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3.4 Assessing Collaborative Problem Solving

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3.4 Assessing Collaborative Problem Solving

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3.4 Assessing Collaborative Problem Solving

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3.4 Assessing Collaborative Problem Solving

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2.3 How to Develop Learners’ Collaborative Problem Solving Skills

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2.3 How to Develop Learners’ Collaborative Problem Solving Skills

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Developing learners’ collaborative problem solving skills Patrick Griffin & Esther Care Assessment Research Centre, Melbourne Graduate School of Education (November, 2014)

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1.  collaboration among the department

2.  intensive school support

3. supportive leadership

4.  Team teaching

5.  use of IT to support learning

...
1. Use project-based learning.
2. Create an environment where students can make connections across the subject
3. Create rich tasks and encourage students to use different strategies
4. Encourage students to discuss maths and justify their solutions.

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

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

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

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http://academy.schooleducationgateway.eu/documents/146594/175250/Video+Talk+4+Examples+of+project-based+learning.pdf

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Examples of Project-Based Learning from across Europe

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5 Keys to Rigorous Project-Based Learning

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Introduction to Project Based Learning (PBL) Process

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I created this video overview of PBL for the teachers at my school. This year, 2015, we implemented a new program in the elementary school that uses this effective teaching approach. I also want to mention that the Kindergarten Driving Question was changed during the year.

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2.2 How to Design Project-Based Learning Activities

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2.2 How to Design Project-Based Learning Activities

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Implementing the PBL approach in your teaching requires you to bear in mind a few practicalities before you start. Here are a few pointers you need to think about, which you can consider as a preliminary checklist:

1. What is your project idea?

2. What is the time frame proposed?

3. Is the project idea manageable?

4. Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries

5. If it involves partners from other countries, what is the language proposed?

6. What subjects could be integrated into this project?

7. What technical tools, if any, will you use?

8. How does your project fit with the school planning and calendar?

Once you have fulfilled the basics you are ready to start. If you bear in mind the following 7 steps then you are well on your way…
Step 1. Involve your students from the very beginning. Start with a guided exploration of some topics you have in mind as a whole class; but also be prepared to change if better ideas are emerging from the class. It is important to establish certain ground rules regarding behavior with them in advance.
Step 2. Having defined the topic, in discussion with the class break it down into different tasks. Discuss which technologies to use and how they will be integrated
Step 3. Plan well, set goals, define outcomes. Above all be concrete, students need goals to work towards and responsibility of tasks in order to achieve them
Step 4. Proceed to put pupils into small groups with responsibilities for a particular task. Encourage pupils to ask personally relevant and socially significant questions regarding the topics chosen. Work to the strengths of each pupil.
Step 5. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable.
Step 6. Arrive at a conclusion...take a stand...take action.
Step 7. Document, justify, and share conclusion with larger audience. (parents, school etc) Build in presentation of the outcomes or artifact to different audiences as a key part of the project. Presentation of ideas to others consolidates the learning for the students

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How to Design Project-Based Learning Activities

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1.6 Irish Case Study: key skills in the Irish Curriculum & Project Maths

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1.6 Irish Case Study: key skills in the Irish Curriculum & Project Maths

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

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

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

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1.5 Competence-based Education in Europe

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1.5 Competence-based Education in Europe

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Competence-based education in Europe today

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1.5 Competence-based Education in Europe

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1.5 Competence-based Education in Europe

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1.  Summative assessment – that is the tests and examinations they design in order to assign course grades, or at the end of the school year.

2. Formative assessment – the kind of interactive assessment that takes place in the course of learning, where the information gathered can be used to adjust teaching and learning and better meet student needs.

3. And student self-assessment of progress toward the transversal competences. These are competences that do not have a learning “standard” – such as creativity, initiative and constructive management of feelings - but where it may be important for each student to track his or her development

...

Assessments need to provide ways for students to demonstrate that they can use knowledge, skills and attitudes to reason, solve problems and so on. New tools such as portfolios and e-assessments will be very useful for teachers.

...

Classroom-based formative assessment is also very important for key competence learning. It may be useful to think of formative assessment as an integrated part of the learning process, as teachers are able to adjust and scaffold learning, based on the information gathered during classroom discussions, through observing students as they work on projects, and so on. Students may also assess their own work, or those of peers, and re-adjust their strategies as they work on projects or attempt to solve problems.

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1.4 Key Points on Assessing Key Competences

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1.4 Key Points on Assessing Key Competences

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1.3 8key principles for teaching key competences 

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1.3 8key principles for teaching key competences 

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1.  teaching should be task-based. Learners should develop key competences through active, authentic, collaborative tasks based on problem-solving. Problems should be complex and with multiple solutions, allowing students to produce the solution in a variety of forms.

2. Secondly, teaching should be interdisciplinary: that is, taught through contexts that combine several subject areas.

3. Thirdly, learning should be both collaborative and individualised: Learners must collaborate to develop social and communicative competences, but also be able to act autonomously and self-manage.

4. Fourthly teaching needs to be both learner- and teacher-led. For example, while projectbased learning encourages pupils to be active and responsible for their own learning, activities need to be supported by guidance and explicit instruction from the teacher where relevant. In particular, learners need support to develop their ability to learn independently; also known as the ‘learning to learn’ competence, which we looked at earlier in this module.

5. Fifthly, teaching and learning where possible should be technologically innovative: Involving the pedagogical use of ICT and mobile technology can really enhance students’ digital competence, as well as an array of other competences.

6. The sixth principle is that teaching and learning of key competences should take place both inside and outside of school. A learning environment does not have to be classroom based; it can be outdoors or even virtual. Teaching should harness the potential of extra-curricular activities and after school programmes, paying closer attention to how learners apply their informal and non-formal learning to what they learn in class.

7. The seventh teaching principle is that teachers should collaborate with the wider community including the social, cultural and business sectors to create more opportunities for real world learning. You will see examples of this in this module as well as in module 2.

8. Lastly, the teaching of key competences requires teachers to pay closer attention to the social and emotional aspects of learning, including the quality of relationships between and among teachers and learners. This is important as researchers have argued that supporting learners’ social and emotional needs stimulates well-rounded growth in learners, which forms a basis for the development of the full range of key competences.

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1.3 Key Points on Teaching Key Competences

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1.3 Key Points on Teaching Key Competences

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scuola finlandese... ("seeee, in Fillandia, fosse..." cit.)

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8 KEY COMPETENCES

1. Communication in the mother tongue

2. Communication in foreign languages

3. Mathematical competence and basic competences in science and technology

4. Digital competence

5. Learning to learn

6. Social and civic competences

7. Sense of initiative and entrepreneurship

8. Cultural awareness and expression

TRANSVERSAL SKILLS

1. critical thinking

2. creativity

3. initiative

4. problem solving

5. risk assessment, decision taking

6. the constructive management of feelings

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4 dimensions:

1. ways of thinking: creativity and innovation, critical thinking, problem-solving, decision making and learning to learn

2. ways of living in the world: local and global citizenship, life and career skills, personal and social responsibility and cultural awareness.

3. ways of working: collaboration and communication

4. tools for working: information literacy and ICT literacy

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‘competence’ can be defined as ‘a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world in a particular domain’. In other words, being competent means being able to effectively apply a combination of knowledge, skills and attitudes to successfully react to a situation or solve a problem in the real world.

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http://academy.schooleducationgateway.eu/documents/146594/175079/Video+Talk+1+The+importance+and+definition+of+competences+%281%29.pdf

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The importance and definition of competences

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Hi all, I'm Adele from Palermo, Italy. I'm a primary school teacher in an Istituto Comprensivo of my city. This year I 'm the main teacher in a 5th grade and this is my 20 year of teaching :)
This is my second MOOC and I'm looking forward to learning new things!
This is my main blog:

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Ve l'ho detto che ci è nato un altro pargolo? si tratta del nuovo figlioletto mio e di Mariella Cusumano, con la quale stiamo ormai consolidando una bellissima collaborazione.

Il nostro nuovo libro si intitola L'Album delle Meraviglie ed è stato pubblicato da Kalòs, una storica casa editrice palermitana che inaugura con noi la nuova collana I Pupi dedicata ai più piccoli.

Quali meraviglie contiene questo album? Come già si intuisce dalla copertina, si tratta di un'avventura tra ricordi, immagini e testimonianze della Palermo della Palermo di fine Ottocento e inizio Novecento, quella che è stata qui l'età dei Florio. Giuseppe, il nostro protagonista, si perde tra le pagine di un vecchio album di ricordi richiamato da una misteriosa bambina che gli chiede aiuto per ritrovare un oggetto che ha perso... I due vanno alla ricerca, in compagnia del cagnolino, e si ritrovano nell'immaginario liberty creato da Ernesto Basile, dal giardino del Villino Florio alla magnifica sala del Teatro Massimo.
Questo albo illustrato, con il patrocinio della Fondazione Basile, vuol essere un'occasione per far conoscere a grandi e piccoli un periodo storico e artistico importantissimo per la città di Palermo, in cui veramente l'apertura e gli scambi a livello europeo e mondiale erano enormi e la rilevanza della capitale della Sicilia era evidente, pur con luci ed ombre. Sottotraccia infatti si può leggere anche la storia di quelli che da quel mondo dorato furono costretti a fuggire, emigrando verso altri continenti proprio sulle navi che fecero la fortuna dei Florio.

Il libro è stato presentato in occasione di Una Marina di Libri da Eleonora Marrone che si occupa della Fondazione e dell'Archivio Basile a Palermo e dal direttore editoriale della Kalòs, Salvino Leone.

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Ve l'ho detto che ci è nato un altro pargolo? si tratta del nuovo figlioletto mio e di Mariella Cusumano, con la quale stiamo ormai consolidando una bellissima collaborazione. Il nostro nuovo libro si intitola L'Album delle Meraviglie ed è stato pubblicato da Kalòs, una storica casa editrice palermitana che inaugura con noi la nuova collana I Pupi dedicata ai più piccoli.