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3.5
Dear Anestis,

being a teacher of 10th grade students is certainly something different from being a teacher to 10-11 year olds. I am sure that the way that students at the age of 16 think, act and interact must be more mature and intense than students in the primary school. However, I believe that there are some things that stay the same, as I am able to experience teaching university students from time to time.

One of these things is making smaller steps during the learning process; it helps students be more focused, less stressed and in control of their learning. In terms of the LD you designed - which subject I find very interesting and original - the frst TLA is very good (using flipped models saves us time), but it exceeds the 45' duration you mention. Your first TLA could very well end with the kahoot game or the driving question, which could create anticipation for the next class/session/step.

I also feel the second TLA should also be divided in two. I feel the time you propose for practice, collaboration and assessment (5+5+5) is not enough and it would be wiser to make a new TLA and give all the time needed to complete these tasks (up to 45') - it also comes more natural to me as a whole new step in the project.

In addition, I strongly believe that your project does not conclude with the "presentation in class" TLA . I think it would be optimal if you gave the students the opportunity to work in groups at least one more time and reassess their teams, themselves and the whole procedure. You also mention it ("may retake the test in time given"), so why not include it in the process?

Even when playing board games, we play a test round to make sure everyone is familiar with the rules (the process, the aims, the outcomes) of the game, so going for one more round would give you and your students the opportunity to monitor their progress and, of course, the level of meta cognition.

In conclusion, it is great that you let your students work indepedently in teams, using flipped methods and technology for information, paticipation and assessment. Always keep it that way!!!

Good luck with the rest of the PBL course!

Anastasios Kollias

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4.4 Creating & Using Rubrics for PBL Assessment

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4.3 Peer Assessment for PBL

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Peer Assessment: Reflections from Students and Teachers

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4.2 Embedding Assessment into PBL

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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

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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

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3.2 Developing Student Resilience

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3.1 Scaffolding for Student Ownership and Independence

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

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Module 3

IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

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2.5 Collaboration Tools: Teamup

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FCS | Module 1 | Tool for Teaching: TeamUp

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2.4 Finding collaboration partners outside the classroom

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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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2.2 What is effective collaboration?

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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5 Keys to Regorus PBL

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5 Keys to Rigorous Project-Based Learning

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Project Based Learning explaned

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Finding the right "driving question"

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Instead of the first question, ask the second!

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I think that the real challenge for me would be to find a
1. Real world connection
and manage to implement PBL and cover the needs of the traditional lesson at the same time. Otherwise I'll be partly "breaking the law"...

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Organizing a PBL activity is a skill I don't have at all. I have never been tough in a similar way, never experienced it, never seen it happen. So, I feel it's impossible to do it. I think that the lesson's analytic program doesn't allow you to do it. Not in Greece. Not in maths. I have to see something relevant to my course's context to be persuaded that it's possible. Hopefully this lesson will help me change my mind.
The only window that lets me practice something similar is the use of edmodo. Expanding the teaching space and time is a way to bypass the strict curriculum program, but students don't feel nice having to spend their free time to get the extra job done.

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Use the following shortened URL to check the design I've made in Learning Designer

http://v.gd/CdFSas

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About Teacher Mentor:

What is useful and less useful about it?

We all think that ICT is needed in everyday school life and taking part in all this is useful but measuring and evaluating is the key to improvement.

What did you find difficult or unclear, and why do you think that is?

Ethics and copyright issues are weaknesses that should be tought in junior high. But back at my age in high school this would sound like science fiction!

Were you surprised at the levels you reached?

Not really. More or less I think I know my pros and cons.

Did you find the advice offered useful?

Of course! Taking one step at a time and clearing out the directions and levels to be reached helps a lot in setting the right targets.

What will you concretely now do in order to act on this advice to improve your level?

Right now I'm in the middle of other stuff (another seminar and an Msc course in Educational Technology), relevant to the cause of this seminar. I believe that once I complete these steps I'll find myself ready to put everything I've learned in test in the class. That's when I plan to use peer assessment as a tool.

Set yourself a target by when you will implement these steps and retake the survey to see if you have improved your level.

Gun's already loaded!

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Just finished, or ... just started?

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One of my videos on YouTube for my students. The link was sent to them via edmodo

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Ανέστης Εξαφτόπουλος

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Ανισώσεις 2ου Βαθμού παράδειγμα 3

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Uploaded by Ανέστης Εξαφτόπουλος on 2015-03-22.