course” project:
- is intended to teach signiﬁcant content;
-requires critical thinking, problem solving, collaboration, and various forms of communication;
-requires inquiry as part of the process of learning and creating something new;
- is organized around an open-ended Driving Question.
- creates a need to know essential content and skills;
-allows some degree of student voice and choice;
- includes processes for revision and reflection;
-involves a public audience;»

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The Main Course, Not Dessert
Projects vs PBL
«If we wish to prepare a generation of students who can solve real-world problems, we must give them real-world problems to solve. If we

want to graduate students who can manage their time and collaborate with others, we must give them guidance and practice managing their time and collaborating with others. The older, dessert model of “doing a project” may taste sweet, but it’s

not going to enable 21st century students reach 21st century learning goals.»

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by Terry Heick

We recently offered a definition of project-based learning, and looked at keys to designing Project-Based Learning. We also have looked at the difference between "doing projects" and project-based learning, various project-based learning resources, project-based learning apps, and offered ways for using an iPad in Project-Based Learning.

And have shared some practical ideas for better teaching through project-based learning as well.

What might be missing from these posts, however, are simply the characteristics of project-based learning in the 21st century. What does it look like? What might be evidence that it's happening consistently? What needs to be built into every project-or the design of the requisite curriculum-so that students can shift from a mere "project" to a thoroughly modern learning experiences that runs parallel with the connected world they live in?

We tend to think of project-based learning as focused on research, planning problem-solving, authenticity, and inquiry. Further, collaboration, resourcefulness, and networking matter too-dozens of characteristics "fit" into project-based learning. Its popularity comes from, among other characteristics, its general flexibility as a curriculum framework. You can do, teach, assess, and connect almost anything within the context of a well-designed project.

But what if we had to settle on a handful (or two) of itemized characteristics for modern, connected, possibly place-based, and often digital project-based learning? Well, then the following might be useful.
1. Connectedness 8 Needs For Project-Based Learning In The 21st Century
Or connectivity. Interdependence-however you want to phrase it. The idea is, what does this project connect to? A community? A hope? An app? An existing project already in place? A social challenge? Some kind of conflict? Something downright unsolvable?
2. Meaning
Through connectedness, students can then identify a proper to scale to work within. (In fact, "Scale" could well be an item of its own.)
3. Diversity
"Meaning" is always first personal, and then academic (if it becomes academic). This kind of meaning requires authentic audiences, purposes, and collaboration occur in real, intimate communities that share history, space, and meaning with learners.

Diversity of purpose, scale, audience, digital media, potential resources, existing models, related projects, and so on require first an analysis of these kinds of diversities on the part of the project manager-that is, the student.
4. Research
This can also be a matter of differentiation-less diversity and inherent complexity for students struggling with certain strands of project-based learning as a kind of set of training wheels until they get their balance. And when they do? Add it right back in.

This one's not sexy or compelling-this is a big part of the "work" of any project.
5. A Necessity For Creativity & Innovation
Researching the history of an issue or problem. Understanding the subtleties of given demographic data. Analyzing the credibility of information. Seeing how technology can serve or distract you (or rather, them) from the meat of the issue. This kind of knowledge helps you turn a problem into an opportunity.

Among other themes, the 21st century is about niches, innovation, and scale-seeing an opportunity, and designing something that works on a given-and clear-scale.

Too often, however, creativity is encouraged without being required. Points are given and a column is added to the rubric and teachers ask for it explicitly, but designing a project-or helping students design their own project-that fails without creativity is another thing altogether.
6. Pivot Points
Lateral thinking, outside the box thinking, and taking the best from existing models are all part of 21st century learning.

Perhaps the most modern of characteristics is the ability to be agile-to pivot as circumstances, data, and needs change. The world changes quickly, and the ability to adapt is an extraordinary sign of strength. Pivoting to a new digital media, audience, programming language, timeframe, purpose, or other parameter is crucial for 21st century survival.

Designing a kit that helps test water quality for third-world communities, but find instead a way to use Google Maps to help certain communities share water cleaning technology instead? Pivot.

Building an app to help people find restaurants, but find out people use it more to set up lunch dates with friends? Pivot.

Trying to build an art museum, and find an incredible source of collectible books instead? Pivot.
7. Socialization
When students can "pivot" within the development of a project, it shows they're able to see both the micro details and the macro context-which is a pretty remarkable assessment in and of itself.

The socialization of thinking by connecting, collaborating, publishing, and socially curating (see more on that below). Ideally this would be done in multiple media forms and in multiple languages if possible. The English and Angle-centric image of education-and of edtech especially-is rapidly coming to a close.
8. Elegant Curation
Not all aspects of all projects need to be socialized, but for the sake of transparency and shared journeys in education, choosing something to share, socialize, and perhaps even collaborate on in the future can be powerful.

Crude curation is saving an email, favoriting a tweet, or pinning randomly to a board no one reads that students will never reference again in the future for anything.
8 Needs For Project-Based Learning In The 21st Century; image attribution flickr user vancouverfilmschool
Elegant curation is about saving a "thing" while honoring the thing itself. Showcasing it without losing its meaning or fullness. Somehow capturing both that which is being saved and its context as well-and doing so in a way that makes it accessible to yourself and others as technology continues to change. Not easy.

Middle & High School Terry Heick Veteran Teacher

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8 Needs For Project-Based Learning In The 21st Century

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by Terry Heick We recently offered a definition of project-based learning, and looked at keys to designing Project-Based Learning . We also have looked at the difference between "doing projects" and project-based learning , various project-based learning resources , project-based learning apps , and offered ways for using an iPad in Project-Based Learning.

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The Main Course, Not Dessert
School conditions for PBL:
- Common values, deﬁnitions and assumptions;
-Project libraries;
-Professional development and coaching;
-Supportive school policies and practices;
-Administrative and instructional leadership.

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The Main Course, Not Dessert
«Main course Project Based Learning is an instructional strategy that enables students to learn meaningful content and practice skills needed for 21st century success. If we are serious about reaching 21st century educational goals, main course Project Based Learning must be at the center of 21st century instruction.»

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Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

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What is PBL - our questions

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.

My ideas...

The videos reveal a reality that I want to implement in my classroom. In this course I hope to learn strategies to successfully delineate projects that are not just projects but PBL. My greatest fears and questions as a primary teacher are related with the programs (Portuguese, mathematics, science). Can students learn them with only one PBL? Interdisciplinarity becomes easy when speaking about the mother tongue and the sciences, but what about mathematics? Everything on the same project seems to me difficult ... Do I have to implement multiple PBLs in the classroom at the same time?

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When working with educators to implement project based learning (PBL) in their districts/schools/classrooms, the one subject area that is consistently met with hesitation is math. On a regular basis, math teachers (across all grade levels) ask something to the effect of, "Yeah, this is great. But how does it work in math class?"

Here are two reasons why I believe this skepticism may exist:

Math textbooks are the curriculum, when they shouldn't be. From my experiences, math is the subject area in which teachers are most likely to march through the textbook from beginning to end, treating the book as if it's the curriculum (and yes, I have been guilty of this mistake). In reality, the textbook is one tool or resource that a teacher should leverage to meet the needs of students. However, veering away from the textbook (potentially in the direction of PBL) can be uncomfortable.

Math is inaccurately viewed as black and white. In other words, answers are either right or wrong, and a deep conceptual understanding of content simply doesn't matter (or, for one reason or another, it's not even on the teacher's radar). And therefore, PBL (which is commonly leveraged to promote deep conceptual understanding), on the surface appears to be nothing but a roundabout way to get to the same old answers. So, why bother with it?

So, what does project based learning look like in math class?
Consider this excerpt from Mathematical Mindsets by Jo Boaler (a must-read book, which the teachers at my school district's middle school are currently using for a book study):

In an important study, researchers compared three ways of teaching mathematics (Schwartz & Bransford, 1998). The first was the method used across the United States: the teacher showed methods, the students then solved problems with them. In the second, the students were left to discover methods through exploration. The third was a reversal of the typical sequence: the students were first given applied problems to work on, even before they knew how to solve them; then they were shown methods. It was this third group of students who performed at significantly higher levels compared to the other two groups.

In short, according to this research, first, students should be confronted with a problem and then they should learn the necessary material in order to solve the problem.

Sounds like PBL.
How might we break this down into two steps that are more detailed?

1. Consider the needs of your students and one of your math units that lends itself to exploratory learning. If you typically rely on your textbook, then possibly instead focus on one of its chapters. Then, as a result of the unit/chapter instruction, consider what students should know, understand, and be able to do. (Oftentimes, "know, understand, and be able to do" feels like splitting hairs. So, don't hesitate to reframe/simplify these particulars as what you want students to be able to do and explain.)

2. Design a task in which students will have to learn this material in order to successfully get the job done. This task can be something students create (with enough creative flexibility to make it their own), a problem that is given to them, or potentially a problem that they find. Here, the key is to craft your directions in such a way that forces students to "bump into" what they need to learn as they work through their projects. For example, when my students created their own health shakes, they had to (1) make sure its ingredients benefited certain body systems, and (2) display all ingredients in customary and metric weights and capacities. As a result, they learned this content in meaningful context, as opposed to being fed the information, followed by, "Now let's take what we've learned and do something with it!" Also, consider how two classes could be creating the same product or tackling the same problem, but learning completely different concepts as a result of how directions are put together.

Two tips to consider:

Some direct instruction will be necessary. In PBL, this direct instruction usually comes in the form of mini-lessons. These mini-lessons can be planned proactively when the teacher, while designing the project's directions, is able to anticipate what the majority of the class will need. These mini-lessons can also be prepared reactively for students who struggle through their work.

Don't grade the project. The research tells us, if you throw a grade at creativity, you're going to squash it. Rather, grade what you want students to be able to do and explain (which should connect to your academic standards). For example, when my students were done with their shakes, they took an open-ended test that assessed their understanding of body systems, measurements, and more.

If you throw a grade at creativity, you're going to squash it. Click To Tweet
Finally, I should point out that the above steps and tips can be applied to all subjects, not just math.
In the End
Aside from a few tweaks, all we're really doing here is changing the order of instruction from, "Learn the information, now do something with it," to, "Let's do something, now learn the information you need." Or, as Dan Meyer succinctly tells us in his TEDx Talk, "The math serves the conversation, the conversation doesn't serve the math."
What do you think about project based learning in math class?
Connect with Ross on Twitter.

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Project Based Learning in Math Class: Easier Than You Think - Cooper on Curriculum

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When working with educators to implement project based learning (PBL) in their districts/schools/classrooms, the one subject area that is consistently met with hesitation is math. On a regular basis, math teachers (across all grade levels) ask something to the effect of, "Yeah, this is great. But how does it work in math class?"

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1.2 Why use PBL
«What type of skills & competences are developed in students as a result of PBL? »

- Creativity/ collaboration;
-Information literacy;
- Media Literacy;
-ICT literacy;
- Flexibility and adaptation;
- Iniciative and self-direction;
-  Social and cross-cultural skills;
- Productivity and accountability;
- Leadership and respoonsability.

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Propositions Project: 21st Century Skills

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Learn more about Project Based Learning (PBL) at : http://bie.org/. Instructors at Metropolitan Arts and Technology High School in San Francisco discuss the different 21st Century skills required to complete the Propositions Project where students produce political ads regarding a California Proposition of their choice.

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1.2 Why use PBL

«...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?»

My ideas...

The main obstacle is always fear. The fear of failing. Fear of what is new. Fear of what is different. The fear that keeps us from leaving the comfort zone. PBL is not adopted in our schools because it implies being able to manage the curriculum very well, it takes time to create evaluation tools, ... We don’t have the skills to manage projects of this scale that are highly dependent on students and can not be totally conceived in advance by teachers.

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Project Based Learning at The Children's School

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At TCS, we use project-based learning to embed big ideas, skills and academic subjects within an integrated, problem-based approach. When used together, it allows for a complete and nuanced understanding of the project and problems students are investigating. Take a look TCS project-based learning in action!

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1.3 Optional P2P - Reflections on our current teaching practice

Write a short Learning Diary entry reflecting on your own teaching strategies, classroom setup, students' needs, etc.
Hello! Greetings from Portugal!

I am an ICT teacher and I have only 12 computers in my classroom. My classes (2nd and 4th grades) have approximately 20 students each. Usually my students work in pairs and collaboratively. My job is basically to monitor the work my students do (research, writing / reviewing texts, creating digital content, ...). I think I could implement the PBL methodology but I have to admit that I do not have the skills to be able to do so. I feel insecure to do it ... I hope this course will help me do it in a profitable way.  Maybe I could do a PBL on celestial bodies (planets, stars,...) with my 4th grade students.

Thank you for your review.

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1.4 Components of Good PBL

5 key components to rigorous PBL (in order to make PBL a sucess)
- Real world connection;
- Core to learning;
- Strutured collaboration;
- Students driven;
- Multifaceted assessment

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Five Keys to Rigorous Project-Based Learning

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1.4 Components of Good PBL
«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.»

My ideas...
I think one of the real challenges will be assessment. Being fair to all team members will not be easy and creating tools to assess collaborative skills will be challenging. Guiding the work of the various groups is also of great  concern to me as I work with younger children. I have an extensive curriculum to be completed in Portuguese, Mathematics and science... And there are still the nacional tests to assess students' knowledge... Can the PBL answer all these concerns? And teachers' role? Are we prepared to ask the right questions that guide students' learning? This methtodology is also new to us. We did not learn this way. We also have to learn to make these new approaches because we do not want to fail our students.

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

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1.5 The Driving Question

Types of challenging Questions or problems
- Solving a problem or task;
- Creating a product;
- Educating others;
- Convincing others;
- A broad theme;
- Forming an opinion;
- Philosophical issues;
- Thinking divergently;
- Real-world or fictional scenarios.

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1.5 The Driving Question
«... make sure the students will need to know the content or learning goals to answer the question»
«Take time to refine your question:
- Use rubrics to evaluate your driving questions;
- Involve your peers as you seek constructive criticism;
- Solicit input from your professional learning networks on social media.»

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1.5 The Driving Question
«Good driving questions according to Mergendoller are non-Googleable questions.»

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

My idea...

Do you and your colleagues have a healthy diet?

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

My idea...
Do you want to fly?

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

My idea...

What if we had a spaceship?

Context where I plan to implement it (student age-range, subject...)

I intend this PBL to be implemented in my ICT classes with 4th grade students. The associated theme is the celestial bodies (planets, stars, natural satellites, ...). This PBL will have an interdisciplinary aspect since creative writing will have space in this planning as well as 21st century skills such as communication,  collaboration...

«...learning goals you would like to achieve with the class (what skills, knowledge, etc. students should acquire)»

- Find the shape of the Earth through photographs, illustrations ...

-Observe and represent aspects of the Moon in the various phases.

- Observe the solar system on a model.

- Promote group spirit;

- Improve digital skills;

- Produce oral speeches to share information and knowledge;

- Collect information on different media;

- Organize information;

- Write texts;

- Review texts to improve them.

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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«COMING TOGETHER IS A BEGINNING, KEEPING TOGETHER IS PROGRESS,
WORKING TOGETHER IS SUCCESS»

Henry Ford

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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"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."

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Module 2. Developing effective collaboration for PBL

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Module 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. 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.

Here we are prepared to save the planet and clean up our school! "All together, we can save the planet!" This is our motto! We are the guardians of the planet!

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.2 What is effective collaboration?

"...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. "
"This  guide  describes  six  rubrics  of  21st century  learning, each  of which  represents an important  skill  for students  for develop:
-  collaboration
-knowledge  construction
- self-regulation
- real-world  problem-solving  and  innovation
- the use  of  ICT  for learning
- skilled  communication"

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.3 Effective Collaboration for PBL inside the Classroom
"...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."

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5 Strategies for Fostering a Collaborative Culture in a PBL Classroom | MyPBLWorks

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Start creating a culture of independent learning in your classroom.

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.3 Effective Collaboration for PBL inside the Classroom

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Teaching Group Work: Building Student Collaboration and Agency

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.3 Effective Collaboration for PBL inside the Classroom

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

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.3 Effective Collaboration for PBL inside the Classroom

"...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."
Last year, my 4th graders decided they wanted to learn more about the animals in our region. They did research, wrote texts, created posters on the lucidpress to post at school. This work was done in pairs. We asked the collaboration of the City Council that did some actions of awareness. In the end the groups presented their findings to their younger colleagues.

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.4 Finding collaboration partners outside the classroom
"... key part of PBL is establishing a link to the "real-world". "
"...involving audiences or partners from outside of the classroom or even better outside of the school. "

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Community Partners: Making Student Learning Relevant

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.4 Finding collaboration partners outside the classroom

"...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? "
My ideas...
My school is located right in the center of a social neighborhood. Here we can find some neighbors to collaborate with us. We have the parish council, the people's house, associations, gymnasiums, ... We work hard in partnership with the parish council that supports our initiatives, and we have partnerships with sports clubs that promotes the practice of physical exercise. Already thinking about my learning design that is related to the space theme, I already did a research in Google and discovered the Association of Amateur Astronomers of Madeira and I have already contacted them to see if they are available to collaborate with us in this project.

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.5 Collaboration Tools
Trello,

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iStock

By Thom Markham

Now that project-based learning (PBL) is becoming more popular, the doubters and haters also have surfaced. The recent anti-PBL message by David Brooks in the New York Times, which was fortunately well rebutted, exemplifies the resistance. Citing High Tech High in San Diego, Brooks' core message is that PBL is a kind of mindless education dressed up by technology and devoid of the 'wisdom' taught in traditional schools. Given that there are probably another thousand-plus schools across the country embracing PBL, this is a serious charge. And it's false.

But it should also be a warning to PBL advocates. PBL is gaining in popularity, but it's not being done particularly well in many schools. Early in the school year, I worked with a group of earnest, professionally focused, K-5 teachers who had received three days of PBL training during the summer from a highly reputable PBL organization. They could recite the basics of PBL: Design a problem around standards; put student in groups; and plan an exhibition. But they left the training believing that the underlying goal is to cover standards by cleverly posing a problem for students that teachers can already answer. They hadn't been instructed-or inspired-to practice the breakthrough kind of learning that PBL promises-the kind that leads to greater personalization, innovation, design thinking, self-directed learning, and, most critically, the kind of wisdom required in today's world rather than the 1950's.

This is no one's fault. Education continues to operate in a 'safe' zone where standards and pre-ordained outcomes predominate. As a result, many teachers practice a problem-based approach to PBL-the academic, teacher-focused method that originated in the 1960s in colleges and schools of medicine. The two approaches appear similar, but there's a huge, and critical, distinction. PBL is designed to break students out of the box of conventional thinking by having them engage the world, exceed standards, and deliver creative solutions to authentic issues. A simple way to say it is this: Problem based learning teaches to the standards; PBL teaches students to apply the standards.

Why would we not settle for highly constrained problem-based PBL? Isn't it enough to have a bit more student-oriented problem solving in classrooms than ten years ago? Maybe. But that also means settling for staying inside the lines of the current system of teaching and learning. Continuing the obsessive focus on the 'right' standards, accepting vague simulations of critical thinking, and applauding students who deliver a bulleted list of talking points via PowerPoint presentations does not lead to transformation.

To get at the depth of purpose and engagement necessary for learners today, there's work to do in PBL. The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes-and design projects that matter. Enter the world as it is at this time-as a place of wide open spaces and immense needs. Invent and deliver projects that retain the full power of PBL and, in the process, push education forward to meet its mid-century destiny. How? Here are five big ideas:

See PBL as a mind shift, not a method. PBL offers a great structure for problem solving - it's a Monday morning solution. But the process of PBL, when done well, takes students deep. It can awaken as well as teach, help students dig into their psyche a bit, and actually mature young people in ways that problem based and front of the room instruction can't touch. PBL gives us a path forward out of the industrial past and into a world that requires a deep set of attitudes and skills necessary for navigation. But since the future is not fully unveiled, PBL teachers should be mission-driven, fueled by a sense of urgency and contribution.

Put challenge first. Obviously, standards need to be addressed. That's why starting a project plan by listing standards to be taught has become conventional advice from today's PBL top trainers. I disagree. Teachers see standards as a helpful guide and organizer, but orienting to standards alone is dispiriting; they are not the grail we seek.

Once the human mind sees a list, it's in check-off mode. Instead, start with a challenge that excites students. Daydream. Muse. Envision students' faces at the end of the project. Once the vision and intention is fixed-and a teacher feels the challenge-that's the time to return to linear mode: What standards will students learn, and how?

Get a lot better at Driving Questions. In general, PBL experts do not show teachers how to write great Driving Questions, nor is it well understood that the question or the problem is the high leverage key to deeper learning. For example, a typical question such as 'How can we prevent climate change?' encourages in-the-box thinking and a laundry list of suggestions drawn from the internet. That's more coverage. Instead, 'How can we, as 7 th graders facing severe climate issues in adulthood, use data to effectively lobby our community about the dangers of climate change?' forces students to grapple with core, authentic issues around the topic of climate change: Who do we believe? Why? How do we educate ourselves? How do we change attitudes?

Turn skills and content into one conversation. PBL advocates assure doubters that PBL teaches academic content. And it does-but in depth, not quantity. It's time to own that little sidestep. Also, 21 st century skills still feel the tailwind from the past. Generally, skills are taught as an add-on to content. The goal is to define a third way that paints a fully realized, blended picture of knowing and doing. PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge-all of which coalesce into a solution to a meaningful problem. In life and learning, skills and strengths now assume a role equal to or paramount to content acquisition. Identifying and verbalizing that new definition of rigor is central to overcoming the argument about lack of 'wisdom.'

Coach for openness. A skillful PBL teacher does much more than teach, and PBL offers amazing opportunities to go for the real gold in education: Helping young people become open, curious adults. A meaningful project taps into a student's-and a teacher's-desire to engage in purposeful work. From shared purpose flows a natural, engaged, caring, relationship where feeling, emotion, and respectful conversation become a central tool for opening the mind to intellectual work and a desire for further inquiry. The brain never works in isolation from the body and the heart, and when the whole child enrolls in the process of learning, the sense of satisfaction translates into a permanent attitude. There's a shift, most likely in the neuronal pathways, but also in the less understood realms of brightness, a forward-facing personality, and the desire for wisdom. Simply put, good coaching can push the permanent learning button.
Thom Markham is a psychologist, educator, CEO of PBL Global, author of leading books on PBL and intelligence, and an internationally-respected consultant on project based learning, 21st century skills, innovation, and high performance cultures. You can find him on Twitter @thommarkham.
How to Make Sure That Project-based Learning is Applied Well in Schools

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How to Make Sure That Project-based Learning is Applied Well in Schools

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By Thom Markham Now that project-based learning (PBL) is becoming more popular, the doubters and haters also have surfaced. The recent anti-PBL message by David Brooks in the New York Times, which was fortunately well rebutted, exemplifies the resistance.

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Module 2. Developing effective collaboration for PBL

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Module 2. Developing effective collaboration for PBL

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2.5 Collaboration Tools

Team-up

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FCS | Module 1 | Tool for Teaching: TeamUp

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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Module 2. Developing effective collaboration for PBL

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2.5 Collaboration Tools
Share 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.

My ideas...
In my classes I like to use AnswerGarden which is a tool that allows me to collect suggestions from the whole class for a given question. I also use Linoit but my favorite is the paddlet although I have tried some of the tools suggested by my colleagues.

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Module 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

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«...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.»

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«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.»

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«The learning objectives for this module are:

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

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

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

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«...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...»

My ideas...

I'm not a woman to give up. But sometimes, I feel like it. The last time this happened was a few months ago when I tried to start taking new technologies seriously in the classroom. I started with Realtimeboard. The tool sabotaged my class and the internet too ... I was very frustrated. I wanted to give up so hard. But then ... Then I grabbed all my strength and decided to try again. Glad I did it!

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3.1 Scaffolding for Student Ownership and Independence

«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.»

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3.1 Scaffolding for Student Ownership and Independence

Learning targets
Reflect about learning

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

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When they are directly involved in planning and steering projects, students are more invested in their learning. Get ideas for empowering your students to work independently. More resources at: https://www.edutopia.org/blogs/tag/pbl-planning

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3.1 Scaffolding for Student Ownership and Independence

Scaffolding for Ownership and Independence Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent. DISCUSS!

My ideas...

What would be of mankind if the great masters like Einstein, Newton, Darwin,… had not jumped into the deep end and learned with their failures, on their own, with advances and stepbacks, and constant questions boiling in their brains? This is the only way the world can move forward. Teachers should be able to guide children towards improving these skills by making them resilient, active thinkers, and willing to seek solutions.

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Module 3. Developing student-driven activities for PBL

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

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

What Does Resilience Mean?

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

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

Characteristics of Resilience

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

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

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

The five basic characteristics of resilience are:

1. Problem-solving skills

2. Strong social connections

3. Survivor mentality

4. Emotional regulation

5. Self-compassion

Sense of Control

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

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

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

Problem-Solving Skills

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

Strong Social Connections

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

Survivor Mentality

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

Emotional Regulation

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

Self-Compassion

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

Examples of Resilience

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

Trying to take a positive perspective on situations

Viewing challenges as learning opportunities

Regulating emotions and expressing feelings in appropriate ways

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

Recognizing that cognitive distortions are false

Reframing negative thoughts to be more realistic and positive

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

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

How to Ask for Help

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

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

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

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

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

Get Advice From The Verywell Mind Podcast

A Word From Verywell

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

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

Frequently Asked Questions

What are the seven resilience skills?

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

What does non-resilient mean?

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

What does it mean to be stress-resilient?

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

Is resilience a character trait?

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

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

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Module 3. Developing student-driven activities for PBL

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Module 3. Developing student-driven activities for PBL

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3.2 Developing Student Resilience
"...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."

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3.2 Developing Student Resilience

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3 tips to boost your confidence - TED-Ed

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3.2 Developing Student Resilience

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No one learns without making mistakes. Quite the opposite-we learn when we make mistakes. But in the classroom, making mistakes and taking risks can be at best unrewarded, and at worst ridiculed and unnecessarily penalized.

I asked my 21-year-old son the other day what high school class had made him feel safe to make mistakes. He said that he never made mistakes. Really? He explained that he only did the work if he knew he was going to succeed. That made me think about my own teaching: Do I create a classroom where students will be risk takers?

I asked my other son the same question and got an equally troubling answer. He never had to take a risk because his classes were too easy. That raised a new question: Do I make my classes challenging enough so students have to take risks?

I strongly believe that you have to fail in order to grow, and you need to do that through difficult situations. How rigorous are my classes? Do I create a safe space for everyone to speak freely? Are my students respectful to one another, and do they support each other to take risks and fail?

With so many questions, I decided to turn to a group of 2016 state teachers of the year and ask them what they do to encourage students to feel safe taking risks and pushing the boundaries of what they know or think they know.

Celebrate Perseverance

Jean Russell, an elementary school teacher from Indiana, said her class puts a marble in a jar when students persevere. That includes trying different strategies to read a new work, solve a math problem, rewrite a sentence, or work out a difference with a friend. The marbles mean that when each student sticks with learning, the whole class benefits. "When the jar gets full, we have a perseverance party!" Russell said.

Share Your Mistakes

Several teachers lead by example. Arizona's Christine Porter Marsh admits her own mistakes and talks about them. "I'll say, 'You were right. I was wrong.'" She also tells her classes that it's OK to be wrong during discussions: "I'd rather have you contribute and be wrong than not contribute." Topher Kandic of Washington, DC, demystifies the role of the teacher as an all-knowing sage by reading new texts with students and predicting how stories will turn out-often getting it wrong, but showing students that it's OK to make mistakes.

Allow Retakes

To encourage thinking and exploring ideas, Ernie Lee of Georgia says he allows retakes of assignments and tests. "The grade is important, but the main goal is for them to be able to think and to know the material." And he makes sure that whether students agree or disagree with him, they back up their comments with well-thought-out ideas to support their answers.

Discover 'the Power of Yet'

Teachers can model desired behaviors in all aspects of teaching, including how to handle a mistake and move forward, says Natalie DiFusco-Funk of Virginia. Most important, teachers can communicate how to learn from mistakes and do things differently next time. As a teacher, she says, "I use the phrase 'the power of yet.'" It means-for her personally and for her students-that just because they can't do something yet doesn't mean they can't do it.

Failure Fridays

That's right. Failure Fridays. This idea comes from Diane McKee of Florida. Each Friday, McKee shows movie clips of famous people like J.K. Rowling, Michael Jordan, or Oprah Winfrey sharing stories about how they experienced failure before going on to succeed. It's one of her students' favorite activities.

These ideas remind us that we must be deliberate about creating environments that maximize learning for all students. As a member of the Aspen Institute's National Commission on Social, Emotional, and Academic Development, I see similar ideas becoming a priority for schools across the country. The Commission's new case study, " Putting It All Together " shows how important integrating social and emotional learning into school curriculum is to that goal of maximizing learning. One teacher cited in the report works to develop life skills-"definitely independence; definitely the ability to work collaboratively; definitely perseverance"-that are equally valuable in fostering risk taking.

As a new school year begins, I'm working to set a new tone in my classroom.

A few years ago, I started my class by demonstrating something I was bad at: hacky sack. The kids laughed when I started missing the hacky sack and they saw how bad I was. I brought one of the students that I knew was good to the front of the class and had him demonstrate. I asked him how he got so good. Was it easy at first? Could I become as good as he was? Would he help me? We then had a group discussion about how failure and practice can help us grow.

That's how I'll set the tone for this year. I want my students to believe risks are valuable. I want to have a class where risks are celebrated. I want my students to feel free to make mistakes in front of friends and peers and collaborate to figure out answers. I want them to try not just when they're sure they'll succeed-I want a class of risk takers.

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No one learns without making mistakes. Quite the opposite-we learn when we make mistakes. But in the classroom, making mistakes and taking risks can be at best unrewarded, and at worst ridiculed and unnecessarily penalized. I asked my 21-year-old son the other day what high school class had made him feel safe to make mistakes.

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Module 3. Developing student-driven activities for PBL

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Module 3. Developing student-driven activities for PBL

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3.2 Developing Student Resilience
«...identify 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.»

My ideas...
We can weaken the confidence and independence of our students when we do not give them room to express their ideas and opinions. We weaken our students when we give them the answers and when we do not give them room to create their own. For the classroom environment to promote student’s trust and independence, it is necessary to foster moments of sharing experiences. We as teachers should maintain a close relationship and support students in what they feel less confident and should value and make students discover their potential.

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3.3 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.»

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3.3 An Entrepreneurial Mindset

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View the interactive image by Kornélia Lohyňová

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3.3 An Entrepreneurial Mindset

«...let's see if we all have an entrepreneurial mindset and can think out of the box. »

My idea...
Wind Vane

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3.4 OPTIONAL P2P - Building your PBL Learning Design

«For this module we would like you to continue adding TLAs to your Design, with a focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general. For example, you should include a TLA where students reflect about their own work and how they can improve it, thereby supporting independence and ownership over the learning process. After adding these TLAs your Design should ideally provide opportunity for students

to identify the questions they would like to pursue (within the context of your Driving Question)

to make choices on all key project-related aspects such as resources used, products created, use of time, etc.

to take significant responsibility and work independently from the teacher, but with guidance if necessary

to reflect during the project about their own work and learning

With the final steps in mind, you can also already add further TLAs that ensure you have engaging starter activities for your PBL as well as ensure clear and effective links between TLAs. This will help you for next week where we will add formative and summative assessment TLAs into our Design as well as ensure the Design is well-rounded. »

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"

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«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. »

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«...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?»
My ideas...
In my case I can say that the assessment that I have to carry out is not rigid. I teach ICT, which in my school is not a compulsory subject. This has allowed me to try out new strategies regarding  learning assessment.

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4.1 Teachmeet - Wed 8th Nov

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Uploaded by School Education Gateway on 2017-11-09.

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4.2 Embedding Assessment into PBL
«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.»

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4.2 Embedding Assessment into PBL
«look at the video below which gives you some nice and simple examples of how you can formatively assess learning throughout the PBL implementation.»

«inviting outside audiences to be part of the assessment process

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

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4.2 Embedding Assessment into PBL

«...Formative Assessment Techniques

Identify simple formative assessment techniques that can be easily embedded into PBL...»

My ideas...
In the last learning scenario I created with my students I created a padlet where my students couold share everything they knew about our planet.  in the end, after the research and the text they have constructed they will compare the conceptions they had previously with what they now know.

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

by Victoria Carceller (Spain)»

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4.3 Peer Assessment for PBL
«The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee.

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4.3 Peer Assessment for PBL

«The ladder of feedback»

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Peer Assessment: Reflections from Students and Teachers

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4.3 Peer Assessment for PBL

«...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.»

My ideas...
Concerning the experience I had in this group with peer assessment I can say that it was positive. I think that the exchange of opinions enhances the work. I agree entirely with the application of this kind of assessment with my students. The impact is positive and students are concerned about improving their work.

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4.3 Peer Assessment for PBL

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4.4 Creating & Using Rubrics for PBL Assessment
««Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment.»
«After watching the video visit the Rubistar website which is a great tool that can help you create a rubric for your PBL activities.»

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4.4 Creating & Using Rubrics for PBL Assessment

Rubistar

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There is no doubt about the educational value of creating effective rubrics for evaluation. Unfortunately, creating a rubric can be a time consuming task and it can be difficult to assign point values for various components of student work. With today's tip, I would like to share a resource with you that changes all of that.

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4.4 Creating & Using Rubrics for PBL Assessment
«give the Rubistar tool a try, adapt an existing rubric or create one from scratch that you could also put to use in your PBL activities»

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4.5 P2P - Your PBL Learning Design

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4.5 P2P - Your PBL Learning Design