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Our school: Direzione Didattica OTTAVO CIRCOLO Piacenza- Italy

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Our school: Direzione Didattica OTTAVO CIRCOLO Piacenza- Italy

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Educational activism: how teachers can empower school students

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Educational activism: how teachers can empower school students

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Watch this webinar to learn about the experience of a school student representative with educational activism: what it is, why it is important, and what role teachers play in empowering young people to speak their minds and fight for their rights, regardless of their age and background.

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Educational activism: how teachers can empower school students - Webinar

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(From the course "Students as designers of learning Spaces")

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The Novigado Blog focuses on active learning, innovative learning spaces and integration of ICT in present and future classrooms and schools. In this blog we will read stories written by the project partners, Future Classroom Ambassadors, FCL network labs, teacher trainers, invited experts, etc.

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Students'Councils and their role in schools.  Presentation by Loredana Popa  

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Students'Councils and their role in schools.  Presentation by Loredana Popa  

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Students'Councils and their role in schools . Presentation by Emese Cimpean.

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Students'Councils and their role in schools . Presentation by Emese Cimpean.

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  -October 14, 2021-     TG8: ERASMUS NEWS - Direzione Didattica Ottavo Circolo Piacenza-            Testimonies, meetings, open house                  Tags: Ecology, Health

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  -October 14, 2021-     TG8: ERASMUS NEWS - Direzione Didattica Ottavo Circolo Piacenza-            Testimonies, meetings, open house                  Tags: Ecology, Health

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-4th and 5th graders  conducted an Erasmus News show, informing about the main steps of our Erasmus project, (How Healthy are you?)reporting outcomes and focusing on future developments. The anchor guys  performed interviews and inacted special correspondents' services.The TG8  also had an online international connection with our Erasmus partners, sharing news and celebrations.

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STUDY GROUP SURVEY about online training   

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STUDY GROUP SURVEY about online training   

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https://docs.google.com/forms/d/11k3gA77x4QX3PJZvbItyvSL-ewgI_UO-Ix2iKIJK1Gs/edit#responses

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TEACHER FOR A DAY
This activity is a way to make children protagonists for one or two days. In turn each child chooses his favorite topic and explains to his friends what he knows about it. The lesson is completed with a craft activity.  Parents help to prepare the lesson. Children love doing the teacher!

Monica Fantini

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Erasmus Gallery
Pre-Primary School 5 years old

To celebrate Erasmus Days my pupils thought of embellishing our garden's gate!
To do this they argued a lot with each other, made a project, designed it individually and exposed it to their friends.
Afterwards thet decided to look recycling materials ( cutouts, colored tapes, laces...) and use these materials to make it more colorful and fun!!!😉
A unique opportunity to change the face of our garden😃

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5th graders at Don Minzoni school made up a campaign against smoking habits, to promote heathy lifestyles. The different classes chose a specific topic, offering insights about scientifical, medical, social aspects, so interviwing parents, people on the road, doctors, but also students, tobaconists, firemen...a range of different points of view aiming at tackling the use of tobacco. They also invited Piacenza LILT' (A league for disease prevention) President doctor Franco Pugliese, who named them HEA LTH AMBASSADORS ! The local press published articles about the great action, also involving a local radio.

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4th graders section D  don Minzoni at work in the park near the school . 

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Being Ambassadors of Sustainability and responsible Citizenship is a great role and our pupils are actively engaged in campaigns, events and everyday promotion of a correct and respectful lifestyle These actions are also enhanced by our Erasmus KA2 project " How Healthy are you?" in partnership with Spain, Turkey, UK. In this pic some students are taking part in a public event supported by Legambiente Italia and aimed at offering a good example tp adults and children. The local press and the National Tv also mentioned the event, even if cleaning the world around is a routine for our pupils and they are proud of this actions and this role. They were also awarded the title of AMBASCIATORI DELLA TERRA inside National Context.

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Out school awarded "Ambasciatore per la terra" from Earth Day Italia

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Out school awarded "Ambasciatore per la terra" from Earth Day Italia

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 5th graders section B in one of their usual actions for the Environment

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Clean up the world : students as agents of change for a sustainable lifestyle.

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Clean up the world : students as agents of change for a sustainable lifestyle.

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Think globally - Act locally - Pupils as promoters of effective actions and correct behaviour.

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Pre Primary School Carella - 5 years old- Botti Selena

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Pre Primary School Carella - 5 years old- Botti Selena

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The children took part in the defining and sharing the school rules with fun and motivating activities.

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PRE PRIMARY CARELLA - Sec.D by selebotti on Genially

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Discover more about PRE PRIMARY CARELLA - Sec.D ✌️ - Interactive Image

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Pre Primary School - 5 years old- Botti Selena

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Pre Primary School - 5 years old- Botti Selena

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The children built their own badges. They took part in the ideation and preparation of their badges.

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Pre Primary School Carella - 5 years old - Botti Selena

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Pre Primary School Carella - 5 years old - Botti Selena

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In the eTwinning project "Make closer the far distance" with 5th graders section B Don Minzoni School, the children prepared their avatar with Pixton and they made their own comic to introduce themeselves to their friends. They recorded the voice with Chatterpix App.
They actively took part in the construction of their presentation.

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Students'active role in the eTwinning project "MAKE CLOSER THE FAR DISTANCE "

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Students'active role in the eTwinning project "MAKE CLOSER THE FAR DISTANCE "

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Students made their own avatars with Pixton, comics with Chatterpix and introduced themselves creating an e book . It was a collaborative work, carried out through Project Based Learning. Shared responsability and interdependent decisions were the basis for their choices, the process and the outcomes. The project engages also PrePrimary Carella with 5 years old pupils . Older and younger students growing together, collaborating and interacting. The project is in progress.

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"Make closer the far distance eTwinning project 5th Graders section B Don Minzoni Ottavo Circolo Pc IT"

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Pupils inm5th B,Don Minzoni school,Ottavo Circolo, Piacenza, take part in an eTwinning project, together with 5 years old pupils at Pre Primary Carella, Ottavo Circolo and pupils from Turkey, Spain, Greece, Romania. To MAKE CLOSER THE FAR DISTANCE(this is the title of the project) the first step is introducing each other.

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A logo for the GROUP? Let's try to express our context and development areas.

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A logo for the GROUP? Let's try to express our context and development areas.

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A LOGO for the GROUP? This one  focusing on our mutual  support to improve  CPD in the European dimension.

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A LOGO for the GROUP? This one  focusing on our mutual  support to improve  CPD in the European dimension.

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 Report in Italian                                                           Verbale incontro dopo i webinar di gennaio 2022

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 Report in Italian                                                           Verbale incontro dopo i webinar di gennaio 2022

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STUDENTS AS CONTENT CREATORS ( inspired by the webinar proposals)

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STUDENTS AS CONTENT CREATORS ( inspired by the webinar proposals)

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Students make pages of a collaborative e book inside the eTwinning project "MAKE CLOSER THE FAR DISTANCE" using Storyjumper .They write texts, upload photos, choose props, to continue a collaborative story concerning cultural Heritage. Everyone feels actively engaged: just a special piece of an inclusive puzzle ( 5th graders section B .don Minzoni.with teachers Marzia and Valeria, and teacher Marisa's coollaboration)

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Children's active role in the garden care

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Children's active role in the garden care

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Children of pre-primary Don Minzoni school (class C) prepare the soil of the garden for planting spinach.

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Incontro online per Progetto Continuità con 4C della Scuola Primaria D.Minzoni. 

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Domande, curiosità, scambio di opinioni e manufatti, questo ed altro ancora sarà il nostro comune Progetto!😃

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SCUOLA INFANZIA BESURICA Besurica Piacenza 

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Because they will be the REAL agent of change!!!

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SCUOLA DELL'INFANZIA "OTTOLENGHI"-SEZIONE A-4  ANNI 

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SCUOLA DELL'INFANZIA "OTTOLENGHI"-SEZIONE A-4  ANNI 

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NO WAR!
During this time the children ask us teachers a lot of questions about the war in Ukraine. We tried to answer their questions starting from Gianni Rodari's nursery rhyme "Promemoria", making them reflect on the things you do during the day, at night and on the things you never do.

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SCUOLA DELL'INFANZIA "OTTOLENGHI" SEZIONE A-4 ANNI

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SCUOLA DELL'INFANZIA "OTTOLENGHI" SEZIONE A-4 ANNI

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A CLIL ACTIVITY ON CODING

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https://m.facebook.com/story.php?story_fbid=2936466919998002&id=100009041693985

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It looks like you were misusing this feature by going too fast. You've been temporarily blocked from using it. If you think this doesn't go against our Community Standards let us know.

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Very interesting welcome webinar by Alexandra Almpanidou and Kornelia Lobynow

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Meetings along the 2 weeks course (Marisa Badini)

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Meetings along the 2 weeks course (Marisa Badini)

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A starting meeting was made to highlight the Course steps and the platform , sharing  technical issues and the course goals. In the two weeks of the course I met pairs or small groups of teachers involved, to enter the course details, explore materials and get familiar with the Learning Journal, also discussing on the possible applications of the learning material in the school/classroom context. The meetings took place at school, every day in the second course week, to respond to the different needs ( time, other tasks, etc)
Teachers at Pre Primary and Primary focused on their learning paths and work in progress, so that their Action Plan could effectively integrate in their class planning.
A great, collaborative environment was set up, supported by the Whatsapp group and the different feedbacks, thanks to the online documents we could share. Some of us worked in pairs, elaborating a collaborative Learning Journal, other group members made their own LJ and started to put into practice with the students what we were learning, with positive outcomes.
All the Learning Journals are collected in the "eTwinning Erasmus Study Group" and the Learning scenarios are being implemented.

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By Marisa

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Welcome Webinar: Life Competences 1 – Shaping Lifelong Learners through Self-Regulated Learning

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The   WhatApp Study Group for communication/collaboration.

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The   WhatApp Study Group for communication/collaboration.

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Our Study Group has its own whatsapp group. Thamks to teacher Cella Maria Cristina, member of the group and Headmaster Deputy, who created it. We took the decision in the GStudy Group Meeting to support communication, collaboration and quick exchange of infos.

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The seven steps from Learning scenarios to classroom settings

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The seven steps from Learning scenarios to classroom settings

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Guiding ideas to transform Learning Spaces

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Guiding ideas to transform Learning Spaces

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10 guiding ideas for transforming a learning space:

GI1- Developing students' autonomy

GI2- Engage students in the lesson

GI3- Facilitate cooperation

GI4- Facilitate the use of digital tools

GI5- Learn outside the classroom boundaries

GI6- Facilitate differentiated learning

GI7- Secure low achieving student

GI8- Promote kindness

GI9- Give a desire to learn

GI10- Provide a mentally, physically and morally comfortable and safe environment

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To quote John Spencer: “Heather Banchi and Randy Bell define four different types of inquiry that you can view on a spectrum from teacher-centered / structured to learner-centered / open".

Level 1 is Confirmation Inquiry, where the teacher teaches the concepts, creates the questions, and models the process for students.

Level 2 is Structured Inquiry, where the teacher creates the initial questions and shares the procedures then the students walk through the rest of the inquiry process by collecting and analyzing data and drawing conclusions.

Level 3 is Guided Inquiry, where the teacher provides the research questions but students own the research or experimentation process.

Level 4 is Open/True Inquiry. Here students formulate their own questions, design their own experiments or research, collect their own data, and share their findings.

According to Banchi and Bell, teachers should start with levels 1 and 2 and use those as scaffolding, so that students can learn the inquiry process. However, in my experience, there is power in asking students to engage in Level 4 inquiry, where they are truly empowered to ask their own questions and engage in their own research.”

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Inquiry-Based Learning: The Ultimate Guide

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Empathize Empathy is the foundation of human-centered design. The problems you’re trying to solve are rarely your own, they’re those of particular users. Build empathy for your users by learning their values.  To empathize, you:
Observe. View users and their behavior in the context of their lives.
Engage. Interact with and interview users through both scheduled and short ‘intercept’ encounters.
Immerse. Wear your users’ shoes. Experience what they experience for a mile or two.
Define The define mode is when you unpack your empathy findings into needs and insights and scope a meaningful challenge. Based on your understanding of users and their environments, come up with an actionable problem statement: your Point Of View. More than simply defining the problem, your Point of View is a unique design vision that is framed by your specific users. Understanding the meaningful challenge at hand, and the user insights you can leverage is fundamental to creating a successful solution.
Ideate Ideate is the mode in which you generate radical design alternatives. Ideation is a process of “going wide” in terms of concepts and outcomes—a mode of “flaring” instead of “focus”. The goal of ideation is to explore a wide solution space—both a large quantity and broad diversity of ideas. From this vast repository of ideas, you can build prototypes to test with users.
Prototype Prototyping gets ideas out of your head and into the world. A prototype can be anything that takes a physical form —a wall of post-its, a role-playing activity, an object. In the early stages, keep prototypes inexpensive and low resolution to learn quickly and explore possibilities. Prototypes are most successful when people (the design team, users, and others) can experience and interact with them. They’re a great way to start a conversation. What you learn from interactions with prototypes drives deeper empathy and shapes successful solutions.
Test ​​Testing is your chance to gather feedback, refine solutions, and continue to learn about your users. The test mode is an iterative mode in which you place low-resolution prototypes in the appropriate context of your user’s life. Prototype as if you know you’re right, but test as if you know you’re wrong.

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Designn thinking activity-HOW?, NOW, WOW! Matrix

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Designn thinking activity-HOW?, NOW, WOW! Matrix

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Time: 20 minutes
Design thinking phase: Ideate (part 2: ideas selection)
Description: Imagine you’ve brainstormed with your students and came up with lots of ideas on post-its. You may now need to sort them. Create a bi-dimensional graph on a white board. One axis represents the degree of originality of ideas and a second axis represents their feasibility. Each participant places his or her ideas on the graph.
Comment: Some ideas may be easily implementable but not very new or original. These will be “NOW” ideas. Other ideas may look very original and disruptive but seem to be unreasonable and concretely impossible to implement. We’ll call those ideas “HOW?” ideas. Hopefully the group might discover disruptive ideas that may be quite straightforward to implement. These are the “WOW!” ideas designers are looking for. Ideas evaluations can either be debated before or after actually sticking the post-it on the board

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Methodologies to create learning spaces with students

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Methodologies to create learning spaces with students

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Here are some methodologies , from INQUIRY BASED LEARNING to DESIGN THINKING to PROJECT BASED LEARNING WHEEL

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Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills (Barry J. Zimmerman, 2015).

SRL has both educational and behavioural benefits. As research shows and as the video above verifies, students with better self-regulation skills have higher academic achievement, are more likely to get along with others, and are better able to build and maintain strong relationships. SRL strategies help to prepare learners for lifelong learning and the important capacity to transfer skills, knowledge, and abilities from one domain or setting to another. SRL is a way to actively engage otherwise passive students in their academic instruction. Students need to view learning as an activity that they do for themselves in a proactive manner, rather than viewing learning as a covert event that happens to them as a result of it. It has been proved to be one of the most effective practices teachers can introduce to improve academic performance and motivation.

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Self regulated learning Phases                                                       

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Self regulated learning Phases                                                       

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To understand SRL and how to teach it better, let us look at the three phases of SRL, as defined by the conceptual model of SRL by Barry Zimmerman (2008).

As we see on the image it is a cyclical model composed of three phases: the forethought, performance and self-reflection phase. Each phase includes a set of concrete strategies that a self-regulated learner conducts to manage their own learning process.

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 Phase 1 Zimmerman’s Model: Forethought / preactionPhase                                                                     The forethought is the initial phase in which the students approach and analyze the task, assess their capacity to perform the task with success as well as establish goals and plans to complete it. In other words, this phase sets the stage for action, breaks down the task into smaller pieces, and helps to develop a positive mindset.      Before the learning activity, learners should:analyze the assignment.search the necessary motivation.Therefore, teachers can ask learners:how and when are you planning to start the activity?what motivates you to start this activity?what do you want to achieve?The sub-processes that take place at this stage are the following.          

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 Phase 1 Zimmerman’s Model: Forethought / preactionPhase                                                                     The forethought is the initial phase in which the students approach and analyze the task, assess their capacity to perform the task with success as well as establish goals and plans to complete it. In other words, this phase sets the stage for action, breaks down the task into smaller pieces, and helps to develop a positive mindset.      Before the learning activity, learners should:analyze the assignment.search the necessary motivation.Therefore, teachers can ask learners:how and when are you planning to start the activity?what motivates you to start this activity?what do you want to achieve?The sub-processes that take place at this stage are the following.          

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1) Goal Setting
The first step would be to decide where to go and, based on that, to plan how to get there. This is what we call ‘task analysis’.

2) Planning
Planning means developing an action plan. This action plan contains strategies needed to succeed in a task.

3) Self-efficacy
Self-efficacy expectations are beliefs about one’s personal capability to perform a task. It is important as it influences students’ efforts and engagement.
4) Outcome expectations

Outcome expectations are beliefs about the probability of succeeding in a given task.

5) Task Interest
Task interest encompasses feelings and thoughts. It can either be personal (activated by the personal meaning a task has) or situational (activated by certain task characteristics). It is important as it makes students more attentive and helps them to stay focused as well as influences their selection of learning strategies.
66) Task Value

Task value refers to the importance a task has for students’ personal goals. Perceiving a task as useful raises students’ motivation to perform it and to learn from it. Additionally, they activate more learning strategies
6) Task Value

Task value refers to the importance a task has for students’ personal goals. Perceiving a task as useful raises students’ motivation to perform it and to learn from it. Additionally, they activate more learning strategies
7) Goal Orientation

Goal orientations refer to reasons for engaging and persisting in learning activities.

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Phase 3. Self-reflection – after the learning activity

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Phase 3. Self-reflection – after the learning activity

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.During this phase students judge their work and formulate reasons for their results. While justifying their success or failure, they experience positive or negative emotions depending on their attributional style. These emotions will influence their motivation and regulation in the future.

During this phase, learners should:

judge their learning product and process

react constructively and look ahead

Some questions that learners can reflect on are:

Did I accomplish what I planned to do?

The subprocesses that take place at this stage are the following. Click on each of the sub-processes below to find out what they are about:

1) Self-evaluation
Self-judgement is the process through which students assess their performance and explain their successes and failures. The two components of self-judgment are self-evaluation (the process through which students assess their performance) and causal attribution (the process through which students explain their success/failure

2) Causal attributions
Causal attributions are self-explanations about the reasons for success or failure

3) Self-satisfaction
When students judge their performance after finishing a task, they can be more or less satisfied with the results. In other words, they can experience feelings of self-satisfaction (or self-dissatisfaction). The more satisfied students are with their learning, the more motivated they will be to continue learning.

4) Adaptive/defensive reactions
Defensive reactions refer to withdrawing or avoiding opportunities to learn and perform. They are iimportant as they maintain students’ willingness to perform a task again.

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I'm deeply motivated to follow the MOOC as the topic is concerned to life itself, and I think that, if students make sense of what they learn and manage their learning, they will be able to plan, make projects, be resilient, face the challenges, drive their attitudes, improve their strenghts and overcome their weaknesses. How to help students and act as facilitators offering them the right tools and tips, opening their "Learning doors"? This has always been my question to support students' success. What's better I'm following this MOOC together with a School Study Group, strenghtening collaboration to reach a common aim. We are preparing Erasmus Mobilities for Professional Development and this course will certainly improve our skills, nourishing our development goals. Moreover, following the MOOC together will increase our Lifelong Learners attitudes.

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Selena Botti : contribute to the collaborative Padlet

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Selena Botti : contribute to the collaborative Padlet

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Selena Botti - D.D. 8 Circolo Piacenza- Italy

I enrolled in this course because it was proposed to me by our School Study Group  to prepare us for Erasmus mobility.
I'm strongly motivated to follow this course to learn more self-regulated learning and to help my students to reflect more on their learning, as active builders of their own learning.

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Angela Manini : contribute to the collaboraqtive Padlet

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Angela Manini : contribute to the collaboraqtive Padlet

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Angela Manini, Italy

Hallo everyone, my goal in following this course is to understand and elaborate a way to propose self regulated educational paths to children in preprimary school. I think this is a challenge, but i'm also confident in children's liveliness and curiosity that has never disappointed me and is always a source of inspiration.

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Giada, Italy

My motivation is to learn the best way to improve selfregulation in special needs children with intellectual and developmental disabilities. These strategies can allow students to deal with their environment and gain an effective strategy to act appropriately with others and enhance their social skills.

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Antonella Lombardi Ottavo Circolo di Piacenza, Italy

I enrolled in this course because I am interested in deepening self-regulated learning. I think that self-reflection in the student is effective for the construction of personal growth, and for the teacher is important to structure their own teaching style.

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Maria Cristina Cella Ottavo Circolo Piacenza Italy

I've always defined myself "lifelong learner " so this course is definitely tailoring for me.
I need to know new things, methodologies, actions plans...and surely this course can help me a lot.

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Elisa Lenzi (Italia, 8 Circolo Piacenza)

I am motivated to take this course to learn more about self regulating and how to practice it with my students

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Monica Fantini (The Role of Learning to learning)

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Monica Fantini (The Role of Learning to learning)

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Monica Fantini (8° Circolo, Piacenza. Italy)
I work with very young pupils (only 5 years old). Despite this, I have noticed that when we give them the possibilty, with the right stimuli, they can plan their activities, organize themselves, think and share with peers in a very collaborative way. I think that children of all ages should enjoy their learning, but this doesn't happen frequently, as teachers are worried about the subjects. "Learning to learn" should be our first goal!

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Angela Manini (The Role of Learning to learning)

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Angela Manini (The Role of Learning to learning)

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Angela Manini Italy

I am a teacher in preprimary school.,my pupils are very, very young, nevertheless I think that proposing activities starting from their own interests, expressing their goals as a group of friends working in a collaborative way and holding up their awarness about what we are doing, could be a simple and correct manner to introduce them to a self regulated way to learn.

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Corinne Monti (The Role of Learning to learning)

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Corinne Monti (The Role of Learning to learning)

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Corinne, Ottavo circolo Piacenza ITALY

This year I work with a class of six years old pupils so is difficult talking about metacognition yet but I'm trying to develop cognition and learning how to learn better, using self-assessment, proposed in different phases, gradually more complex. Also we used to share, speaking out loud, how each of us develop the exercises and that is used moreover for peer tutoring and peer helping.

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Selena Botti (The role of Learning to Learning)

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Selena Botti (The role of Learning to Learning)

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Selena Botti - D.D. 8 Circolo Piacenza - Italy

Learn to learn is an important skill to create a life- long learning.
We need to teach students to use less conventional forms of thought, which presuppose CURIOSITY and the permanent desire to improve.
I try to organize learning spaces that are laboratories of ideas and comparison, also with the help of new technologies.

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Marisa Badini- Ottavo Circolo-Piacenza- Italy- (The role of Learning to Learning)

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Marisa Badini- Ottavo Circolo-Piacenza- Italy- (The role of Learning to Learning)

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I 've always tried to stimulate planning, proaction and metacognition, also fostering pair work and team work, with the aim to make students discuss, share, exchange self- reflection. activate self assessment, so promoting self management in their learning process. Anyway I think it's a teaching habit that needs to be shared and I'm really happy having the opportunity to follow such a well structured course with a group of teachers . Discussing and planning together we'll be able to be more effective and to create a mutual support community.

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Antonella Lombardi (The role of Learning to Learning)

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Antonella Lombardi (The role of Learning to Learning)

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Antonella Lombardi Ottavo Circolo di Piacenza, Italy

Learning to learn is the most important skill in student learning. I think that students are competent and as a teacher I must give them all the tools that can help them to express their potential.

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Maria Cristina Cella (The role of Learning to Learning)

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Maria Cristina Cella (The role of Learning to Learning)

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Maria Cristina Cella Ottavo Circolo Piacenza, Italy

In my opinion pupils know they can made experiences.
"Learning to learn" is important when teachers are not a main source of knowledge, because pupils learning throughout your life, with trial and mistakes.
Any kind of experience, specially in the early years of life and during the Pre-Primary School time results to be an inexhaustible source of knowledge and intellectual development.
In every my project and lesson plan shall be considered this primary process.

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Kornelia

This is very interesting idea and yes, teachers are not a main source of knowledge anymore ...

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Giada Dallarda (The roelof Learning to learning)

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Giada Dallarda (The roelof Learning to learning)

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Giada, Italy

Learning to learning is particularly important because today children have access to multiple sources of information; they regularly use information technologies to connect with other people and informations. An individual’s ability to locate and critically appraise information from such sources is vital for learning throughout life.

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Elisa Lenzi (The role of Learning to Learning)

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Elisa Lenzi (The role of Learning to Learning)

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Elisa Lenzi (Italy, 8 Circolo Piacenza)

“Learning to Learn” represents one of the key competences for life and the necessary prerequisite for exercising the right of citizenship.
I believe it is the ability to persevere in learning, to organize one's learning also through effective management of time and information. This competence includes awareness of one's own learning process and needs, identification of available opportunities and the ability to overcome obstacles to learn effectively.
I find a lot of "learning to learn" when kids do coding.

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 Corinne Monti (Reflection Break: Planning your self-regulated learning)

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 Corinne Monti (Reflection Break: Planning your self-regulated learning)

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Corinne, Ottavo circolo Piacenza, ITALY

I'm interested by this topic, the task value is high and goals orientation too but this MOOC comes in a very busy moment and I can't spend all the time I want in here. I open the course frequently (five times a week, more or less) and use to take notes about what I read for simplify to stay focused on the task and topics. Moreover I love plannings so I use to make "do it" lists with tasks I have to complete and I'm also using the learning tool "Sutori" to build a summary presentation of my work that let me keeping a track of my learning.

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openroadsmb

2mo

The Learning Diary is an effective way to enter the topics and take tracks of the different steps. It's the best tool for revising, reflecting and coming back to some concepts developing future planning.Moreover it will be useful in future, and will support different educational paths.

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SÜMEYYE YEŞİLTEPE

2mo

It's a very good tactic, I learned it. I would like to work with you on a project. E.g. Erasmus would be nice I m Sümeyye YEŞİLTEPE

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Antonella Lombardi Ottavo Circolo di Piacenza

I’m taking this course in my free time at home. With some colleagues of my Institute I am part of the Study Group for Erasmus Mobility and I will share with them my reflections.

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 Selena Botti (Reflection Break Planning your Self Regulated Learning)

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 Selena Botti (Reflection Break Planning your Self Regulated Learning)

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Selena Botti - D.D. 8 Circolo Piacenza - Italy

I follow and carry out the course partly with my School Study Group, partly at home in my free time.
I think it will be about 1 hour every day.

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2mo

I think that it's an effective way to take the best from the MOOC: interacting, both at local and international level and personally elaborate or revise the steps. I do the same and come back to the Padlets or Triciders to compare my reflections with the ones of the participants. I'm really satisfied of our Study Group, as plenty of different ideas and plans are coming out, all of them concerning the context and age of pupils, just to put into practice what we are learning. (Marisa)

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Giada Dallarda (Refglection Break :Planning your Self regulated Learning)

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Giada Dallarda (Refglection Break :Planning your Self regulated Learning)

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Giada, Italy

I plan to do this course in my free time, after dinner and in my holydays, as now. I think I will spend 4 or 5 hours a week for this course. My strategy is to take a break when i lost my concentration.

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Antonella Lombardi (Reflection Bratk Planning your Self Regulated Learning)

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Antonella Lombardi (Reflection Bratk Planning your Self Regulated Learning)

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Antonella Lombardi Ottavo Circolo di Piacenza

I’m taking this course in my free time at home. With some colleagues of my Institute I am part of the Study Group for Erasmus Mobility and I will share with them my reflections.

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Marisa Badini Ottavo Circolo Piacenza. Italy

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Marisa Badini Ottavo Circolo Piacenza. Italy

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When starting a new online course, I usually look carefully at the goals and planning, just to consider when and how to manage the different materials  and.tasks. this time the MOOC is in a buzy time for me , so I'm planning to use the Commitment Inventory first, (just to consider priorities and say "Not right now" to other possible engagements) and then to think in checklists rather then  "to do" lists, to positively plan my activities. Moreover I' ll share reflections with the School Study Group, in order to activate mutual support and implementation of what we are learning. I definitely think I will improve my own way to work , getting things better done.

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I've tried pretty much every productivity method out there - the Pomodoro Technique, David Allen's ever-popular Getting Things Done, the Eat That Frog approach, to name a few. My bookshelf overflows with productivity books: Organize Tomorrow Today, The Power of Habit, and It's Hard to Make a Difference When You Can't Find Your Keys.

(The last title no doubt gives me away: I wasn't exactly born color-coding my wardrobe.)

But I find trying out new productivity methods to be a lot like dating before I met my husband. The methods sparkle at first. I'm getting things done, eating my frogs, feeling like a happy, productive, totally capable human being. The strategy du jour works, at least temporarily. But after a month or two things start to fizzle.

Some people are naturally organized, productive, and efficient; they can see the big picture and not drop any of the thirteen balls they have up in the air. But not me.

I become so enamored with ball number three - like this article, I'm writing, I'm all in on productivity methods right now - that I forget to pick my head up. Days go by before I realize I'm behind on areas of my writing business like sending invoices, marketing outreach, or editing the third draft of my novel.

I'm not alone in my struggle to keep up with it all. A 2015 global study by Ernst and Young revealed that our modern working lives are increasingly complex - we work longer hours and we typically have more varied responsibilities. Not to mention, of course, we've added a slew of options to our distraction arsenal: a buzzing smartphone, cat videos begging for clicks on social media, and the internet offering a 24-hour news cycle. It's no wonder many of us feel distracted, overwhelmed, and unable focus.

Mark Forster, a British author best known for his books on productivity, is like me. He tried endless productivity methods. But eventually, they all fell short. And as he points out, it's not time that we should focus on - there are 24 hours in every single day, no matter how we slice and dice them. Instead, we need to learn to manage our attention. Life presents us with an infinite number of possibilities to pursue, but we can't choose them all. It's far better to select fewer things and do them well. This advice sounds familiar and straightforward enough, but few of us actually manage to practice this precise level of prioritization and focus in our lives.

I picked up Forster's book, Get Everything Done - and Still Have Time to Play, from my local bookstore in Marin County. After reading it, I decided to give his productivity method a try. As I describe Forster's technique, you'll see that it contains elements that are similar to other productivity methods, but what I found is that this technique not only covers how to get the work done, but also gave me a systematic approach to decide what should be on my to-do list in the first place.

It's a system that forced me to (finally) grapple with the time and energy constraints I'm working with and ensures that I'm giving each important area of my life the attention it needs. If you're like me and have dozens of projects going at once but don't feel like you're making progress on any of them, this may be the system you've been missing too.

Try Forster's Commitment Inventory if you:

Are stretched too thin to make meaningful progress on anything

Don't feel like your daily to-do list lines up with your bigger priorities

Have a hard time saying no to new projects and commitments

Want to be more focused and intentional in what you take on

Step #1: List out all of your commitments

Forster's initial advice sounded familiar: prune your list of commitments and ruthlessly say no to projects that aren't a top priority. It was an exercise I hadn't done in awhile, and I found Forster's approach invaluable. The key to his system is ensuring that none of the commitments listed will fall off your radar.

First, make a long list of all of the areas of commitment and activity you have in your life, work as well as personal responsibilities. Your list should include all the things you have to complete and all the things you do for fun. It's important here to note that our daily errands and basic needs must also be accounted for: housework, meals, commuting time, etc. all take up a portion of our day.

Here was my initial list:

Step #2: Add up the percentages, trim your list, repeat

My initial list looked long, but I didn't think it was too long. In the spirit of simplification and focus, I decided to combine some categories and eliminate others.

Writing a blog and teaching a weekly yoga class went first. I also cut out volunteering at my kids' school (for just this year) to focus on volunteering with Family House, a cancer organization I care deeply about. Then I combined some of the categories that overlap (like marketing and pitching for new business).

Here's my new list:

Have a list your happy with? Great! Now it's time to get real about how much time you actually have for each area of your life. Mark each category with a percentage: what percent of your day/week/month do you devote to that category? Remember, unless you've figured out how to clone yourself, your total must add up to 100%. In my first version I scheduled 110% of myself 🙃 It can be helpful to visualize your breakdown as a pie chart to drive home the point that every category you add takes away from another.

Here was my initial percentage breakdown:

Step #3: Make sure each category has enough time to do it well

Forster points out that you need to apply enough time to any one category to do it well. It's not worth dedicating yourself to a project if you can only spend a teeny amount of time on it. I decided that I wanted to give each category at least 10% of my time. Volunteering is important to me, but it's not something I can do in a meaningful way in the same year I'm trying to finish my novel, in addition to the freelance writing work I already do, all on top of raising children. I trimmed my list again to narrow down what I want to focus on with my limited time and attention.

Now I have a focused list of priorities. "Our circumstances reflect what we have been paying attention to," Forster says. If I pay focused, regular, and sufficient attention to the seven categories I've selected above, then I will see meaningful progress in each of those areas.

Step #4: Set up categories and projects

A lot of people get to this point and think their work is done. Not so! This is where the hard work of translating your priorities into your day-to-day actions starts.

To help keep my commitment categories top of mind, I used Todoist projects. Each of my seven categories is a top-level project - Novel, Articles, Pitches, Paperwork, Kids, Personal, Fun - with relevant sub-projects nestled underneath each one. For example, the category of "Writing/researching articles" would include a sub-project for this guide, as well as for the other pieces I'm working on.

Now every time I open my to-do list, I have a visual reminder of the categories I've committed myself to and I can only add sub-projects that fit under each of them. Whenever I add a new task, I'm forced to decide which project to put it in. If it doesn't fit into my current categories, I have to ask myself if it's worth doing right now.

Step #5: Think in checklists rather than to-do lists

Forster recommends using checklists instead of creating to-do lists. It may sound like mere semantics, but there's a key difference: A to-do list usually includes a set of unrelated tasks that need to be completed within a certain time frame, usually in one day. The problem with to-do lists is that often you look at them and think, ugh. (Resistance!)

Checklists, on the other hand, break a project down into smaller, sequential tasks, which reduces resistance. Vauge, open-ended to-do's become concrete, manageable action steps that you can check off your list

Let's say that for this article, I've come to the task to "revise draft." If I didn't get enough sleep last night, I might look at that task and again think, ugh. But, if I've created a checklist for that task of "revise draft," the task becomes more bounded, concrete, and doable. The resistance melts away.

Todoist Tip

Now, when I look at what I have to do, what I immediately focus on is the first item on my checklist: "read comments from editor." Easy! (Resistance: 0 Jackie: 10 points!) I win.

Step #6: Work in "bursts" aligned with your categories

Inner resistance isn't the only problem you'll face when trying to get things done. Sometimes you'll lag behind simply because you don't have a particular time constraint (other than the deadline) for a task like "research relevant studies." As soon as I get frustrated or bored, Facebook or Twitter would love to entertain me - for free. On the flip side (which tends to happen more often for me), I can sometimes get so engrossed in the research I'm doing that I lose track of my larger goal to revise the article.

Having a time limit, especially a tight one, forces concentration. Forster suggests working on your checklists in timed "bursts." When your flight is about to take off, and you only have five minutes left on wifi, you can crank out more emails in those five minutes than you've written all day. Forster calls this the "end-effect" and says that the most effective work is usually done at the very end of the cutoff. And once you start moving, sometimes even after only a few minutes, the resistance begins to weaken and often disappears entirely.

Timed bursts are used in the pomodoro technique and time blocking too, but Forster's commitment inventory method ensures that you rotate among the different categories you've made a priority. Without that big-picture perspective, you could (and I did) spend your whole week (or month) on writing and editing bursts, forgetting to circle back to ones that include invoicing, marketing, and networking tasks.

There are several different ways of setting up your bursts - which you can read more about in the book - but I will show you what worked best for me. The nice part about the burst system is that you can change the sizes of the bursts to suit your needs.

My writing work pretty much falls into two distinct areas: there is focused, deep work (researching, writing, editing, planning) and quick, busy work (emails, calls, paperwork, etc.). I've found that I work most efficiently when I do my " deep work" in the morning and my "busy work" in the afternoon. For my "deep work" that requires sustained focus, I use a longer burst - usually 50 minutes. I don't want to be interrupted every 5 minutes while writing. I follow each burst by a 5 or 10-minute break and then, if I need to keep going, another 50-minute deep burst. For busywork (like doing paperwork, sending pitches, etc.) I use a shorter burst.

Important: When the timer goes off, start the next item right away, even if you haven't finished. Otherwise, you'll get distracted, and your attention will lag. And never stop at a clear stopping point. Instead, go ahead and move on to the next thing. If you leave something unfinished, your brain wants to come back to complete it. It's like an opened car door; your brain wants to come back to shut it. [Note: my timer just went off, and I had to stop here.] But, since I work through a systematic set of categories throughout the day, I will come back to this article when I come back to the "articles" category, and I will pick up this task where I left off.

Each morning, I write out my bursts on a post-it note and place it by my keyboard. The bursts keep me on track for working systematically in between each category, and the tasks and sub-tasks keep me on track to meet my overall objectives. So here's what my work day of bursts looks like. All I have to do is open up my category project to view my tasks and sub-tasks, set the timer, and go.

I'm now working within a 50-minute "burst" and I have 9:56 left before I have to move on to a different checklist within Pitches, so I am cranking out this draft much faster, and with more focus, than I otherwise would.

If your resistance is high, start with a short burst, then add five as you go up. Forster recommends keeping it under 40, but when I'm writing, I use 50-minute bursts. Adapt to fit your needs. When you lose momentum, go back to 5 minutes. You can use bursts for your breaks too. In 8 minutes when I finish this burst, I will get a cup of coffee, stretch my legs, pet my dog Duke, and maybe read a quick news article. Forster recommends being strict with the timer, or your attention will drift.

That's it! It's a deceptively simple system. Yet where other systems left me feeling overwhelmed and guilty after a few weeks, Forster's system leaves me feeling confident that I'm making measurable progress on everything I've decided is important to me right now. There's no nagging guilt over areas of my life that I'm neglecting.

Of course, your priorities will change over time - your system needs to be flexible enough to reflect Set time aside on a yearly, quarterly, or even monthly basis to reassess your commitment inventory and keep it relevant. Review your progress in each category as part of a weekly review. Over time, your commitment list will become a heuristic that lightens the cognitive load of deciding which tasks and projects you'll say yes to and keeps you focused on what's important to you.

After a few months of working with this system, I found that my productivity improved tremendously. I felt lighter, more in control, as I'd let go of several projects and categories - teaching yoga, volunteering - that I just wasn't able to accomplish in a meaningful way. I hope to come back to these items down the road when I have more time. But doesn't it make sense to tackle finishing my novel first - making it the best it can be? And then, when that time slot frees up, I can take on another project. The constant variety, cycling through the categories regularly, keeps my mind fresh, and keeps me from getting bogged down in my email, or finding myself on Twitter when I'm supposed to be working.

And speaking of that, my burst is coming to an end. Time to get started on the next thing!

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The Commitment Inventory: Get More Done By Saying "No"

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I've tried pretty much every productivity method out there - the Pomodoro Technique, David Allen's ever-popular Getting Things Done, the Eat That Frog approach, to name a few. My bookshelf overflows with productivity books: Organize Tomorrow Today, The Power of Habit, and It's Hard to Make a Difference When You Can't Find Your Keys.

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Maria Cristina Cella (Reflection break...)

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Maria Cristina Cella (Reflection break...)

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Maria Cristina Cella Ottavo Circolo Piacenza, Italy

This course is part of those selected from our "European Professional Development Study Group" as preparatory activities for the Erasmus mobilities and for a better implementation of shared educational actions.
I'm teaching in Pre-Primary School, I'm Headmaster Deputy and Kindergarden Schools of my Institution are coordinate by me.
Despite my business engagement I think actually that take part to this course is very important for my training.
As soon as possible I spend my time following my new knowledge experience.

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Corinne Monti  SELF regulated activitites- Time management

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Corinne Monti  SELF regulated activitites- Time management

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Corinne, Ottavo circolo Piacenza, ITALY

Thanks to a colleague that show me that platform, I was able to know Classdojo. This is a very useful tool for cooperative learning that let students implement self-monitoring by different instruments like timer, class volume, which are clearly shown on the display.

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Giada, Italy

I'm a special needs teacher and a  Physical Education teacher. As more as possible i engage students in team group work. I often use a strategy called "the experts": i give a different task to every member of the group , for example the creation of a circuit using balls, then the "experts" in the use of the ball create a circuit . After the creation they have to explain the exercise to the other members of the group.

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Task Strategies

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Antonella Lombardi  (teaching SRL: TASK STRATEGIES)

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Antonella Lombardi  (teaching SRL: TASK STRATEGIES)

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Antonella Lombardi Ottavo Circolo di Piacenza

In a recent training I learned the methodology of Tinkering and I decided to propose it to my children in kindergarten. It is about learning through doing with your hands following the theory of Constructivism. Children use different materials and try to build an artifact by discovering for themselves some simple laws of physics, geometry, etc.

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Marisa Badini- 8° Circolo Piacenza-Italy

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Marisa Badini- 8° Circolo Piacenza-Italy

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I usually engage students in Project Based Learning  starting from a Driving Question and I propose the PBL wheel, considering  seven steps (Dream, Explore,  Map, Make, Share, Remake, Show), just to offer a road map. Moreover I guide them to make Mindmaps, use  the Flowchart, share tasks among the group members in order to puzzle them.
The Dream Phase is often well supported by Brainstorming, and Think/Pair/share.
In the Explore phase "Experts" strategy can be useful. Finally I think it's important to guide students  to take notes,  to use rubrics for self assessing their process and eTools for research or presentations.

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Recognizing and assessing students’ SRL  

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Recognizing and assessing students’ SRL  

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Corinne Monti, Ottavo circolo Piacenza, ITALY

As I wrote in the past reflection breaks I use to take notes of what my students answer to my questions, often recording the whole discussion and then, at home, I listen again the conversation and I try to find the strategies that they internalized

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Reflection Break: Self-evaluating your approachHow are you organising your own learning on this course? When and where will you will you follow the course? How much time do you plan to spend on it? Will you use any specific study strategies such as the Pomodoro Technique? Remember, we are using these reflection breaks as examples of what you can also do with your students. Getting your own students to reflect on these types of questions before they approach a task is to develop their self-regulated learning competence.

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Reflection Break: Self-evaluating your approachHow are you organising your own learning on this course? When and where will you will you follow the course? How much time do you plan to spend on it? Will you use any specific study strategies such as the Pomodoro Technique? Remember, we are using these reflection breaks as examples of what you can also do with your students. Getting your own students to reflect on these types of questions before they approach a task is to develop their self-regulated learning competence.

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How to overcome obstacles in implementing SRL in the classroom                                                     Marisa Badini- Ottavo Circolo- Piacenza Italy

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How to overcome obstacles in implementing SRL in the classroom                                                     Marisa Badini- Ottavo Circolo- Piacenza Italy

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How can teachers face the challenges that COVID-19 pandemic  had implemented?

It's really important for a teacher to  be persistent and patient, trying to integrate the curriculum and the  fixed school structures with daily actions aimed at overcoming the obstacles, being resilient , just to empower students' resilience  and self esteem.
It would be better to  share these aims with the teachers' team .
From the previous insights and thanks to the learning journey we are making I think it could be useful:
-to  propose the  SMART framework, helping students set personal goals that are: specific; measurable; attainable; relevant; and timely., so supporting their planning (frome a vague goal to a more detailed and specific one):
- to celebrate the achievements, expressing  gratitude and satisfaction when students meet their goal or do a successful step:
- to model Learning from mistakes, praising students for their hard work and perseverance, not just for grades and easy successes:
-  to encourage students to express what they learnt from their mistakes, starting to do the same, as a teacher:
- to have students'working together: it can make tackling a challenge fun, enriching and rewarding  and it helps students better understand how to approach and solve problems logically, with patience, pragmatism and persistence.
. to give students active roles, a sort of "mission" that can increase their motivation.
In fact I think that we need to model resilient and positive attitudes, but also challenge critical thinking skills and self mamnagement: Project Based Learning and  collaborative Learning are great trends enhancing motivation and meta- cognition.

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Cognitive learning strategies and SRL practice

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Cognitive learning strategies and SRL practice

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Antonella Lombardi (Italy)

I am used to asking children in kindergarten what they are building or realizing, why and how they did it and if they are satisfied with their outcome.

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Cognitive learning strategies and SRL practice

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Cognitive learning strategies and SRL practice

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Selena Botti- D.D.8 Circolo- Italy

My pupils are 5 years old, so the questions I would like to ask them are very simple:
What did you do?
How did you do it?
Why did you do that?
How long did it take you to do it?
Did you ask for help?
What strategies did you use? Did they work?

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Antonella Lombardi (Italy)

I use the methodology of cooperative learning to observe the behaviours of children in relation to each other and listen to their dialogues

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How to overcome obstacles in implementing SRL in the classroom

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How to overcome obstacles in implementing SRL in the classroom

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Selena Botti - D.D. 8 Circolo Piacenza- Italy

- Supporting students' motivation;
- giving feedback to students;
- implementing collaborative learning.

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How to overcome obstacles in implementing SRL in the classroom

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How to overcome obstacles in implementing SRL in the classroom

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Corinne Monti, Ottavo circolo Piacenza, ITALY

In my opinion the use of SRL is, by itself, a way of overcome barriers because is an effective training to implement all the types of thinking, to support motivation that comes as opportunity to learn and, last but not the least, simplify learning with feedbacks, individual choice of strategies and monitoring of their own work.

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Corinne Monti, Ottavo circolo Piacenza, ITALY

There is a particular theme of this module that I have appreciated a lot: I would like to emphasize the importance of creating a safe place to experiment yourself, forming students that are not afraid of error and who believe that failure is part of learning, is a starter point.

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How have you been using SRL practices so far?

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How have you been using SRL practices so far?

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Monica Fantini, ottavo circolo Piacenza, Italy
I work with children aged 5/6 and I love to make them protagonists of their learning. This course represents for me a great stimulus to go ahead with more awareness in this way. For instance, in this last part of the year, I've told to my pupils that, if they want to organize a party for their parents, they will have to plan it by themselves. They are really involved in this idea and I'll only give them the support they need.

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How have you been using SRL practices so far?

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How have you been using SRL practices so far?

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Antonella Lombardi (Italy)

This MOOC confirmed the value of self-assessment as an effective teaching strategy for learning. I'm now more motivated to help children reflect on what they have learned, inviting them to retrace their path to identify strengths and weaknesses.

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Corinne Monti, Ottavo circolo Piacenza, ITALY

After the past reflection breaks I'm trying to be more aware about the strategies I'm using and I'm taking notes of the answers that students give me about how they are able to do something. I'm also trying to use more of explicit direct support strategies despite the age of my pupils (6-7 years)

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Antonella Lombardi (Italy)

With kindergarten children I mainly use SRL  indirect support.  The spiral of creative learning is a great way to encourage students to reflect on their path.
To stimulate curiosity I often also use models following the procedure Use - Edit - Create : with this strategy the child copies a product, transforms it according to their abilities and builds their own creation

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Angela Manini e Monica Fantini Italy

In preprimary school we often use indirect srl support first of all arranging our school  spaces as learning spaces where the children has to find challenging activities.
Than we try to propose didactical paths enhancing the intrests of our pupils and finding situations of problem solving.

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Selena Botti - 8 Circolo Piacenza-Italy

I think they are all important approaches.  I usually use the second and third types of support, but I try to provide all the necessary tools and strategies to students before the activity, taking into account the differences between children.  I strongly believe in peer collaboration

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Marisa Badini- Ottavo Circolo. Piacenza.Italy

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Marisa Badini- Ottavo Circolo. Piacenza.Italy

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I think teachers should always support pupils  guiding them to SRL. Of course it's important to give students the instruments and so use explicit support for some routines or specific processes, Anyway I think it's  also crucial to  stimulate active participation in "discovering" strategies, for example brainstorming the class, asking pupils which strategies could be used to reach a specific goal,  This way  keeps students focused on SRL,  with indirect support and  thinking activaction. Furthermore, reflecting on the different outputs   they will enhance critical thinking. Finally we need to consider the multiple intelligences and the different learning strategies anyone can activate, responding to their own learning  attitudes. That's why, on my opinion,  a teacher should use all the three  support approaches, taking into account differentiation and personalisation.

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Corinne, Ottavo circolo Piacenza, ITALY

I choose to start always with the first approach, telling exactly to the class what they have to so or learn; sometimes I need to implement cognition and I need to support class with prompts and feedbacks, other times this is not so necessary but always I take care of create the space to offer the Vygotsky proximal development zone, giving the opportunity to the students to plan, set goals and act and using student-centred practices every time I can. Long story short, I always use the first and the third way and sometimes, when the class needs it, I add also the second.

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Le nostre esperienze come registi dei nostri spazi di apprendimento alla scuola dell'infanzia. By Angela Manini e Monica Fantini

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Le nostre esperienze come registi dei nostri spazi di apprendimento alla scuola dell'infanzia. By Angela Manini e Monica Fantini

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https://padlet.com/angelamanini2/ok5puik3eminth2u

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Bambini ricercatori e sperimentatori. Il nostro percorso didattico sulla costruzione di zattere galleggianti. By Monica Fantini e Angela Manini

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Bambini ricercatori e sperimentatori. Il nostro percorso didattico sulla costruzione di zattere galleggianti. By Monica Fantini e Angela Manini

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https://padlet.com/angelamanini2/1p1g4r03x9frn4ie

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Marisa Badini Ottavo Circolo Piacenza. Italy

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Marisa Badini Ottavo Circolo Piacenza. Italy

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When starting a new online course, I usually look carefully at the goals and planning, just to consider when and how to manage the different materials  and.tasks. this time the MOOC is in a buzy time for me , so I'm planning to use the Commitment Inventory first, (just to consider priorities and say "Not right now" to other possible engagements) and then to think in checklists rather then  "to do" lists, to positively plan my activities. Moreover I' ll share reflections with the School Study Group, in order to activate mutual support and implementation of what we are learning. I definitely think I will improve my own way to work , getting things better done.

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I've tried pretty much every productivity method out there - the Pomodoro Technique, David Allen's ever-popular Getting Things Done, the Eat That Frog approach, to name a few. My bookshelf overflows with productivity books: Organize Tomorrow Today, The Power of Habit, and It's Hard to Make a Difference When You Can't Find Your Keys.

(The last title no doubt gives me away: I wasn't exactly born color-coding my wardrobe.)

But I find trying out new productivity methods to be a lot like dating before I met my husband. The methods sparkle at first. I'm getting things done, eating my frogs, feeling like a happy, productive, totally capable human being. The strategy du jour works, at least temporarily. But after a month or two things start to fizzle.

Some people are naturally organized, productive, and efficient; they can see the big picture and not drop any of the thirteen balls they have up in the air. But not me.

I become so enamored with ball number three - like this article, I'm writing, I'm all in on productivity methods right now - that I forget to pick my head up. Days go by before I realize I'm behind on areas of my writing business like sending invoices, marketing outreach, or editing the third draft of my novel.

I'm not alone in my struggle to keep up with it all. A 2015 global study by Ernst and Young revealed that our modern working lives are increasingly complex - we work longer hours and we typically have more varied responsibilities. Not to mention, of course, we've added a slew of options to our distraction arsenal: a buzzing smartphone, cat videos begging for clicks on social media, and the internet offering a 24-hour news cycle. It's no wonder many of us feel distracted, overwhelmed, and unable focus.

Mark Forster, a British author best known for his books on productivity, is like me. He tried endless productivity methods. But eventually, they all fell short. And as he points out, it's not time that we should focus on - there are 24 hours in every single day, no matter how we slice and dice them. Instead, we need to learn to manage our attention. Life presents us with an infinite number of possibilities to pursue, but we can't choose them all. It's far better to select fewer things and do them well. This advice sounds familiar and straightforward enough, but few of us actually manage to practice this precise level of prioritization and focus in our lives.

I picked up Forster's book, Get Everything Done - and Still Have Time to Play, from my local bookstore in Marin County. After reading it, I decided to give his productivity method a try. As I describe Forster's technique, you'll see that it contains elements that are similar to other productivity methods, but what I found is that this technique not only covers how to get the work done, but also gave me a systematic approach to decide what should be on my to-do list in the first place.

It's a system that forced me to (finally) grapple with the time and energy constraints I'm working with and ensures that I'm giving each important area of my life the attention it needs. If you're like me and have dozens of projects going at once but don't feel like you're making progress on any of them, this may be the system you've been missing too.

Try Forster's Commitment Inventory if you:

Are stretched too thin to make meaningful progress on anything

Don't feel like your daily to-do list lines up with your bigger priorities

Have a hard time saying no to new projects and commitments

Want to be more focused and intentional in what you take on

Step #1: List out all of your commitments

Forster's initial advice sounded familiar: prune your list of commitments and ruthlessly say no to projects that aren't a top priority. It was an exercise I hadn't done in awhile, and I found Forster's approach invaluable. The key to his system is ensuring that none of the commitments listed will fall off your radar.

First, make a long list of all of the areas of commitment and activity you have in your life, work as well as personal responsibilities. Your list should include all the things you have to complete and all the things you do for fun. It's important here to note that our daily errands and basic needs must also be accounted for: housework, meals, commuting time, etc. all take up a portion of our day.

Here was my initial list:

Step #2: Add up the percentages, trim your list, repeat

My initial list looked long, but I didn't think it was too long. In the spirit of simplification and focus, I decided to combine some categories and eliminate others.

Writing a blog and teaching a weekly yoga class went first. I also cut out volunteering at my kids' school (for just this year) to focus on volunteering with Family House, a cancer organization I care deeply about. Then I combined some of the categories that overlap (like marketing and pitching for new business).

Here's my new list:

Have a list your happy with? Great! Now it's time to get real about how much time you actually have for each area of your life. Mark each category with a percentage: what percent of your day/week/month do you devote to that category? Remember, unless you've figured out how to clone yourself, your total must add up to 100%. In my first version I scheduled 110% of myself 🙃 It can be helpful to visualize your breakdown as a pie chart to drive home the point that every category you add takes away from another.

Here was my initial percentage breakdown:

Step #3: Make sure each category has enough time to do it well

Forster points out that you need to apply enough time to any one category to do it well. It's not worth dedicating yourself to a project if you can only spend a teeny amount of time on it. I decided that I wanted to give each category at least 10% of my time. Volunteering is important to me, but it's not something I can do in a meaningful way in the same year I'm trying to finish my novel, in addition to the freelance writing work I already do, all on top of raising children. I trimmed my list again to narrow down what I want to focus on with my limited time and attention.

Now I have a focused list of priorities. "Our circumstances reflect what we have been paying attention to," Forster says. If I pay focused, regular, and sufficient attention to the seven categories I've selected above, then I will see meaningful progress in each of those areas.

Step #4: Set up categories and projects

A lot of people get to this point and think their work is done. Not so! This is where the hard work of translating your priorities into your day-to-day actions starts.

To help keep my commitment categories top of mind, I used Todoist projects. Each of my seven categories is a top-level project - Novel, Articles, Pitches, Paperwork, Kids, Personal, Fun - with relevant sub-projects nestled underneath each one. For example, the category of "Writing/researching articles" would include a sub-project for this guide, as well as for the other pieces I'm working on.

Now every time I open my to-do list, I have a visual reminder of the categories I've committed myself to and I can only add sub-projects that fit under each of them. Whenever I add a new task, I'm forced to decide which project to put it in. If it doesn't fit into my current categories, I have to ask myself if it's worth doing right now.

Step #5: Think in checklists rather than to-do lists

Forster recommends using checklists instead of creating to-do lists. It may sound like mere semantics, but there's a key difference: A to-do list usually includes a set of unrelated tasks that need to be completed within a certain time frame, usually in one day. The problem with to-do lists is that often you look at them and think, ugh. (Resistance!)

Checklists, on the other hand, break a project down into smaller, sequential tasks, which reduces resistance. Vauge, open-ended to-do's become concrete, manageable action steps that you can check off your list

Let's say that for this article, I've come to the task to "revise draft." If I didn't get enough sleep last night, I might look at that task and again think, ugh. But, if I've created a checklist for that task of "revise draft," the task becomes more bounded, concrete, and doable. The resistance melts away.

Todoist Tip

Now, when I look at what I have to do, what I immediately focus on is the first item on my checklist: "read comments from editor." Easy! (Resistance: 0 Jackie: 10 points!) I win.

Step #6: Work in "bursts" aligned with your categories

Inner resistance isn't the only problem you'll face when trying to get things done. Sometimes you'll lag behind simply because you don't have a particular time constraint (other than the deadline) for a task like "research relevant studies." As soon as I get frustrated or bored, Facebook or Twitter would love to entertain me - for free. On the flip side (which tends to happen more often for me), I can sometimes get so engrossed in the research I'm doing that I lose track of my larger goal to revise the article.

Having a time limit, especially a tight one, forces concentration. Forster suggests working on your checklists in timed "bursts." When your flight is about to take off, and you only have five minutes left on wifi, you can crank out more emails in those five minutes than you've written all day. Forster calls this the "end-effect" and says that the most effective work is usually done at the very end of the cutoff. And once you start moving, sometimes even after only a few minutes, the resistance begins to weaken and often disappears entirely.

Timed bursts are used in the pomodoro technique and time blocking too, but Forster's commitment inventory method ensures that you rotate among the different categories you've made a priority. Without that big-picture perspective, you could (and I did) spend your whole week (or month) on writing and editing bursts, forgetting to circle back to ones that include invoicing, marketing, and networking tasks.

There are several different ways of setting up your bursts - which you can read more about in the book - but I will show you what worked best for me. The nice part about the burst system is that you can change the sizes of the bursts to suit your needs.

My writing work pretty much falls into two distinct areas: there is focused, deep work (researching, writing, editing, planning) and quick, busy work (emails, calls, paperwork, etc.). I've found that I work most efficiently when I do my " deep work" in the morning and my "busy work" in the afternoon. For my "deep work" that requires sustained focus, I use a longer burst - usually 50 minutes. I don't want to be interrupted every 5 minutes while writing. I follow each burst by a 5 or 10-minute break and then, if I need to keep going, another 50-minute deep burst. For busywork (like doing paperwork, sending pitches, etc.) I use a shorter burst.

Important: When the timer goes off, start the next item right away, even if you haven't finished. Otherwise, you'll get distracted, and your attention will lag. And never stop at a clear stopping point. Instead, go ahead and move on to the next thing. If you leave something unfinished, your brain wants to come back to complete it. It's like an opened car door; your brain wants to come back to shut it. [Note: my timer just went off, and I had to stop here.] But, since I work through a systematic set of categories throughout the day, I will come back to this article when I come back to the "articles" category, and I will pick up this task where I left off.

Each morning, I write out my bursts on a post-it note and place it by my keyboard. The bursts keep me on track for working systematically in between each category, and the tasks and sub-tasks keep me on track to meet my overall objectives. So here's what my work day of bursts looks like. All I have to do is open up my category project to view my tasks and sub-tasks, set the timer, and go.

I'm now working within a 50-minute "burst" and I have 9:56 left before I have to move on to a different checklist within Pitches, so I am cranking out this draft much faster, and with more focus, than I otherwise would.

If your resistance is high, start with a short burst, then add five as you go up. Forster recommends keeping it under 40, but when I'm writing, I use 50-minute bursts. Adapt to fit your needs. When you lose momentum, go back to 5 minutes. You can use bursts for your breaks too. In 8 minutes when I finish this burst, I will get a cup of coffee, stretch my legs, pet my dog Duke, and maybe read a quick news article. Forster recommends being strict with the timer, or your attention will drift.

That's it! It's a deceptively simple system. Yet where other systems left me feeling overwhelmed and guilty after a few weeks, Forster's system leaves me feeling confident that I'm making measurable progress on everything I've decided is important to me right now. There's no nagging guilt over areas of my life that I'm neglecting.

Of course, your priorities will change over time - your system needs to be flexible enough to reflect Set time aside on a yearly, quarterly, or even monthly basis to reassess your commitment inventory and keep it relevant. Review your progress in each category as part of a weekly review. Over time, your commitment list will become a heuristic that lightens the cognitive load of deciding which tasks and projects you'll say yes to and keeps you focused on what's important to you.

After a few months of working with this system, I found that my productivity improved tremendously. I felt lighter, more in control, as I'd let go of several projects and categories - teaching yoga, volunteering - that I just wasn't able to accomplish in a meaningful way. I hope to come back to these items down the road when I have more time. But doesn't it make sense to tackle finishing my novel first - making it the best it can be? And then, when that time slot frees up, I can take on another project. The constant variety, cycling through the categories regularly, keeps my mind fresh, and keeps me from getting bogged down in my email, or finding myself on Twitter when I'm supposed to be working.

And speaking of that, my burst is coming to an end. Time to get started on the next thing!

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The Commitment Inventory: Get More Done By Saying "No"

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I've tried pretty much every productivity method out there - the Pomodoro Technique, David Allen's ever-popular Getting Things Done, the Eat That Frog approach, to name a few. My bookshelf overflows with productivity books: Organize Tomorrow Today, The Power of Habit, and It's Hard to Make a Difference When You Can't Find Your Keys.