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https://v.gd/IoYAxN

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M4 - 4.4 Creating & Using Rubrics for PBL Assessment

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M4 - 4.4 Creating & Using Rubrics for PBL Assessment

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http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2633210&

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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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This past year on my Biology and Geology class students worked on pairs to resolve past exams and peer assessed them working together to achieve the complete answers. This was a great way to improve student’s self-confidence but also to show them they could have success and improve grades.

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Formative assessment is absolutely important to help students check if they are going the write way or instead to rethink and discuss with peer’s new strategies, new questions.
To get students to take a pause moment to reflect and think about the project, the achievements, the difficulties, the planning is a way of alerting them to maintain the path to achieve success.

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http://www.educatorstechnology.com/2014/02/a-visual-chart-on-summative-vs.html

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In the Portuguese system secondary level has to be assessed using formatted tests since students will have a national exam. To prepare them for success we use the same structured way of questioning the subjects taught. But we can use other materials to assess students like lab reports, investigation reports, and also peer assessment is used.

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M3 - 3.4 Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills

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M3 - 3.4 Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills

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https://docs.google.com/forms/d/1rxqspT-LdR3V3Pr5hI6nMEDdTDREk1cKWAjZo5-bFug/viewanalytics

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Mentimeter
Go to  www.menti.com and use the code 89 10 24
Think of as many different uses for a plastic bottle

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Create fun and interactive presentations for your meeting, event, conference or classroom. Mentimeter is a free, easy-to-use software that you can use online.

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On my ICT classes I challenge my students to do some projects they never done before. They start by thinking they can never accomplish them. Promoting just a bit of confidence and engage them to help each other’s has been a successful strategy. When finishing the projects, I ask them to write down an individual reflection of the all process and is great to see the confidence they gain when ending the task.

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M3 - If you are curious about your own resilience, take this self-assessment test here (or even use it with your students).

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M3 - If you are curious about your own resilience, take this self-assessment test here (or even use it with your students).

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http://stress.about.com/qz/Quiz-How-Resilient-Are-You
Quiz: How Resilient Are You?

You got: You are quite resiliente!

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3 tips to boost your confidence - TED-Ed

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M3 - 3.1 Scaffolding for Student Ownership and Independence

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M3 - 3.1 Scaffolding for Student Ownership and Independence

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The most important is to prepare them for the future instead of protect them through lifetime.

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The most stimulating situations as a teacher are students that don’t have any interest in our "traditional school". These students challenge us daily until we find a way to get to them and involve them on learning. Two years ago a student of mine was a huge and grateful surprise, since most of teachers had difficulties reaching him about the subjects they taught. On my ICT class I challenged them to create a game using either Kodu or Scratch. This particular student created a full game playable with levels in a 90 minutes’ class time. This was a way to show my peers that this was a special kid and they were the ones to change. It was a great experience to be able to help him to succeed.

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M2 - 2.6 P2P - Building your PBL Learning Design

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M2 - 2.6 P2P - Building your PBL Learning Design

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Here is my PBL lesson design: https://v.gd/IoYAxN. Hope you enjoy it and give me great feedback so I can improve it.

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Quizzes with kids are great ways to enrol them to be participative in class. With younger kids I use Plickers (https://www.plickers.com/), with older ones Kahoot (https://getkahoot.com/), Socrative (http://www.socrative.com/) or Quizalize (https://www.quizalize.com/), since they have smartphones.

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M2 - 2.4 Finding collaboration partners outside the classroom

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M2 - 2.4 Finding collaboration partners outside the classroom

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On my school collaboration occurs mainly on economics classes. On my sciences classes I have been inviting professionals that where my students in the past to come to  my classe and share their investigation or field of study. This has been quite interesting to my actual students helping them developing interest in one or more areas in the future. The second video, from Oregan is ver interesting and gave some ideias to put in practice next year.

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M2 - 2.3 Effective Collaboration for PBL inside the Classroom

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M2 - 2.3 Effective Collaboration for PBL inside the Classroom

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- Ideas for activities to develop effective collaboration
Usually groups have to be different from work to work so each student has to interact with different colleagues. Other times groups are stable along different works but they have to pass by different roles (be the team leader, be the comunicator to the class, be the responsabel for regulating group conflict, ...).
One activity I use with my students is to creat a story together: each student in the group writes one or two sentences and fold the paper leaving just one or two words visible, the the next student does the same and so on. When all have written, the group unfolds the paper and reads the story. This will make them see the importance of team on group work.

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https://youtu.be/-Mb9-At2Ss0

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Teaching Group Work: Building Student Collaboration and Agency

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M2 - 2.2 What is effective collaboration?

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M2 - 2.2 What is effective collaboration?

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Are your students required to work in pairs or groups most lessons?

Yes

No

Do your students have shared responsibility for tasks?

Yes

No

Do your students have to make substantive decisions when working together (decisions that will impact the result of their joint work)?

Yes

No

Is the students' work interdependent of each other (in other words can they only succeed together)?

Yes

No

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M1 - 1.6 P2P - your PBL Design: Formulating your driveng question

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M1 - 1.6 P2P - your PBL Design: Formulating your driveng question

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Q: "Who robbed the studies for a new vaccine from the pharmaceutics lab?"
Subject: Natural Sciences
Year: 9th grade (ages 14 to 15)
Knowledge: identification of AB0 blood groups, male and female karyotypes, DNA fingerprints (DNA profiling)
Skills: scientific thinking, critical thinking, collaboration, data analisys, reflection on results.
Students should be able to think about methodologies, results and reflect, when watching tv series like CSI.

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Q1 - "What does it means to be a healthy eater?"
How to improve canteen ementa so students can understand the importance of healthy eating?
Q2 - "How are airplaine wings constructed?"
From nature to engineering, find the best model to replicate when developing airplane wings.

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Five Keys to Rigorous Project-Based Learning

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Five Keys to Rigorous Project-Based Learning

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https://youtu.be/hnzCGNnU_WM

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5 Keys to Rigorous Project-Based Learning

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I think that the most difficult is structured collaboration, since working in group students need to be able to be the leader sometimes but be able to accept others leadership. Learning to negotiate, to respect speaking time but also to respect listening time, and share opinions and ideias sustained.

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http://brodiescience.pbworks.com/w/file/fetch/63458767/PBL_Introduction_Information.pdf
Very good pdf from Stephen Brodie about PBL
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf
Interesting article from Stanford University about Problem-based Learning
http://bie.org/about/what_pbl
Not to miss from the Buck Institute for Education
http://www.edutopia.org/project-based-learning
Project-Based Learning on edutopia

Teacher Guide
from KeyCoNet http://keyconet.eun.org/c/document_library/get_file?uuid=d2e33016-9c19-4901-aa00-5d25c5d734f2&groupId=11028
from Innovation Unit
http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf

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M1 - 1.3 P2P - reflections on our current teaching practice

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M1 - 1.3 P2P - reflections on our current teaching practice

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On my ICT and Sciences classes I usually engage students on the topics with routine problems or questions that came up on the media. From this questions new ones are posted by the students and this is the starting point.
Then students search are split into groups and they have to investigate an area or thematic about the large subject we are studing. Reflections have to be shared with peers on class so the whole group is keeping up and sharing strategies, knowledge, and new problems. Assessment is usually made with an investigation problem to be solved.
On of the subjects wher I use PBL is programming. Students can use kodu or scratch to came up with an original game and have to integrate a civic accion or a theme/subject from a discipline. While doing this they help each others on the rules of programming, they seek for solutions on the web, my role is just to provide them with access to more materials, or technical issues. Is is great to see what they are able to accomplish, since when challenged to do so they panic!

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I think that in Portugal on secondary grades PBL is rarely used due to the national exams students have to face. Even though it is an excellent way to accomplish effective learning, exams are quite speciffic and is needes aspecific trainnig to prepare student to acheive sucess. I also believe that teachers need to get away from the top of the class and be a guide on students self learning. Being able to give "class power" to students may be quite scary for the traditional teacher.

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PBL is great. For the past years I've been using it on my ICT classes for several subjects as on my Sciences. But on Biology and Geology classes it has been more difficult to apply due to the exam students have to accomplish on 11th grade.
I believe that it would be more useful if it was implemented widely on school basis and through all grade years.
It is sometimes difficult to invite students to think freely, and not to be affraid to ask questions, to engage with peers and to seek collaborativle for the answers.

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http://friedtechnology.blogspot.pt/

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Project Based Learning: Am I Doing it Right? How Do I know?