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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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TELL ME AND I FORGET, TEACH ME AND I REMEMBER, INVOLVE ME AND I LEARN        Benjamin Franklin

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Our student study, they even study hard in certain cases, but more often than not, very few concepts stick to their mind and very few competences are really built.
We spend our teaching time trying to make them understand, to show them how to apply what they learned, but often we fail. Even the best ones among our students find themselves not able to manage new situations. They are not capable to engage in an activity that is not already known to them.
They fear the unknown and don't feel stimulated to try and find new solutions.

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From the article: The Main Course, Not Dessert - How Are Students Reaching 21st Century Goals? With 21st Century Project Based Learning
" Traditionally, the teacher covers the main course of study in the usual way, and then a short “project” is served up for dessert. In 21st Century Project Based Learning it is the project that is the main course — it contains and frames curriculum and instruction. [...] 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

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

I usually try to involve students in discussion recalling their previous knowledge on a subject. I act as a collector of ideas and I put them together to give those ideas a "good" form. My students spend their time discussing ideas and taking notes.
Do you feel your current approach could be easily complemented with a PBL approach? NO, I should make nothing short of a revolution to include PBL in my classes.

Do you sometimes have the problem that students don't remember what they "learned" the day before? YES, that's the reason why I'm trying to find new ways to approach my subjects.
Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL. I could try and teach PLB in one of my Physics classes. Maybe my 10th grade that are doing mechanics this year

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Difference between Project s and Project Based Learning

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Difference between Project s and Project Based Learning

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There is a deep difference between projects, which focus on the final product, and PBL, which focuses on the process and the learning that can occur making the Project

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Hi! My name is Chiara Invernizzi and I'm a Math and Physics teacher at Liceo Carlo Porta,  a high-school located near Como, in the North of Italy.

I wanted to became a teacher since I can remember and I was fortunate enough to get my wish. In truth, I had also a plan B in mind, but probably becoming Indiana Jones would have been a trifle more difficult (but the love for archaeology still remains).

So I graduated in Physics and started teaching soon after that; after more than ten years I'm still happy with my choice :-)

I'm interested in new ways to teach Math and Physics, to make them more interesting. Students that choose to enroll in the Liceo Porta usually are not enamored of scientific subjects as they tend to prefer above all the humanist side of culture. For this reason, I'm always searching for new ways to make my disciplines more fascinating .  I'm also looking for a new didactic approach to teach them the art of Problem Solving and to help them develop the key competences that they'll need in their life outside and beyond school.

For those reasons, I'm taking part to an Erasmus+  KA1 project and, in Spring 2018, I'll go to Spain for a week, to learn something on PBL in a school where this practice is quite consolidated.

I’m also interested in foreign languages and cultures (I like to learn about different Countries and their culture), and I’d like to develop new contacts with colleagues all around the world.

I like to read, listen to music (all kinds actually), I enjoy trekking on the mountains  and I'm fortunate to live quite near them, I love cooking and, since I have a sweet tooth, cakes and desserts are my favorite recipes to try out ;-)

That's all for now!

PS If you are curious about the KA1 Project ("TURN the key") of my school, you can take a look at the Italian site we are creating  with all the materials.; the project will last two years and will end in August 2019.

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PBL can greatly improve student's competences in social skills.
See the video for an exhaustive explanation of all the key competences involved in a PBL

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There are 5 basic components which are important for PBL:

real-world connection;

core to teaching (core standards deeply engraved in the PBL);

structured collaboration (scaffolding);

student driven (teacher as facilitator);

multifaceted assessment (many formative assessments);

I'm quite sure that the more challenging points would be time and assessment.
Time because we often feel overwhelmed with the many contents of our subject we are called on to teach and a complex problem needs time to be developed.
Assessment because it's easier to grade a test than to grade a "process". Also, as a teacher, I'm required to produce a certain number of marks for my subject. And what would happen if a student in not sufficient at the end of the year? I'm quite sure that the parents would contest PBL and say that their child has not been correctly evaluated :-(

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This question should be the guiding principle for the entire PBL process that you will go through with your students. The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve.

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John Mergendoller  the Executive Director of the Buck Institute of Education, also highlights the importance of the driving question to trigger critical thinking in students. He identifies a useful criterium to evaluate if your driving question in fact does this: How straight-forward is it to answer the question by asking Google? Good driving questions according to Mergendoller are non-Googleable questions.