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My name’s Maria Rosaaria Tafuro and I teach French in a lower secondary school. I often take part in etwinning projects where teachers and pupils from different counties meets , work together collaborating in facing the subject of the project developping several ways to afford teaching and learning together.

The subject topic of the project was “solidarity”and the driving question was :”What can I do to be solidal in my family, village, class, country?”

They would investigate ,looking for solidarity associantions existing in our country , but also in our village, they might take part to them or they might lance the idea to found other solidal assiociants dependindg on the needs of our village and would invite other friends to collaborate ith them.

·       It’s un open-ended question because  It will allow students to develop more than one reasonable answer.

·       I think the question will spark curiosity and engage the teenagers who like to talk about what affects them.

·       It is a non-googleable question which requires the student to examine different aspects of their daily lives (school, family, leisure society, politics, education, culture, environment, technology, health, food, fashion, democracy and human rights ...), to measure their relative importance to finally identify the most important situation for them.

·       Is it aligned to my learning goals

Collaborative writing

development of communication skills in a foreign language, and

in particular, students' training in speaking and introduction to thematic vocabulary on today's world (family, society, politics, education,...)

Promote the core values of inclusion and enable students to fully understand and embrace the importance of shared values

Raise awareness among citizens of tomorrow about active citizenship, encourage non-discrimination attitudes

Promotion of mutual understanding between peoples and intercultural awareness

Cultivate the skills of the 21st century, critical thinking, communication, creativity and collaboration.

Thank you for your review.

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This is the link to my Learning Designer:
https://v.gd/U5knsU

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View the interactive image by Kornélia Lohyňová

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I think that each action that doesn't lead to success must be analyzed in order to understand what was wrong with it and how we can overcome the obstacles that inevitably everyone meet in our way towards the final goals. Reflections are good opportunities to understand our failures and to go through them without falling anymore in the same mistakes

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learning always proceeds from the known to the new good teaching recognizes and builds on this through scaffolding a

student learning new skills and concepts is like a carpenter building a house order to build the house safely and correctly carpenters need to stand on scaffolding until they're ready to move

on to the next stage of construction the construction of learning starts from the

ground up the new is built on top of the gnome in the learning environment

teachers provide scaffolding to support the construction of new learning for individual and groups of students scaffolding provides students with the just right supports they need to

participate in learning complete a

challenging task or learn a new concept scaffolding encourages students to continuously grow and develop to a level that is just above their current level scaffolding is a way to gradually shift the responsibility for learning from the

teacher to the students and help

learners become more independent

scaffolding builds on the understanding that students learn in many ways build new knowledge based on prior experiences

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Module 3.                               Maria Rosaria Tafuro, Italie

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Module 3.                               Maria Rosaria Tafuro, Italie

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One of the situations during which I stuck with a problem was last year when the etwinning project that I planned for my school and I started with another European colleague couldn't proceed anymore, because my European colleague didn't participated anymore and was completely absent with her pupils.I was very sad for my pupils who were very excited for the project and were particularly interested in it.At last I tried to begin other two etwining projects in order to be sure to go on with them; So at the end they both were successful and what was originally an obstacle, revealed to be an opportunity for my classes and me

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I often use padlet, titan pad, monkey survey, google docs, tricider, voice tread,tacck, and a lot of web2 technologies,

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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Since my school is specialized in music, in my school there are several music organizations to help students make musical entertainment and different concerts.

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This is one of several photos taken during our etwinning meeting on skype during which students of different nations meet to work together :presenting, discussing, negotiating different topics of the project, divided into small groups.

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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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 There is a difference between "doing projects" and PBL

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 There is a difference between "doing projects" and PBL

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Module 1: What I hope to learn on this course and what challenges I anticipate in adopting PBL in your school

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Module 1: What I hope to learn on this course and what challenges I anticipate in adopting PBL in your school

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I often use 4 C's skills methodology and I have been trying to implement it through eTwinning projects . I think that  some challenges are: the syllabuses, the institutionalized mindset (of teachers and parents...), the timing, the elaboration of appropriate instruments of evaluation and the setting of the right learning outcomes.

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Module1: Optional P2P - Reflections on our current teaching practice

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Module1: Optional P2P - Reflections on our current teaching practice

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I usually use the communicative approach in my classroom and I am fully engaged in the 21st century skills,

I generally  use pictures, videos, brainstorming of ideas, quotes, songs, text… . I want my students

think critically I usually lead them to ask themselves why, for what, how, and soon to go further of the the lessons investigating themselves; Collaboration is constantly implemented as wellsharing ideas and trying to help each other.

Creativity Is also encouraged through several tools such as :  Titanpad, story telling ,  movie making , presentation ;

To assess work we often use rubrics shared with students , so they are guided during their work knowing which goals they must reach

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I'm Maria Rosaria Tafuro ,  I 'm a French teacher in a Lower Secondary School in  Calimera (Le) in the south of Italy.I started teaching about 11 years ago; I started as a special education teacher at a middle school.After two years I taught English at a high school for four years; finally I moved to a middle school near my village where I have been teaching  French language; For the past 3 years I am trying to implement technology into my classes. I have involved my students in many online Technological projects using social networks such as , Skype, eTwinning (TwinSpace),  In the last 3 years  I have been  engaged in  eTwinning projects together with other nations. They were awarded with  the quality Label. In the projects  my  students have demonstrated   great  interest and enthusiasm . In the coding project,I invited  my pupils to use their tablets to write new French dialogues  by programming scratch junior software .I am attracted by the technology and the use of instructional technology.

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PBL methodology is very interesting; through it students to develop fundamental skills for living – knowledge, time management, teamwork, research gathering, critical thinking, , use high tech tools. The students are at the center of learning and learn by doing - this is successful. Thanks to the educators and to all colleagues