# data[].attributes.body
Of course this project is an ideal opportunity for teachers to work on

Developing Basic Qualifications in a practical and motivating way

the examples given will clearly show how different approaches are, and the areas of learning will be determined in accordance with the levels of the students, their eligibility to their age.

# data[].attributes.body
Video Talk 4: Examples of project-based learning Hello and welcome to this session. My name is Anne Gilleran and I come from Dublin in Ireland. I currently work at European Schoolnet as a Pedagogical Manager. However I have worked all my life in education, as a teacher, guidance counselor, school principal, and teacher trainer. The projects I have chosen today as examples highlight how Key Competences may be developed through project-based learning or PBL for short. These examples come from the project eTwinning, funded by the European Commission, which is the largest community for teachers in Europe allowing schools to carry out projects together nationally and internationally. In eTwinning a project is usually founded between two teachers from different European countries. Once it is registered the two founding teachers are then free to invite other teachers to join the project and all the work is carried out in an online workspace, called a TwinSpace. The underlying basis of the project work is that there will be a great deal of emphasis put on exchange and collaboration, not only between the teachers but also between their students. The focus is on inquiry-based learning and problem solving, often using authentic, real-life problems as a starting point. You can learn more about what eTwinning has to offer teachers by visiting the website www.etwinning.net Of course this project work is also an ideal opportunity for teachers to work on the development of Key Competences in a practical and motivating way, and the examples I will talk about demonstrate very clearly, how different key competences can be approached in different ways and with different age levels. Each example has a video link, and a link to the work done which you can follow up on in your own time. My first example involves students from the lower secondary school level age 12 – 15 year olds in a project called the Rainbow Village and for me it is a perfect example of how to develop social and civic competence in young people. In the project the students had to imagine they were living in a post Armageddon world, where they had to rebuild life in their newly created Rainbow Village. The TwinSpace for this project highlights the myriad of tasks the students carried out, from deciding the best situation for their village, drawing up the rules of their society and holding real time elections. They thought deeply on social and justice issues and reflected on both the rights and responsibilities of citizens and their rulers. The second project I have chosen to share with you is called Let your Passions Shine, and it involved quite young students aged 9 – 11. As the title 2 suggests, the work of the project permitted them to explore various subjects and develop their talent and skills around those subjects while feeling deeply involved in the project. There was a wide variety of topics and tasks, presented in a fun, creative and innovative way. I think this project really highlights one of the most difficult of the Key Competences to develop in young people, Learning how to Learn, as students were exposed to different ways of learning in various subjects. If you look at the working space for this project, available from the course library, you will find the range of topics from Art and Music to History, Science and Maths. The students had to explore each subject, and then work in an international team to set challenges for the whole group. During this process, the students learned how to develop their own ideas, and work to their own strengths. Of course along the way the project also gave the opportunity for the development of other competences such as digital competence, and communication both in mother tongue and foreign languages. My final two examples involve older students from the upper secondary level aged 16 – 19 years old. The first of these projects is called, Pek the traveller flea, with students from the vocational school sector in France, Spain , Italy, Portugal Czech Republic and Turkey, working together. The project worked on developing competence in foreign languages, and cultural awareness and expression, through building the story of Pek and his travels in the form of a digital comic strip. Of course digital competence also found a central role as you can see by looking at both the TwinSpace and the video available in the course library. My final example is called Health for Life and features students aged between 15 and 19 from the Netherlands, Belgium, Italy and the Netherlands. I think this is a good example of how both Maths and Science competence can be tackled in an authentic rather than theoretical way for students. However, the project also fostered the sense of initiative and entrepreneurship competence, in the way if which it challenges the students to think for themselves and make their own judgments. The students carried out surveys on smoking, drug taking, sexual practices etc. among their peers, and ran lab experiments on the effects of various substances on the body. This is really well documented in the project TwinSpace and you will get a real sense of the kind of commitment these students had by watching the video available in this course’s resource library. I hope you will take the time to look at the examples I have described, and most importantly seriously think about adopting some of these approaches when you come to plan your own projects to foster Key Competences in both yourself and your students. Remember, you can watch the teachers and students speak for themselves about the projects I’ve described in the videos and related resources available 3 in our course library. We also encourage you to visit the course forum where you can take part in an ongoing discussion linked to this topic with fellow participants and instructors. My name is Livia Di Nardo and I work at Junior Achievement - Young Enterprise (JA-YE), Europe’s largest provider of entrepreneurship education programmes, reaching 3.2 million students at primary, secondary, vocational and university level. Investing in entrepreneurship education is one of the highest returns on investment Europe can make. According to the European Commission’s, Entrepreneurship 2020 Action Plan, all Member States should “Offer the opportunity to young people to have at least one practical entrepreneurial experience before leaving compulsory education, such as running a minicompany, being responsible for an entrepreneurial project or a social project”. Searching for education strategies that can aid long-term growth and employability, the European Commission has identified mini-companies as a successful programme for fostering entrepreneurial education. The idea behind this is to involve students and teachers in setting up and running a “real” mini-company while being at school, through an education programme based on a clear set of steps and learning outcomes and mainly focused on learning-by-doing methodologies and practical application of students’ basic skills. Take a look at this short video explaining the mini-companies programme. https://www.youtube.com/watch?v=D-6QvCVJ1rs JA-YE Europe entrepreneurial activities cover all levels of education ensuring progression in entrepreneurship education from primary school to higher education. Two factors are key for the success of entrepreneurial education programmes:  First: the engagement of volunteer mentors from enterprises to help students make the connection between what they are learning and the world outside school.  Second: Teachers have to become “learning facilitators” and work in teams with the business sector mentors. Entrepreneurial teachers require active, learner-centred pedagogies and learning activities that use practical learning opportunities from the real world. This approach involves significant changes in the way teachers themselves are educated. Research carried out by the European Commission shows that the core skills and values linked to entrepreneurship education are seldom a priority in teachers’ education programs. In the XXI century school, it is important for teachers to apply entrepreneurial learning methods and tools in any subject areas and for any age group. JA-YE 4 is working a lot to support teachers to develop students’ entrepreneurial skills. One of its main initiatives for teachers is The Entrepreneurial School which aims to train teachers to teach in an entrepreneurial way, regardless of the subject they teach. To help them with this the project has developed a virtual guide for entrepreneurial learning. The Guide is a practical and useful tool for teachers in primary, secondary and vocational schools that want to mainstream entrepreneurial learning in teaching methods and learning processes they set up in the classroom every day.  The first section of the guide contains more than 100 tools and methods to support teachers implement entrepreneurial teaching and learning, including good practices and framework documents from 85 different schools in 10 countries. The tool is user-friendly and allows you to search for resources according to age level, subject area or country.  There is also a section where you can find best practice schools and case studies with examples of visions, plans and activities to be used in your own school.  In the Guide you can also find the most important strategy and policy documents on entrepreneurial learning at European or national level.  On top of this the Guide also provides you with relevant tools to assess your entrepreneurial teaching and check the quality of the entrepreneurial activities of your school. The engine behind the Entrepreneurial School Guide is the community of educators across Europe working on entrepreneurial learning. Within the Virtual Guide, the tools and methods are presented and recommended by teachers for teachers. If you are a teacher and would like to start an entrepreneurial project in your school you can join our community and get your students equipped with the skills they will need to succeed in the world of work. Remember that you can access further reading and related resources to this session from our course library. We also encourage you to visit the course forum where you can take part in an ongoing discussion linked to this topic with fellow participants and instructors

# data[].attributes.body
2.5 Avrupa çapında Proje Tabanlı Öğrenme Örnekleri

Video Konuşması 4: Avrupa çapında Proje Tabanlı Öğrenme Örnekleri

Bu videoda, çeşitli ülkelerdeki öğretmenleri ve öğrencileri içeren ve çeşitli yeterlilikler ve çapraz beceriler geliştirmeyi amaçlayan Avrupa projelerinin örnekleri verilecektir. Örneklerde, ilk ve orta dereceli öğrencileri içeren projeler yer almaktadır. Belirtilen projeleri açıklayan tam videoların yanı sıra ilgili kaynaklara Modül 2 kitaplığından erişebileceğinizi unutmayın.

# data[].attributes.body
dear Sandra has been helpful in sharing this experience with us and has greatly enlightened our path as a mathematics teacher who encouraged us.

I will use the tips of this video to initiate research-based, project-based learning for research

I will be able to identify the qualifications and information of my students and guide them in this regard.

# data[].attributes.headline
Video Talk 3: A Teacher’s Experience of using Project-Based Learningto Teach MathematicsHi my name is Sandra Fay. I am a second level maths teacher at St Marks CommunitySchool in Ireland, and teach students aged between 12 and 18. In this video I’m going to talkto you about my experience of the Irish initiative Project Maths, introduced to you in Module1. The aim of the initiative was to improve students’ mathematical competence and shift thefocus in the classroom from teacher led drill and practice to developing the skills of problemsolving,higher order reasoning and sense-making. I’m going to share with you thechallenges we faced in implementing this new approach, and also provide you with some toptips on how to develop these skills through your teaching.There was an appetite for change in my school. We knew the system was broken so it hadto be fixed. The maths classes were often teacher-centred. Predominately teachersdemonstrated mathematical procedures and skills, and students practiced them. Essentiallywe were focusing on one type of learner and as a result at least 50% of the class was notengaged. As a school we were excited about the reform, which considerably revised themathematics syllabus, pedagogy and classroom assessment which accompanied it, but weknew it would not come without its challenges. There were major challenges for the school,teachers, and students.For the school there were many challenges including time tabling, team teachingorganisation, IT resources, Training facilitation and meeting time allocation.The principal had to ensure there was a whole school support, and that students, teachersand parents felt supported in the process. As the syllabus development happened in phases,teachers were working from different syllabuses.1. New content was added while other content was removed from the syllabus,depending on its’ relevance to the overall plan.2. There were no books and initially few resources. A lot of time was spent by teachersdevising new resources of their own. There was also a lot of time spent discoveringand exploring new resources online.3. Time allocation was also a huge concern for teachers. Our routine was totallydisrupted. As the syllabus and its content were changing and growing we did notknow were the time would come from to cover the content.4. We were worried about where the time for developing skills and focusing onprojects, discovery learning, real life concepts, and group work etc. was going tocome from?Many teachers had to completely review how they understood their role in the classroom.There was a whole unease around the sense of newness. The challenge of new topics, newpedagogies, new assessment and new technology was facing us. We had two choices:1. One was to embrace the challenges and take this opportunity and use it as a meansof engaging our students. The hope being that our students would engagecollaboratively, and learn from each other’s problem solving strategies. This wouldenable them to think creatively and critically in relation to maths and hopefully thereal world.2. Or alternatively do nothing and stay as we were focusing on lower order thinking andprocedural maths, rather than real understanding and transferrable skills for thefuture.We chose to embrace the challenges, and we were able to meet them thanks to fiveeffective strategies. The first was collaboration among the department. Everyone in thedepartment was fully on board, and we benefited from the enthusiasm and leadership of ourdepartment head also. As time was a huge challenge and developing resources wasextremely important, collaborating and sharing resources was crucial to its success. We hada shared server where we uploaded our resources and made them freely available to allmembers of staff. There was a huge sense of continuity for the students as we were usingthe same T&L, PowerPoint’s, and resources for introducing and teaching all our topics.There was a real sense of alignment as there was a lot of discussion and debate amongteachers around the logical order to teach each topic and for how long for. The wholeunease around the newness created a strong nature of support amongst the staff.The second important factor was the intensive school support we received. As a nationalinitiative each pilot school was allocated a regional development officer to provideprofessional development support. Our officer was outstanding and delivered excellentworkshops with great ideas for bringing real life scenarios into the classroom. She helped usdevelop resources, and overcome our fears and reservations around the constant changesin the syllabus. She was also available at any time online for advice. There was a real sensethat we were in this together, and as a school we felt very much supported. Collaborativelearning was evident amongst us all.Thirdly, a supportive leadership was paramount to the success of the implementation in StMarks Community School. Our principal could see the appetite for change and she spurred iton. The support was endless - timetabling, team teaching, IT and resource investment,meeting times, and training times were all taken care of. There was a real sense of wholeschool support.Team teaching was the fourth facilitating factor, which turned out to be an excellentexperience. The young and old teachers were in a position to glean from each other’sexpertise. It was also a major factor in enabling teachers overcome a lot of fears. Someteachers enjoyed and encouraged group work. Other teachers felt less vulnerableexperiencing it alongside a confident colleague whilst finding their way. Other teachers wereextremely competent using IT and were able to help and encourage the colleagues with theuse of ICT in the classroom. Team teaching brought huge benefits to the department as awhole. The skill set of the maths department as a whole grew tenfold due to the collaborativesharing of resources and skills which would not have happened without the support andflexibility of the management.Finally, the use of IT to support learning had a significant impact on our ability to change.Maths teachers embraced the use of statistical packages and also Geogebra. Geogebrachanged the face of the maths classroom. Geogebra allows both student and teachers to doa lot of investigation and discovery learning in the area of coordinate geometry, Functions,Graphs, Calculus and trigonometry to name a few. This means more time can be dedicatedto higher order thinking and analytical skills as the computer can carry out the mundanetasks at a click of a button. We also use Edmodo, which is an online learning platform. Itprovides a safe and easy way for our classes to connect and collaborate, share content, andaccess homework, and in so doing encourages a peer-learning and peer-supportenvironment – both in the classroom and online. Both teachers and students are encouragedto post resources they may have found useful.On the basis of my experience of using a skills-based approach and project-based learningin the maths class, my top four tips to teachers would be the following.1. Use project-based learning. Introducing project-based learning, including group workand investigational tasks, is very challenging, as you have to make sure students stay on task and ensure their work load is shared evenly in relation to their abilities. However, frommy experience, it is also extremely rewarding. I have implemented statistic projects with mystudents which allowed them to investigate and research topics they were interested in.Seeing statistics as a cycle through the project-based learning process - posing a question,gathering, collecting, analysing and interpreting results, allowed my students to see theimportance and relevance of what they were doing. This process can be used across arange of topics, including Trigonometry, Algebra, and Calculus, or geometry as in thefollowing example. Let’s say we want students to do a project about volume. Firstly we needto pose a question:1. What is volume?2. What data might we need to collect to find the volume of an object?3. Let’s collect the data and analyse it4. Let’s now look for patterns and interpret results. Can we come up with our ownformulas ourselves?Changing the way we question allows great scope for developing key skills in the classroom.2. Create an environment where students can make connections across the subjectRealising that no topic is stand-alone and that everything in maths is related removes thetime pressure for study and revision. Watching students make this discovery is reallyrewarding. Devising your own resources with cross curricular links is hugely beneficial.When students begin to look for connections and links across maths you see a hugeimprovement in their problem-solving skills, and higher ordering thinking and reasoning. Thehope is they can then apply their knowledge and skills outside the classroom.3. Create rich tasks and encourage students to use different strategies. Introducingnew topics through a problem and no other information encourages students to draw onwhat they already know. When you give them freedom to answer the question in any formatthey wish, you discover the different ways students learn. Some students revert back tographs, tables and diagrams, others like to use formulas and algebra, and others like todescribe using words.4. Encourage students to discuss maths and justify their solutions. Rote learning hasbecome redundant, and students are now expected to exchange and take part incollaborative problem solving. They need to be able to relate the maths they learn to real lifeconcepts. By asking students to justify their solutions, rather than just giving the answer byfollowing procedures, you are also assessing their language literacy. This can bechallenging, but it offers a lot of scope for ‘’think, pair, share’’ learning and self-assessment.In summary, the success of the implementation of project maths in our school can beattributed to the enthusiasm of all involved as well as the effective collaboration betweenteachers, the department head, the principal, the regional development officer, and last butnot least the students themselves. Through Edmodo students could voice their concerns,look for advice and help and most of all share resources. They became facilitators of theirown learning. I hope the sharing of my experience has been useful and I encourage you touse the tips in this video to start engaging in investigative, project-based learning to developyour students’ competences.Remember that you can access further reading and related resources to this session fromour course library. We also encourage you to visit the course forum where you can take partin an ongoing discussion linked to this topic with fellow participants and instructors.

# data[].attributes.subject
Video Talk 3: A Teacher’s Experience of using Project-Based Learningto Teach MathematicsHi my name is Sandra Fay. I am a second level maths teacher at St Marks CommunitySchool in Ireland, and teach students aged between 12 and 18. In this video I’m going to talkto you about my experience of the Irish initiative Project Maths, introduced to you in Module1. The aim of the initiative was to improve students’ mathematical competence and shift thefocus in the classroom from teacher led drill and practice to developing the skills of problemsolving,higher order reasoning and sense-making. I’m going to share with you thechallenges we faced in implementing this new approach, and also provide you with some toptips on how to develop these skills through your teaching.There was an appetite for change in my school. We knew the system was broken so it hadto be fixed. The maths classes were often teacher-centred. Predominately teachersdemonstrated mathematical procedures and skills, and students practiced them. Essentiallywe were focusing on one type of learner and as a result at least 50% of the class was notengaged. As a school we were excited about the reform, which considerably revised themathematics syllabus, pedagogy and classroom assessment which accompanied it, but weknew it would not come without its challenges. There were major challenges for the school,teachers, and students.For the school there were many challenges including time tabling, team teachingorganisation, IT resources, Training facilitation and meeting time allocation.The principal had to ensure there was a whole school support, and that students, teachersand parents felt supported in the process. As the syllabus development happened in phases,teachers were working from different syllabuses.1. New content was added while other content was removed from the syllabus,depending on its’ relevance to the overall plan.2. There were no books and initially few resources. A lot of time was spent by teachersdevising new resources of their own. There was also a lot of time spent discoveringand exploring new resources online.3. Time allocation was also a huge concern for teachers. Our routine was totallydisrupted. As the syllabus and its content were changing and growing we did notknow were the time would come from to cover the content.4. We were worried about where the time for developing skills and focusing onprojects, discovery learning, real life concepts, and group work etc. was going tocome from?Many teachers had to completely review how they understood their role in the classroom.There was a whole unease around the sense of newness. The challenge of new topics, newpedagogies, new assessment and new technology was facing us. We had two choices:1. One was to embrace the challenges and take this opportunity and use it as a meansof engaging our students. The hope being that our students would engagecollaboratively, and learn from each other’s problem solving strategies. This wouldenable them to think creatively and critically in relation to maths and hopefully thereal world.2. Or alternatively do nothing and stay as we were focusing on lower order thinking andprocedural maths, rather than real understanding and transferrable skills for thefuture.We chose to embrace the challenges, and we were able to meet them thanks to fiveeffective strategies. The first was collaboration among the department. Everyone in thedepartment was fully on board, and we benefited from the enthusiasm and leadership of ourdepartment head also. As time was a huge challenge and developing resources wasextremely important, collaborating and sharing resources was crucial to its success. We hada shared server where we uploaded our resources and made them freely available to allmembers of staff. There was a huge sense of continuity for the students as we were usingthe same T&L, PowerPoint’s, and resources for introducing and teaching all our topics.There was a real sense of alignment as there was a lot of discussion and debate amongteachers around the logical order to teach each topic and for how long for. The wholeunease around the newness created a strong nature of support amongst the staff.The second important factor was the intensive school support we received. As a nationalinitiative each pilot school was allocated a regional development officer to provideprofessional development support. Our officer was outstanding and delivered excellentworkshops with great ideas for bringing real life scenarios into the classroom. She helped usdevelop resources, and overcome our fears and reservations around the constant changesin the syllabus. She was also available at any time online for advice. There was a real sensethat we were in this together, and as a school we felt very much supported. Collaborativelearning was evident amongst us all.Thirdly, a supportive leadership was paramount to the success of the implementation in StMarks Community School. Our principal could see the appetite for change and she spurred iton. The support was endless - timetabling, team teaching, IT and resource investment,meeting times, and training times were all taken care of. There was a real sense of wholeschool support.Team teaching was the fourth facilitating factor, which turned out to be an excellentexperience. The young and old teachers were in a position to glean from each other’sexpertise. It was also a major factor in enabling teachers overcome a lot of fears. Someteachers enjoyed and encouraged group work. Other teachers felt less vulnerableexperiencing it alongside a confident colleague whilst finding their way. Other teachers wereextremely competent using IT and were able to help and encourage the colleagues with theuse of ICT in the classroom. Team teaching brought huge benefits to the department as awhole. The skill set of the maths department as a whole grew tenfold due to the collaborativesharing of resources and skills which would not have happened without the support andflexibility of the management.Finally, the use of IT to support learning had a significant impact on our ability to change.Maths teachers embraced the use of statistical packages and also Geogebra. Geogebrachanged the face of the maths classroom. Geogebra allows both student and teachers to doa lot of investigation and discovery learning in the area of coordinate geometry, Functions,Graphs, Calculus and trigonometry to name a few. This means more time can be dedicatedto higher order thinking and analytical skills as the computer can carry out the mundanetasks at a click of a button. We also use Edmodo, which is an online learning platform. Itprovides a safe and easy way for our classes to connect and collaborate, share content, andaccess homework, and in so doing encourages a peer-learning and peer-supportenvironment – both in the classroom and online. Both teachers and students are encouragedto post resources they may have found useful.On the basis of my experience of using a skills-based approach and project-based learningin the maths class, my top four tips to teachers would be the following.1. Use project-based learning. Introducing project-based learning, including group workand investigational tasks, is very challenging, as you have to make sure students stay on task and ensure their work load is shared evenly in relation to their abilities. However, frommy experience, it is also extremely rewarding. I have implemented statistic projects with mystudents which allowed them to investigate and research topics they were interested in.Seeing statistics as a cycle through the project-based learning process - posing a question,gathering, collecting, analysing and interpreting results, allowed my students to see theimportance and relevance of what they were doing. This process can be used across arange of topics, including Trigonometry, Algebra, and Calculus, or geometry as in thefollowing example. Let’s say we want students to do a project about volume. Firstly we needto pose a question:1. What is volume?2. What data might we need to collect to find the volume of an object?3. Let’s collect the data and analyse it4. Let’s now look for patterns and interpret results. Can we come up with our ownformulas ourselves?Changing the way we question allows great scope for developing key skills in the classroom.2. Create an environment where students can make connections across the subjectRealising that no topic is stand-alone and that everything in maths is related removes thetime pressure for study and revision. Watching students make this discovery is reallyrewarding. Devising your own resources with cross curricular links is hugely beneficial.When students begin to look for connections and links across maths you see a hugeimprovement in their problem-solving skills, and higher ordering thinking and reasoning. Thehope is they can then apply their knowledge and skills outside the classroom.3. Create rich tasks and encourage students to use different strategies. Introducingnew topics through a problem and no other information encourages students to draw onwhat they already know. When you give them freedom to answer the question in any formatthey wish, you discover the different ways students learn. Some students revert back tographs, tables and diagrams, others like to use formulas and algebra, and others like todescribe using words.4. Encourage students to discuss maths and justify their solutions. Rote learning hasbecome redundant, and students are now expected to exchange and take part incollaborative problem solving. They need to be able to relate the maths they learn to real lifeconcepts. By asking students to justify their solutions, rather than just giving the answer byfollowing procedures, you are also assessing their language literacy. This can bechallenging, but it offers a lot of scope for ‘’think, pair, share’’ learning and self-assessment.In summary, the success of the implementation of project maths in our school can beattributed to the enthusiasm of all involved as well as the effective collaboration betweenteachers, the department head, the principal, the regional development officer, and last butnot least the students themselves. Through Edmodo students could voice their concerns,look for advice and help and most of all share resources. They became facilitators of theirown learning. I hope the sharing of my experience has been useful and I encourage you touse the tips in this video to start engaging in investigative, project-based learning to developyour students’ competences.Remember that you can access further reading and related resources to this session fromour course library. We also encourage you to visit the course forum where you can take partin an ongoing discussion linked to this topic with fellow participants and instructors.

# data[].attributes.body
Selam adım Sandra Fay. Ben St Marks Topluluğunda ikinci düzey matematik öğretmeniyim.
İrlanda'da okula gidin ve 12-18 yaşları arasındaki öğrencilere öğretin. Bu videoda konuşacağım
Size, İrlandalı inisiyatif Project Maths'taki deneyimim hakkında, Modül'ün
1. İnisiyatifin amacı, öğrencilerin matematiksel yeterliliğini geliştirmek ve öğrencilerin
Öğretmen liderliğindeki matkap ve uygulamalardan sınıfta problem çözme becerilerini geliştirmeye odaklanmak,
yüksek mertebe akıl yürütme ve mantık yaratma. Ben seninle paylaşacağım
Bu yeni yaklaşımın uygulanmasında karşı karşıya kaldığımız güçlükler ve ayrıca
Öğretmenler aracılığıyla bu becerileri nasıl geliştireceğinizle ilgili ipuçları.
Okulumda değişim için bir iştah vardı. Sistemin kırıldığını biliyorduk;
düzeltilmek. Matematik dersleri genellikle öğretmen merkezli idi. Öncelikle öğretmenler
matematiksel prosedürleri ve becerileri sergiledi ve öğrenciler onları uyguladı. esasen
bir öğrenci türüne odaklanıyorduk ve sonuç olarak sınıfın en az% 50'si
nişanlı. Bir okul olarak reform hakkında çok heyecanlıydık.
buna eşlik eden matematik müfredatı, pedagoji ve sınıf değerlendirmesi, fakat biz
zorlukları olmadan gelmeyeceğini biliyordu. Okul için büyük zorluklar vardı,
öğretmenler ve öğrenciler.
Okul için zaman çizelgesi, takım öğretimi gibi birçok zorluk vardı
organizasyon, BT kaynakları, Eğitimin kolaylaştırılması ve toplantı zamanı tahsisi.
Müdür, bütün bir okul desteğinden emin olmalıydı ve öğrencilerin, öğretmenlerin
ve veliler bu süreci desteklediklerini hissettiler. Müfredat gelişimi aşamalı olarak gerçekleştiğinde,
öğretmenler farklı müfredatlardan çalışıyordu.
1. Yeni içerik eklendi, diğer içerik müfredattan kaldırıldı,
onun genel plana uygunluğuna bağlı olarak.
2. Kitap yoktu ve başlangıçta az kaynak vardı. Öğretmenler tarafından çok zaman harcanmıştır
kendi kaynaklarını geliştiriyorlardı. Ayrıca keşfetmek için harcanan çok zaman vardı.
ve çevrimiçi yeni kaynaklar keşfetmek.
3. Zaman tahsisi de öğretmenler için büyük bir endişe kaynağıydı. Bizim rutin tamamen
kesintiye. Müfredat ve içeriği değiştikçe ve büyüdükçe
İçeriği kapatabilecek vakit geldiğini biliyorum.
4. Beceri geliştirme ve odaklanma zamanı konusunda endişeliydik.
projeler, keşif öğrenme, gerçek yaşam kavramları ve grup çalışması vb.
dan geliyorum?

Çoğu öğretmen sınıftaki rollerini nasıl anladığını tamamen gözden geçirmek zorundaydı.
Yenilik duygusu etrafında bir huzursuzluk vardı. Yeni konuların meydan okuması, yeni
pedagojiler, yeni değerlendirme ve yeni teknoloji bize baktı. İki seçeneğimiz vardı:
1. Zorlukları benimsemek ve bu fırsatı kullanmak ve bir araç olarak kullanmak
Öğrencilerimizi çekici kılmak. Öğrencilerimizin meşgul olmaları umudunu
birlikte çalışmak ve birbirlerinin problem çözme stratejilerinden öğrenmek. Bu olurdu
onlara matematikle ilgili olarak yaratıcı ve eleştirel düşünmelerini sağlayın ve umarım
gerçek dünya.
2. Ya da alternatif olarak hiçbir şey yapmayın ve daha düşük seviyeli düşünmeye odaklandıkça kalın ve
prosedürel matematik yerine, gerçek anlamada ve aktarılabilir beceriler
geleceği.
Zorlukları benimsemeyi seçtik ve beş tanesi sayesinde onlarla buluşmayı başardık.
etkili stratejiler. İlki, bölüm arasındaki işbirliği idi. Içindeki herkes
departman tamamen kurulundu ve bizim coşkumuz ve liderliğimizden yararlandık.
bölüm başkanı. Zaman büyük bir mücadeleydi ve gelişmekte olan kaynaklar ise
son derece önemli, işbirliği içinde olan ve paylaşan kaynaklar başarısı için hayati önem taşımaktadır. Sahibiz
kaynaklarımızı yüklediğimiz ve bunları herkese özgürce ulaştırabildiğimiz paylaşılan bir sunucu
Personel üyeleri. Öğrenciler için kullandığımız kadar büyük bir süreklilik duygusu vardı.
aynı T & L, PowerPoint'ler ve tüm konularımızı tanıtan ve öğreten kaynaklar.
Aralarında pek çok tartışma ve tartışma olduğu için gerçek bir uyum duygusu vardı.
Öğretmenler etrafında mantıksal düzen her konuyu öğretmek için ve ne kadar süre için. Bütün
yenilik etrafında huzursuzluk personel arasında destek güçlü bir doğa yarattı.
İkinci önemli faktör, aldığımız yoğun okul desteği idi. Ulusal olarak
inisiyatif kullanan her bir pilot okul,
mesleki gelişim desteği. Memurumuz olağanüstü ve mükemmel teslim edildi
Gerçek hayat senaryolarını sınıfa getirmek için harika fikirlerle atölyeler. Bize yardımcı oldu
kaynakları geliştirin ve sürekli değişimler etrafındaki korkularımızı ve çekincelerimizi aşın
müfredatta. Ayrıca çevrimiçi olarak her zaman danışmanlık hizmeti de veriyordu. Gerçek bir anlam vardı
birlikte olduğumuza ve bir okul olarak çok desteklendiğini hissettik. İşbirlikçi
Öğrenme hepimiz arasında açıktı.
Üçüncüsü, St'deki uygulamanın başarısı için destekleyici bir liderlik vazgeçilmezdi
Marks Topluluk Okulu. Müdürümüz değişim isteğini görebildi ve o da onu harekete geçirdi.
üzerinde. Destek sonsuz - zaman çizelgesi, ekip eğitimi, BT ve kaynak yatırım,
toplantı saatleri ve eğitim saatlerinin hepsine dikkat edildi. Gerçek anlamda bir bütün his vardı
Takım eğitimi dördüncü kolaylaştırıcı faktördü, bu da mükemmel bir sonuçtu
deneyim. Genç ve yaşlı öğretmenler, birbirlerinin lehine bir konumdaydılar.
Uzmanlık. Ayrıca, öğretmenlerin bir çok korkuyu atlatmalarında önemli bir faktör oldu. Bazı
Öğretmenler grup çalışmasını sevmiş ve teşvik etmiştir. Diğer öğretmenler daha savunmasız hissettiler
yolunu bulurken kendine güvenen bir meslektaşıyla birlikte yaşıyor. Diğer öğretmenler ise
IT kullanan son derecede yetkili ve iş arkadaşlarınızı
Sınıfta BİT kullanımı. Takım eğitimi departmana büyük avantajlar getirdi.
bütün. Matematik bölümünün beceri seti, işbirlikçi olması nedeniyle on kat arttı.
destek olmadan gerçekleşmeyecek olan kaynakların ve becerilerin paylaşılması ve
yönetim esnekliği.
Son olarak, BT'yi öğrenmeyi desteklemek için kullanmak, öğrenme kabiliyetimizi önemli ölçüde etkiledi.
Matematik öğretmenleri, istatistiksel paketlerin ve ayrıca Geogebra'nın kullanımını benimsemişlerdir. Geogebra
matematik dersinin yüzünü değiştirdi. Geogebra hem öğrencinin hem de öğretmenin yapmasına izin verir
bir çok soruşturma ve keşif öğrenme alanında koordinat geometrisi, Fonksiyonlar,
Birkaç isim vermek için Grafikler, Matematik ve trigonometri. Bu, daha fazla zamana ayrılmış olabileceği anlamına gelir
bilgisayarın sıradanlığı gerçekleştirebileceği için üst düzey düşünme ve analitik becerilere
Görevleri bir düğmeyi tıklatarak. Ayrıca çevrimiçi bir öğrenme platformu olan Edmodo'yu kullanıyoruz. O
sınıflarımızın bağlanması ve ortak çalışması, içerik paylaşması için güvenli ve kolay bir yol sağlar ve
ev ödevine erişebilir ve böylelikle bir akran öğrenme ve akran desteği teşvik eder
ortamında - hem sınıfta hem de çevrimiçi ortamda. Hem öğretmenler hem de öğrenciler teşvik edilir
yararlı bulmuş olabilecek kaynakları göndermek.
Beceri tabanlı bir yaklaşım ve proje tabanlı öğrenme deneyimim temelinde
matematik dersinde, öğretmenler için ilk dört ipucum aşağıdaki gibiydi.
1. Proje tabanlı öğrenmeyi kullanın. Grup çalışması da dahil olmak üzere proje tabanlı öğrenime giriş
ve araştırma görevleri, öğrencilerin üzerinde kalmasını sağlamak zorunda olduğunuz için çok zorlayıcıdır
görev yüklemek ve iş yükünün yetenekleri ile eşit olarak paylaşılmasını sağlamak. Ancak,
Deneyimim, aynı zamanda son derece de ödüllendirici. Benimle istatistik projeleri gerçekleştirdim
ilgilendikleri konuları araştırmalarını ve araştırma yapmalarını sağlayan öğrenciler.
İstatistikleri bir döngü olarak proje bazlı öğrenme süreci aracılığıyla görmek - bir soru sormak,
sonuçların toplanması, toplanması, analiz edilmesi ve yorumlanması, öğrencilerin
önemini ve ne yaptıklarını önemsemek. Bu işlem,
Trigonometri, Cebir ve Matematik gibi konuların yelpazesi veya
Aşağıdaki örnek. Diyelim ki öğrencilerin hacim konusunda bir proje yapmasını istiyoruz. Öncelikle ihtiyacımız var
bir soru sormak için:
1. Ses nedir?
2. Nesnenin hacmini bulmak için hangi verileri toplayabiliriz?
3. Veriyi toplamalım ve analiz edelim
4. Şimdi kalıpları araştırıp sonuçları yorumlayalım. Kendi paramızı bulabilir miyiz
formüller kendimiz mi?
Sorguladığımız yolun değiştirilmesi, sınıfta temel becerilerin geliştirilmesi için büyük bir kapsam sağlar.
2. Öğrencilerin konuyla bağlantı kurabilecekleri bir ortam oluşturun
Tek başına bir konunun olmadığını ve matematikteki her şeyin ilişkili olduğunu fark ederek,
çalışma zamanı ve revizyon baskısı. Öğrencilerin bu keşfi gerçek anlamda izlemek
ödüllendirici. Kendi kaynaklarınızı çapraz müfredat bağlantılarıyla hazırlamak çok yararlıdır.
Öğrenciler, matematikte bağlantıları ve bağlantıları aramaya başladıklarında,
problem çözme becerilerinde ilerleme ve daha yüksek düzenleyici düşünme ve akıl yürütme.
Umut, daha sonra bilgi ve becerilerini sınıf dışına uygulayabiliyorlar.
3. Zengin görevler oluşturun ve öğrencileri farklı stratejiler kullanmaya teşvik edin. tanıtım
Bir sorunla yeni konulara girmek ve başka hiçbir bilgi öğrencileri
Zaten bildikleri şey Soruna herhangi bir biçimde cevap verme özgürlüğünü verirsen
diliyoruz, öğrencilerin öğrenme biçimlerini keşfediyorsunuz. Bazı öğrenciler,
grafikler, tablolar ve şemalar, diğerleri formül ve cebri kullanmaktan hoşlanır ve diğerleri
Kelimeleri kullanarak açıklamak
4. Öğrencileri matematiği tartışmaya ve çözümlerini haklı göstermeye teşvik edin. Rote öğrenimi
gereksiz hale gelmesi ve öğrencilerin şimdi değişim ve katılmaları bekleniyor
işbirlikçi problem çözme. Öğrentikleri matemleri gerçek hayatla ilişkilendirebilmeleri gerekir
kavramlar. Öğrencileri, yalnızca cevaplarını vermek yerine çözümlerini haklı çıkarmalarını istemek
prosedürleri takip ederek onların dil okuryazarlığını da değerlendiriyorsunuz. Bu olabilir
"Düşünme, ikili paylaşma" ve öğrenme ve kendini değerlendirme için bir çok kapsam sunar.
Özetle, okulumuzdaki proje matematrlarının uygulanmasının başarısı
tüm katılımcıların coşkusuna ve ayrıca
öğretmenler, bölüm başkanı, müdür, bölgesel kalkınma görevlisi ve son fakat
En azından öğrencilerin kendileri. Edmodo sayesinde öğrenciler endişelerini dile getirebilir,
tavsiye ve yardım arayın ve çoğunun paylaştığınız kaynakları. Onların kolaylaştırıcıları oldu.
kendi öğrenme. Umarım deneyimimin paylaşılması faydalı olmuştur ve sizi teşvik ederim.
Araştırma için araştırmaya dayalı, proje tabanlı öğrenmeyi başlatmak için bu videonun ipuçlarını kullanın
öğrencilerinizin yeterlilikleri.
Bu oturumdaki diğer okumalara ve ilgili kaynaklara erişebileceğinizi unutmayın.
ders kütüphanemiz. Ayrıca katılabileceğiniz ders forumunu ziyaret etmenizi öneririz
diğer katılımcılar ve eğitmenlerle bu konuyla bağlantılı devam eden bir tartışmada.

# data[].attributes.body
video 3
2.4 Bir Öğretmenin Matematik Öğretmek için Proje Tabanlı Öğrenme Kullanma Deneyimi

Video Konuşma 3: Bir Öğretmenin Matematik Öğretmek için Proje Tabanlı Öğrenme Kullanma Deneyimi

Bu videoda, İrlanda'daki bir Matematik öğretmeni, okulun, problem çözme ve daha yüksek sıralı akıl yürütme konusunda öğrencilerin becerilerini geliştirmeyi amaçlayan Proje Matematik Girişimi'ni uygulama deneyimini açıklar. Okulunun karşılaştığı zorlukların yanı sıra Matematik öğretmek ve öğrenmek için bu yeni yetkinliğe dayalı yaklaşımı etkili bir şekilde benimsemek için kullandıkları etkili stratejileri bizimle paylaşıyor. Deneyimlerine dayanarak, öğretmenlere Matematik öğretiminde proje tabanlı öğrenim sunma konusunda en iyi ipuçlarını sunar.

# data[].attributes.headline
video is also very good explanation of the teacher who gives information I agree with these viewsLearning to learn, memory, reasoning andproblem solving; It assumes to learn in advance and can expand the following usefully:concept of information formation. This viewpoint,information is fixed. Learning to do requires acquiring complex skills; same timedeveloping a talent for teamwork and initiative; andrisks. Learning to live together is the cornerstone of UNESCO's emphasis on anything.other. In addition to understanding others,The truth is that if we want to know others, we must first identify ourselves.

# data[].attributes.subject
video is also very good explanation of the teacher who gives information I agree with these viewsLearning to learn, memory, reasoning andproblem solving; It assumes to learn in advance and can expand the following usefully:concept of information formation. This viewpoint,information is fixed. Learning to do requires acquiring complex skills; same timedeveloping a talent for teamwork and initiative; andrisks. Learning to live together is the cornerstone of UNESCO's emphasis on anything.other. In addition to understanding others,The truth is that if we want to know others, we must first identify ourselves.

# data[].attributes.body
VİDE0        2
Developing learners’ collaborative problem solving skills Patrick Griffin & Esther Care Assessment Research Centre, Melbourne Graduate School of Education (November, 2014) Objectives: 1. Explore the nature of collaborative problem solving. 2. Differentiate group work and collaborative group work 3. Set guidelines for developing collaborative projects or problem resolution 21st century framework and skills What are the capabilities that have been identified and defined as 21st century skills? One view is that any skills that are essential for navigating life in the 21st century could be classed as 21st century skills. This does not mean that many familiar skills of the 20th and preceding centuries are no longer needed. But there are new skills emerging as increasingly important. In this session we will provide an overview of how several global initiatives have looked at skills within a 21st century framework. Because of the recent decision by the OECD to focus collaborative problem solving. Skill, competence, competency - which are we talking about? Well, different groups conceptualise these notions differently! Some initiatives are based in an understanding of the school curriculum. They define competence as something that goes beyond physical and cognitive aspects to include attitudinal characteristics, and assume that these are essential to assure a successful life and society. Others, like the ATC21S project maintains use of the term "skills" but effectively also encompass attitudinal characteristics. For our purposes in the ATC21S project, we regarded a skill as an action a person can perform. Competence encompasses the quality and transferability of that action over time and context. No one performs a skill at the same level every time. No one operates at their maximum all the time. We adjust our performance according to the demands at the time. Competence therefore can be regarded as the ability of the person to adjust the skill performance to the demands of the context. The c21 skills framework The ATC21S project began in 2009 and one of the first questions was to do with the definition and framework and because technology had made changes to the workplace and life styles, new skills were needed as well as new emphases on older skills. In order to deal with this a symposium held at the end of the AERA conference in San Diego recommended four sets of skills be recognised as essential for adjustments to the effect of technology on life, learning and work. The skills were identified as those which would enable people to demonstrate new ways of thinking, ways of working, tools for working and living in the world that had emerged as a result of technology. Figure 1: the KSAVE Framework for ATC21S \Ways of thinking were conceptualised to include creativity and innovation, critical thinking, problem-solving, and learning to learn and the development of metacognition. Ways of working was conceptualised to include communication, collaboration and teamwork; Tools for working involved information and ICT literacy; Living in the world involved changing emphases on local and global citizenship, aspects of life and career development, and personal and social responsibility. These were all grouped under the acronym KSAVE: knowledge, skills, attitudes, values and ethics. It also meant that the Ways of learning and ways of teaching need to be taken into account in the development of the assessment strategies that focus on these skills. As we all know, the 21st century does not exist in isolation! Two initiatives indicate that the concerns began in the 20th century – those undertaken by UNESCO and PISA. These provide a context for teaching and assessment in the 21st century skills arena. UNESCO recommended a competence approach. The Delors’ Report (1996) marked the beginning of UNESCO's 21st century competence learning discourse - with learning to know, learning to do, learning to be, and learning to live together - forming the four pillars of learning. These four pillars are more complex than appears and shift the discussion somewhat to a philosophical level. Learning to know includes developing the faculties of memory, reasoning and problem solving; it pre-supposes learning to learn and could usefully be extended to the concept of knowledge building. This perspective does not presume that knowledge is fixed. Learning to do implies acquisition of complex skills, but also refers to developing an aptitude for teamwork and initiative, and a readiness to take risks. Learning to live together is the pillar UNESCO emphasizes more than any other. It refers to developing an understanding of others as well as highlighting the reality that if we are to understand others, we must first know ourselves. Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual. This pillar deals with what it is to be human, comprehended by intellectual, moral, cultural and physical dimensions. The OECD's position, developed within the DeSeCo Project - Definition and Selection of Competencies - has a focus on key competencies - and classifying these competencies in three broad categories. First, individuals need to be able to use a wide range of tools for interacting effectively with others and the environment. They need both physical tools such as information technology and socio-cultural ones such as the use of language. They need to understand these tools well enough to adapt them for their own purposes. Second, in an increasingly networked and interdependent world, individuals need to be able to engage with others. Third, individuals need to take responsibility for managing their own lives through situating themselves in the broader social context. Figure 2: UNESCO Synthesis of Needed Skills Partnerships 21 took as their mission to catalyse US K12 education for the 21st century. Essentially they endorse the "fusing" of traditional academic disciplines with skills including critical thinking, communication, creativity, and collaboration - the 3Rs with the 4Cs; these are contextualised within life and career skills, and technology and media skills. Figure 3: Partnerships 21 Curriculum Framework Each of the approaches to understanding of 21st century skills and how they fit with our notions of education and the function it serves, emphasises skills that diverge from modern traditional notions of academic disciplines. They all actually identify enabling skills - skills that we need to navigate our global society. They converge on a common set of 21st century competences - collaboration, communication, ICT literacy, and social and/or cultural competencies; and most include creativity, critical thinking, productivity, and problem-solving. Figure 4: Comparisons of organisations defining c21 skills Notwithstanding the strong degree of agreement across the initiatives, they are all developed at the conceptual level and they differ in terms of what they set out to achieve. The P21, European Union, and OECD's DeSeCo frameworks can be regarded as generic frameworks that provide a conceptualization of 21st century skills upon which other frameworks can be built. Areas most in need of explicit development and application are those associated with teacher development, curriculum, and assessment. Within the ATC21S framework work has focused on a two complex skills areas in order to look at precisely these issues - of teaching and assessment, and their implications for the curriculum. In this session we will focus on just one of them – collaborative problem solving. Collaborative problem solving is a complex skill requiring both social and cognitive competencies. It was rationalised by the ATC 21S project team as a composite skill arising from the links between critical thinking, problem solving, decision making and collaboration. The term “collaborative Problem Solving” was adopted from the work of O’Neill (2014) and from counselling in the work of Green (2004). Hesse et al (2015) conceptualised collaborative problem solving as consisting of five broad strands - participation, perspective taking, social and task regulation, and knowledge building and we will return to these in detail. These strands have been used as the framework for the development and field testing of scenario-based tasks designed to elicit collaborative problem solving skills. Collaborative problem solving is a set of skills that we need to rely on when the capacities or resources of just one person are not sufficient to solve the problem. We need to learn how to combine different resources and skills when faced with complex problems. The OECD has also adopted these approaches, with a slightly different interpretation and conceptual framework and will assess collaborative problem solving in 2015 PISA study. Figure 5: Two Domains of Collaborative Problem Solving The challenge for teachers in scaffolding student learning in collaborative problem solving, is to identify students’ emerging skills and provide the right support at the right time at the right level. Teachers’ assessment practices have to adjust and move from generating summative information about past performance, or as comparison of one student with others, toward assessment that helps them find the starting point for instruction and ways in which they can tailor their teaching to students learning social and cognitive skills associated with collaborative problem-solving. This is the heart of formative assessment. It links assessment and teaching and in this course it links assessment and teaching to 21st-century skills. The Nature of collaborative problem solving The primary distinction between problem-solving by an individual and collaborative problem-solving is its social nature - the need for communication, exchange of ideas, shared identification of the problem and its elements, and negotiated agreement on connections between problem elements and relationships between actions and their effects. Collaborative problem-solving makes each of these steps observable, as they must be shared with a partner or other members of a group if a solution is to be successfully identified. These steps can be described as follows: 1. A problem state must be jointly recognised, and collaborators must identify and agree on which elements of the problem each can control or monitor. 2. A representation of the problem must be shared. 3. Collaborators need to agree on a plan of action, including management of resources. 4. Plans must be executed, which may require a coordinated effort by collaborators acting together or in sequence. 5. Progress towards a solution must be monitored, different options evaluated, plans reformulated if necessary, and collaborators must decide on how to proceed in the face of positive or negative feedback. This approach to problem-solving has been described in the literature since 1973, when Polya1 formalised it as a way to solve mathematics problems. It has since been adopted in the maths and science related problem solving tests of the OECD’s PISA international studies. ATC21S has taken the view that this might not be appropriate for collaborative problem-solving in areas broader than mathematics and science. Collaborative problem solving can incorporate social and historical problems as well as mathematics and science, for instance. Table 1 provides a summary comparison of the different approaches taken to problem-solving and collaborative problem-solving by Polya’s (1973) approach, the OECD’s PISA studies, and ATC21S. Polya 1973 PISA 2003/2012 ATC21S Understand the problem Explore and understand Collect and share information about the collaborator and the task Devise a plan Represent and formulate Check links and relationships , organise and categorize information Carry out the plan Plan and execute Rule use: set up procedures and strategies to solve the problem using an “If, then..” process Look back and check Monitor and reflect Test hypotheses using a “what if” process and check process and solutions Table 1: Comparisons of approaches to problem-solving and collaborative problem-solving. In the ATC21S study, problem-solving was seen as a series of steps leading towards hypothesis testing and collaborative testing of ideas: 1. The first step is where each of the individuals within the collaborative team explores the problem space and identifies the elements and aspects of it. They might record their observations individually at this stage. 2. The next step involves students collecting and sharing information about problem elements and how they link together. In this process the students are identifying and collating the total amount of information about the problem by sharing information about observations and collaborating and defining the problem space. 3. Discussion then centres on whether there are patterns and links between elements of the problem, both within and across the areas of observation available to each of the participants. 4. Once the connections are identified, the discussion and collaboration begin to formulate rules or contingencies associated with actions and observations. 1 Polya, G. (1973). How to Solve It, Princeton University Press: Princeton, NJ. These need to be shared across the participants’ observation space. The discussion follows the “if… then” paradigm. 5. By a process of observation and collecting data about the link between actions and observations, the collaborators then begin to formulate rules or contingencies. These lead to generalisations so that the collaborators can conclude that every time a particular action takes place a particular consequence is observed. At this point they move from inductive to deductive reasoning in the hierarchy of problem solving skills. 6. At the highest ATC21S level of performance, students reflect on the kind of conclusions that are drawn from the information about exceptions to the generalisations. At this point the students are testing hypotheses by challenging generalisations. They address the issue with such expressions as "what if…" The importance of collaborative problem-solving in the workplace is increasing as societies and workplaces become increasingly knowledge dependent. Collaborative problem solving requires that the people combine their resources and their strategies in order to reach a common goal. The assumption here is that collaboration is essential because the task is too complex for a person to work through it alone. It may be that different people possess different information; different expertise and experience that they can bring to the problem space in order to jointly share the knowledge, experience and strategies in order to jointly solve a particular problem. So combining resources is important. So too is the knowledge and the kinds of skills that each person possesses. So we would argue that collaborative problem-solving has these two main components. The collaborative, sharing or social aspects and the knowledge, strategic, problem-solving or cognitive aspects. Collaborative problem solving is therefore defined as a joint activity where two or more people work together to contribute knowledge, skills, materials and procedures and move through a series of cognitive states that involve collection and analysis of information and the formulation of hypotheses that they jointly set out to test. There has been, and possibly will continue to be, a debate about the nature of collaborative problem solving, methods defining it and the concern that measuring it might distort its nature. In the ATC21S project collaborative problem-solving was measured by developing algorithms that monitored and logged the kinds of activities and communications that a pair of students shared when they were jointly setting out to solve a problem. We explored a different approach to assessment. Traditionally when collaborative teams undertake assessment tasks, problem based learning projects, or investigations in the classroom, the assessment focuses on the outcome of the team effort. We now examine how we can identify individual skill development and their contribution to the overall team result. This is what makes the measurements of collaborative problem-solving different from almost every other group problem solving, or collaborative learning approach. The second thing that makes it different is that it is technology-based. Just reviewing a couple of simple examples of two people working their way through a particular collaborative problem solution it becomes evident that an observer gets lost in the complex interactions and activities of the participants. The medium of delivery of the task or project can be face-to-face or through technology. With technology there is a range of ways in which the students can collaborate. This can be across different countries, classrooms and it does not matter if there physically separated by times, location, page, opportunity or subject knowledge. What is required is that the students can simultaneously access the tasks and interact with one another via the Internet to explore potential procedures and strategies that would help them solve a complex problem. The essential aspect of the collaborative problem-solving task or a collaborative problem based learning project is that each participant in the group possesses or controls unique knowledge, expertise, experience, materials or objects that are essential to the completion of the task, the project or the problem solution. Without every individual contributing their specific resource project cannot be completed; problem cannot be solved; the task cannot be done. Collaborative problem-solving demands that every participant contributes to the work of the group and is able to understand and explain to their collaborators their role and the importance of their contribution to the solution of the task. So it is clear that collaborative problem-solving relies upon at least two areas of skill. The students working together must have the capacity and skills that enable them to work collaboratively and to share their knowledge, expertise and suggestions of strategy. They must also have the cognitive skills that enable them to understand the problem and analyse its tasks and specific requirements. In addition the student will need to have the cognitive skills that will enable them to assemble information; build their expertise and understanding of the problem; link their shared understandings to particular procedures that will enable them to make progress in reaching the problem solution and to be able to identify patterns and strategies that can help understand connections and contingencies that will eventually enable them to make generalizable suggestions to each other about problem solution and to test those generalisations in the form of hypothesis testing. So in designing a collaborative problem based task or project there are several steps: 1. Define the problem or collaborative project. 2. Identify project elements and components in detail; 3. for each component identify the resources that are essential. These can be; a. knowledge b. materials c. strategies d. experience e. equipment; 4. Allocate to each participant non-overlapping, unique sets of resources necessary to be contributed to the project completion or problem resolution. Divide the resources amongst the participants with no shared or common resources. 5. Clearly state the goals of the task or problem solution and observed to students procedure in the task. 6. Explain to the participants that they must identify the problem, sort out a strategy to resolve the problem or complete the task 7. The students also need to develop a means of keeping records of their decisions and discussions. For face-to-face attempts at collaborative problemsolving or collaborative project work keeping records is an essential aspect of the assessment process. References Autor, D., Levy, F., & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118(4), 1279–1333. Binkley, Marilyn, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley,May MillerRicci, and Mike Rumble. Defining Twenty-First Century Skills in Griffin, P. , McGaw, B., and Care, E., (2012). Assessment and Teaching of 21st Century skills. Springer. Dordrecht. Care, E. , Griffin, P., Claire Scoular, C., Awwal, N & Zoanetti (2015). Collaborative Problem Solving Tasks in Assessment and Teaching of 21st Century Skills. Methods and Approach (Eds) P. Griffin, & E. Care. (2015) Springer. Dordrecht. Delors, J. (1996 ) Learning the treasure within; Education: the necessary Utopia: Report to UNESCO of the International Commission on Education for the Twentyfirst Century. Paris: UNESCO Publications . Gordon, Jean and Halász, Gábor and Krawczyk, Magdalena and Leney, Tom and Michel, Alain and Pepper, David and Putkiewicz, Elzbieta and Wiśniewski, Jerzy, Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education (2009). CASE Network Reports No. 87. Available at SSRN: http://ssrn.com/abstract=1517804 or http://dx.doi.org/10.2139/ssrn.1517804 Greene, R.W. et al. (2004) Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157–1164 Griffin, P. & E. Care. (2015). Assessment and Teaching of 21st Century Skills. Methods and Approach (Eds) Springer. Dordrecht Griffin, P. (2014). “Performance Assessment of Higher Order Thinking.” Journal of Applied Measurement. 15 (1): 53-68 Griffin, P. Mak, A. and Wu,M. ( 2006) Interactive problem solving skill and assessment. Australian Research Council Linkage Project. Griffin, P., B. McGaw & E. Care Assessment and Teaching of 21st Century Skills. (Eds). Springer. Dordrecht Griffin, P., Care, E., & McGaw, B. (2012) The Changing Role of Education and Schools. In Assessment and Teaching of 21st Century Skills. (Eds) P. Griffin, B. McGaw & E. Care. Springer. Dordrecht. Griffin, P., Care, E., Harding, S. (2015)Task Characteristics and Calibration in Assessment and Teaching of 21st Century Skills. Methods and Approach (Eds) P. Griffin, & E. Care. (2015) Springer. Dordrecht Jaimovich, N. and Henry E. Siu (2012). The Trend is the Cycle: Job Polarization and Jobless Recoveries NBER Working Paper No. 18334, Issued in August 2012. NBER Program(s): Kilvert, P. (2001) Partnerships 21. International Education Journal Vol 2, No 1, 2001 O’Neil, H. (2014) Measurement of Collaborative problem Solving. NAEP Innovations Symposium, Sept. 29, 2014, Alexandria, VA OECD (2012) Directorate for Education and Skills. Skills beyond school ; Testing student and university performance globally: OECD’s AHELO . Parson, F. (1909) Choosing a Vocation. Boston: Houghton Mifflin Co., 1909. — Posthumously published. Polya, G. (1973). How to Solve It, Princeton University Press: Princeton, NJ. Seidman, D. (2014) From Knowledge Economy to Human Economy. Harvard Business Review, November 12, 2014. Zoanetti, N. P. (2010). Interactive computer based assessment tasks: How problemsolving process data can inform instruction. Australasian Journal of Educational Technology, 26(5).

Öğrencilerin işbirlikçi geliştirilmesi
problem çözme yetenekleri
Patrick Griffin ve Esther Bakımı
Melbourne Araştırma Enstitüsü Değerlendirme Enstitüsü
(Kasım 2014)
Amaç:
1. İşbirlikçi problem çözmenin doğasını keşfedin.
2. Grup çalışması ve işbirlikçi grup çalışmasını farklılaştırma
3. Ortak projeler geliştirme veya problem çözme yönergeleri belirleyin
21. yüzyılın çerçeve ve becerileri
21. yüzyıl becerileri olarak tanımlanan ve tanımlanan yetenekler nelerdir?
Bir görüş, 21. yüzyılda yaşamda gezinmek için gerekli olan tüm becerilerin
21. yüzyıl becerileri olarak sınıflandırılabilir. Bu, birçok tanıdık becerinin olduğu anlamına gelmez
20'sinin ve önceki yüzyılların artık ihtiyaç duyulmadığı. Ancak yeni beceriler var
giderek önem kazanıyor. Bu oturumda,
Birkaç küresel girişimin 21. asır çerçevesinde becerilere nasıl baktığını.
OECD'nin işbirliğine dayalı problem çözmeye odaklandığı son kararı nedeniyle.
Beceri, yetkinlik, yetkinlik - Hangi konuda konuşuyoruz? Pekala, farklı gruplar
Bu kavramları farklı şekilde kavramsallaştırın! Bazı girişimler,
okul müfredatını anlama. Yetki, şu özelliklerle tanımlanır:
tutumsal özellikleri içerecek şekilde fiziksel ve bilişsel boyutların ötesine geçerek ve
Başarılı bir yaşam ve toplum sağlamak için bunların gerekli olduğunu varsayalım. Diğerleri gibi
ATC21S projesi "beceriler" terimini kullanmayı sürdürür, ancak etkili bir şekilde kapsar
tutum özellikleri. ATC21S projesindeki amacımız için,
Bir kişinin gerçekleştirebileceği bir eylem olarak beceri. Yetkinlik, kalite ve
Bu eylemin zaman ve bağlam üzerinde aktarılabilirliği. Hiç kimse
her zaman aynı seviyede. Hiç kimse her zaman maksimum seviyede çalışmaz. Ayarlarımızı yaptık
zamanındaki taleplere göre performans. Yetenek bu nedenle olabilir
kişinin beceri performansını taleplere göre ayarlama kabiliyeti olarak değerlendirilir
bağlamın.
C21 beceri çerçevesi
ATC21S projesi 2009'da başladı ve ilk soruların birisi
tanımlama ve çerçeve ve çünkü teknoloji değişiklikleri yaptı
işyerinde ve yaşam tarzlarında yeni becerilere ihtiyaç duyulduğunun yanı sıra eski
becerileri. Bununla başa çıkabilmek için AERA konferansının sonunda düzenlenen bir sempozyum
San Diego'da dört takım beceri tavsiye edilmiştir.
teknolojinin yaşam, öğrenme ve çalışma üzerindeki etkisine yönelik düzenlemeler. Becerileri
insanların yeni düşünme biçimleri göstermesine imkân verecek olanlar olarak tanımlanıyor,
çalışma yolları, çalışma ve yaşama araçları dünyada ortaya çıkan
teknoloji sonucu.

Şekil 1: ATC21S için KSAVE Çerçevesi
\ Düşünme yolları, yaratıcılık ve yenilik, kritik
düşünme, problem çözme ve öğrenmeyi öğrenme ve gelişim
biliş. Çalışma biçimleri, iletişim,
işbirliği ve ekip çalışması; Çalışmaya dahil araçlar bilgi ve BİT okuryazarlığı;
Dünyada yaşamak, yerel ve küresel vatandaşlık konusundaki değişen vurguları,
yaşam ve kariyer gelişim yönleri, kişisel ve sosyal sorumluluk.
Bunların hepsi KSAVE kısaltması altında gruplandırılmıştır: bilgi, beceri, tutum,
değerler ve etik. Ayrıca, Öğrenme Yolları ve öğretme yollarının ihtiyacı olduğu anlamına geliyordu.
odaklanmak için değerlendirme stratejilerinin geliştirilmesinde dikkate alınması
Bu beceriler hakkında.
Hepimizin bildiği gibi, 21. yüzyıl yalnız başına varolmaz! İki girişim,
endişelerin 20. yüzyılda başladığını - UNESCO tarafından üstlenildiğini ve
PISA. Bunlar, 21. yüzyıl becerilerinde öğretim ve değerlendirme için bir bağlam sağlar
arena. UNESCO bir yetkinlik yaklaşımı önerdi. Delors'un Raporu (1996)
UNESCO'nun 21. yüzyıl yeterlik öğrenme söyleminin başlangıcı oldu -
öğrenmeyi öğrenmek, öğrenmek, öğrenmek ve birlikte yaşamak öğrenmek -
öğrenmenin dört sütununu oluştururlar. Bu dört sütun görünenden daha karmaşıktır.
ve tartışmayı biraz felsefi bir düzeye kaydırın
Öğrenmeyi öğrenmek, hafıza, akıl yürütme ve
problem çözme; Öğrenmeyi önceden varsayar ve aşağıdakileri faydalı bir şekilde genişletebilir:
bilgi kurma kavramı. Bu bakış açısı,
bilgi sabittir. Öğrenmek yapmak, karmaşık becerilerin kazanılmasını gerektirir; aynı zamanda
ekip çalışması ve inisiyatif için bir yetenek geliştirmeyi ve
riskler. Birlikte yaşamayı öğrenmek, UNESCO'nun her hangi bir şeyden daha fazlasını vurgulamakta olduğu temel taşıdır.
diğer. Bu, başkalarını anlamanın yanı sıra,
Gerçek şu ki başkalarını anlamak istiyorsak öncelikle kendimizi tanımalıyız. Öğrenmek
eğitimin, eğitimin, eğitimin ve öğretmenlerin katılımına katkıda bulunması gereken temel ilke üzerine kurulmuştur.
her bireyin çok yönlü gelişimi. Bu sütun, ne olması gerektiği ile ilgilidir
insan, entellektüel, ahlaki, kültürel ve fiziksel boyutlarla kavranır.
DeSeCo Projesi içerisinde geliştirilen OECD'nin konumu - Tanımı ve
Yetkinliklerin Seçimi - temel yetkinlikler üzerine odaklanmıştır - ve sınıflandırılması
bu yetkinlikleri üç geniş kategoride. İlk olarak, bireylerin
Başkaları ve çevreyle etkili bir şekilde etkileşim kurmak için çok çeşitli araçlar kullanın.
Bilgi teknolojileri ve sosyo-kültürel gibi fiziksel araçlara ihtiyaç duyuyorlar.
Bunlar dil kullanma gibi. Bu araçları yeterince iyi anlamak gerekir
Onları kendi amaçlarına göre uyarlamak. İkincisi, gittikçe ağa bağlı ve
birbirine bağımlı dünyada, bireylerin başkalarıyla etkileşime girmesi gerekir. Üçüncü,
Bireylerin kendi hayatlarını yönetmek için sorumluluk almaları gerekir.
kendilerini daha geniş sosyal bağlamda

Şekil 3: Ortaklıklar 21 Müfredat Çerçevesi
21. yüzyıl becerilerinin anlaşılmasına yönelik yaklaşımların her biri ve bunlara nasıl uyum sağladıkları
eğitim kavramları ve sunduğu işlev, farklılaşan becerileri vurgular
modern geleneksel akademik disiplinler kavramlarından. Hepsi aslında
küresel toplumumuzda gezinmemiz gereken becerileri - becerileri sağlama. Birleşiyorlar.
ortak bir 21. yüzyıl yeterlikleri seti - işbirliği, iletişim, BİT
okur yazarlık ve sosyal ve / veya kültürel yetkinlikler; ve en çok yaratıcılık, kritik
düşünme, üretkenlik ve problem çözme.

Şekil 4: c21 becerilerini tanımlayan kurumların karşılaştırılması
Girişimler arasındaki güçlü derecede anlaşmaya rağmen, hepsi
kavramsal düzeyde geliştirilmiş ve belirledikleri şey açısından farklılık göstermektedirler.
başarmak. P21, Avrupa Birliği ve OECD'nin DeSeCo çerçeveleri
21. yüzyılın kavramsallaştırılmasını sağlayan genel çerçeveler olarak görülen
Diğer çerçevelerin oluşturulabileceği beceriler. Açıkça ihtiyaç duyulan en açık alanlar
geliştirme ve uygulama, öğretmen gelişimi ile ilişkili olanlar,
müfredat ve değerlendirme. ATC21S çerçevesinde, çalışma,
Bu konulara tam olarak bakmak için iki karmaşık beceri alanı - öğretim ve
değerlendirme ve bunların müfredat üzerindeki etkileri. Bu oturumda,
sadece bir tanesi - işbirlikçi problem çözme.
İşbirlikçi problem çözme, hem sosyal hem de bilişsel becerileri gerektiren karmaşık bir beceridir
yeterlilikleri. ATC 21S proje ekibi tarafından kompozit beceri olarak rasyonalize edildi.
eleştirel düşünme, problem çözme, karar verme ve karar alma arasındaki bağlantılardan kaynaklanıyor.
işbirliği. "İşbirlikçi Problem Çözme" terimi işten alındı
O'Neill (2014) ve Yeşil çalışmalarında danışmanlık (2004). Hesse ve ark.
(2015) işbirlikçi problem çözme kavramını, beş geniş
strands - katılım, perspektif alma, sosyal ve görev düzenlemeleri ve bilgi
bina ve biz bunlara ayrıntılı olarak geri döneceğiz. Bu iplikler,
senaryo tabanlı görevlerin geliştirilmesi ve saha testleri için tasarlanmış çerçeve
işbirlikli problem çözme becerilerini ortaya çıkarmak. İşbirlikçi problem çözme,
Sadece bir kişinin kapasitesi veya kaynağı ne zaman
sorunu çözmek için yeterli değil. Farklılaşmayı nasıl öğreneceğimizi bilmeliyiz.
kaynakları ve becerileri karmaşık sorunlarla karşı karşıya kaldıklarında. OECD ayrıca
bu yaklaşımları biraz farklı bir yorumlama ve kavramsal olarak benimsedi
ve 2015 PISA çalışmasında işbirliğine dayalı problem çözme becerisini değerlendirecek

Şekil 5: İşbirlikli Problem Çözme İki Etki Alanı
Öğrenci işbirliğini işbirliği probleminde iskelede öğretmenler için zorluk
öğrencilerin ortaya çıkmakta olan becerilerini tanımlamak ve öğrencilerin bu konularda doğru desteği sağlamaktır.
Doğru zamanda doğru zamanda. Öğretmenlerin değerlendirme uygulamaları düzeltmek ve taşımak zorundadır
geçmiş performans hakkında özet bilgi üretmekten veya
bir öğrencinin başlangıç ​​noktasını bulmasına yardımcı olan değerlendirmeye doğru başkalarıyla birlikte
Öğretmenler için öğretimlerini ve öğrenmelerini öğrencilere uyarlayabilecekleri yolları öğrenmek
toplumsal ve bilişsel becerileri işbirliğine dayalı problem çözme ile ilişkilendirir. İşte bu
biçimlendirici değerlendirme kalbi. Değerlendirme ve öğretmeyi birbirine bağlar ve bu derste
değerlendirme ve öğretmeyi 21. yüzyıl becerilerine bağlar.
İşbirlikçi problem çözmenin doğası
Bir bireyin sorun çözme ve işbirlikçi arasındaki temel fark
sorun çözme, sosyal doğasıdır - iletişim ihtiyacı, fikir alışverişinde bulunma,
sorunun ve öğelerinin ortak tanımlanması ve üzerinde anlaşmaya varılan anlaşma
problem unsurları arasındaki bağlantılar ve eylemler ile onların eylemleri arasındaki ilişkiler
Etkileri. İşbirlikçi problem çözme, bu adımların her birini gözlemlenebilir yapar;
bir çözüm olursa, ortak veya bir grubun diğer üyeleriyle paylaşılmalıdır.
başarıyla tespit edildi. Bu adımlar şu şekilde tanımlanabilir:
1. Bir sorun devleti ortak olarak tanınmalı ve işbirlikçileri,
ve sorunun hangi öğelerinin her biri kontrol edebileceğini veya izleyebileceğini kabul etmelidir.
2. Sorunun bir temsili paylaşılmalıdır.
3. İşbirlikçiler, bir eylem planını kabul etmelidir.
kaynaklar.
4. Planlar yürütülmeli ve bu koordineli çaba gerektiren planlar;
birlikte ya da sırayla hareket eden ortak çalışanlar.
5. Bir çözüm yolunda ilerleme izlenmeli, farklı seçenekler değerlendirilmeli,
Gerekirse yeniden formüle edilmek üzere planlar ve ortak çalışanlar,
Olumlu ya da olumsuz geri bildirim karşısında ilerleyin.
Problem çözmeye yönelik bu yaklaşım
Problem çözmeye yönelik bu yaklaşım, 1973'ten beri literatürde tanımlanmıştır,
ne zaman Polya1
matematik problemlerini çözmenin bir yolu olarak biçimlendirdi. O zamandan beri
OECD'nin matematik ve fen ile ilgili problem çözme testlerinde benimsenmiştir.
PISA uluslararası çalışmaları. ATC21S, bunun olmayabileceği görüşünü kabul etti.
matematiğin daha geniş alanlarında işbirliğine dayalı problem çözmeye uygun ve
Bilim. İşbirlikçi problem çözme, toplumsal ve tarihi
meselâ matematik ve fen meseleleri. Tablo 1,
problem çözmeye yönelik farklı yaklaşımların özet karşılaştırması ve
Polya'nın (1973) yaklaşımıyla işbirliğine dayalı problem çözme, OECD'nin PISA çalışmaları,
ve ATC21S.
Polya 1973 PISA 2003/2012 ATC21S
Anlayın
sorun
Keşfetmek ve anlamak hakkında bilgi toplayın ve paylaşın.
ortak çalışan ve görev
Bir plan hazırlayın Temsilci ve
hazırlamak
Bağlantıları ve ilişkileri kontrol edin,
düzenlemek ve sınıflandırmak
bilgi
Uygulamak
plan
Kural kullanımını planlayın ve yürütün: prosedürleri ayarlayın ve
sorunu çözmek için stratejiler
"If, then .." işlemi kullanarak
Geri dönüp bak
Kontrol
Monitör edin ve yansıtın Bir hipotezi test edin, "ne olur"
işlem ve kontrol süreci ve
çözeltiler
Tablo 1: Problem çözme ve işbirlikli problem çözme yaklaşımlarının karşılaştırılması

ATC21S çalışmasında, problem çözme, bir dizi adım olarak görüldü.
Hipotez testleri ve fikirlerin ortak test edilmesi:
1. İlk adım, işbirlikçi ekipteki bireylerin her birinin
Problem alanını araştırır ve elemanlarını ve yönlerini tanımlar.
Gözlemlerini bu aşamada ayrı ayrı kaydedebilirler.
2. Bir sonraki adım öğrencilerin hakkında bilgi toplayıp paylaşmalarını içerir
problem unsurları ve birbirine nasıl bağlantı kurdukları. Bu süreçte öğrenciler
soruna ilişkin toplam bilginin tanımlanması ve harmanlanması
gözlemlerle ilgili bilgileri paylaşma ve işbirliği yapma ve
problem alanı.
3. Tartışma, daha sonra arasında kalıplar ve bağlantılar olup olmadığı üzerine odaklanır.
Sorunun hem gözlem alanlarında hem de gözlem alanlarındaki unsurları
katılımcıların her biri için mevcut.
4. Bağlantılar belirlendikten sonra, tartışma ve işbirliği,
Eylemler ve gözlemlerle ilgili kuralları veya ihtimalleri formüle eder.

1 Polya, G. (1973). Nasıl Çözümlenir, Princeton University Press: Princeton, NJ.
Bunların katılımcıların gözlem mekanında paylaşılması gerekir.
tartışma "if ... then" paradigmasını izliyor.
5. Bir gözlem ve gözlemleme süreci ile
eylemler ve gözlemler, işbirlikçileri daha sonra kurallar oluşturmaya veya
şarta. Bunlar genellemelere yol açarak ortak çalışanlar
belirli bir eylemin her gerçekleştiği zaman,
Sonuç gözlenir. Bu noktada endüktifden tümdengele doğru hareket ederler.
problem çözme becerilerinin hiyerarşisinde mantık yürütme.
6. En yüksek ATC21S seviyesinde, öğrenciler,
istisnalar hakkındaki bilgilerden elde edilen sonuçlar
genellemeler. Bu noktada öğrenciler tarafından hipotez test ediliyorlar.
zorlayıcı genellemeler. Konuyu sorunu şu şekilde ifade ediyorlar:
"farzedelim…"
ş yerinde işbirlikçi problem çözmenin önemi artmaktadır.
toplumlar ve işyerleri giderek bilgi bağımlı hale gelir. İşbirlikçi
sorun çözme, insanların kaynaklarını ve stratejilerini birleştirmesini gerektirir
ortak bir hedefe ulaşmak için. Burada varsayım, işbirliğinin
Bu görev, bir kişinin tek başına çalışması için çok karmaşık olduğu için önemlidir. O
farklı insanlar farklı bilgi sahibi olabilirler; farklı uzmanlık ve
ortaklaşa paylaşmak için sorun alanına getirebilecekleri tecrübe
bilgi, deneyim ve stratejileri bir araya getirmektir.
Bu nedenle kaynakları birleştirmek önemlidir. Bilgi ve beceri çeşitleri de öyle
her insanın sahip olduğu. Bu nedenle, işbirliğine dayalı problem çözme
Bu iki ana bileşene sahiptir. İşbirlikçi, paylaşımcı veya sosyal yönleri ve
bilgi, stratejik, problem çözme veya bilişsel yönler.
İşbirlikçi problem çözme bu nedenle ortak bir faaliyet olarak tanımlanır;
ya da daha fazla kişi bilgi, beceri, malzeme ve
prosedürleri gözden geçirmek ve bunları içeren bir dizi bilişsel duruma geçmek
bilginin toplanması ve analizi ve hipotezlerin formülasyonu
birlikte test etmek için yola çıktılar.
Doğası hakkında bir tartışma olmuştur ve muhtemelen devam edecektir.
işbirlikçi problem çözme, onu tanımlayan yöntemler ve ölçme endişesi
doğasını bozabilir. ATC21S projesinde işbirlikçi problem çözme
ölçülen algoritmaları izleyerek ve izleyen olay türlerini günlüğe kaydeder
ve öğrencilerin ortaklaşa hazırlandıklarında paylaştığı iletişimler
Bir sorunu çözmek için.
Değerlendirmede farklı bir yaklaşım araştırdık. Geleneksel olarak işbirlikçi olduğunda
değerlendirme görevleri üstlenmek, sorun tabanlı öğrenme projeleri veya
Sınıftaki araştırmalar, değerlendirme takımın sonucuna odaklanır
çaba. Şimdi bireysel beceri gelişimini nasıl tanımlayabildiğimizi ve bunların
takım sonucuna genel katkı. Ölçüm yapan şey şu şekildedir:
Hemen hemen her diğer grup probleminden farklı olarak işbirlikçi problem çözme
çözme veya işbirlikçi öğrenme yaklaşımı. Farklı kılan ikinci şey
bu teknoloji tabanlı olmasıdır. Sadece iki basit örneğini inceleyerek
Belli bir işbirliğine dayalı problem çözümü yolunda çalışan insanlar
bir gözlemcinin karmaşık etkileşimler ve faaliyetlerde kaybolduğu belirgin hale gelir
Katılımcıların.

Görevin veya projenin teslimat ortamı, yüz yüze veya
teknolojisi. Teknoloji ile öğrencilerin hangi yönden yapabileceği çeşitli yollar vardır
işbirliği. Bu, farklı ülkeler, sınıflar arasında olabilir ve
Madde, zaman, mekan, sayfa, fırsat veya konu ile fiziksel olarak ayrılmışsa
bilgi. Gerekli olan şey, öğrencilerin aynı anda
görevler ve potansiyel prosedürleri keşfetmek için İnternet üzerinden birbirleriyle etkileşimde bulunabilir
ve karmaşık bir problemi çözmelerine yardımcı olacak stratejiler. Temel unsur
işbirliğine dayalı problem çözme görevi veya işbirliğine dayalı bir probleme dayalı öğrenme
proje, grubun her katılımcısının benzersiz bilgiye sahip olması veya kontrol etmesi,
uzmanlık, tecrübe, malzeme veya nesnelerin
görev, proje veya problem çözümü. Her birey kendi katkısı olmadan
özel kaynak projesi tamamlanamaz; sorun çözülemez; görev
yapılamaz. İşbirlikçi problem çözme, her katılımcının
grubun çalışmalarına katkıda bulunur ve onların çalışmalarını anlar ve açıklar.
işbirlikçileri rollerini ve onların çözümünün katkısının önemini vurguladı.
görev.
İşbirlikçi problem çözmenin en azından iki yetenek alanına bağlı olduğu açıktır.
Birlikte çalışan öğrencilerin, kendi aralarında iletişim kurmalarını sağlayacak kapasiteye ve becerilere sahip olması gerekir.
işbirliği içinde çalışmak ve bilgi, uzmanlık ve önerilerini paylaşmak
stratejisi. Ayrıca, öğrencilerin kendilerini tanımalarını sağlayacak bilişsel becerilere sahip olmaları gerekir.
problemi çözmek ve görevlerini ve spesifik gerekliliklerini analiz etmek. Buna ek olarak öğrenci
bilgiyi bir araya getirmelerini sağlayacak bilişsel becerilere sahip olmalı; inşa etmek
uzmanlık ve problemin anlaşılması; paylaşılan anlaşmalarını
soruna ulaşmada ilerleme kaydetmelerini sağlayacak özel prosedürler
çözüm üretmek ve anlamakta yardımcı olabilecek kalıpları ve stratejileri belirleyebilmek
Bağlantıları ve olasılıklarını,
birbirleriyle pro hakkında genelleşebilir öneriler
hipotez testi şeklinde genellemeler.
İşbirlikçi bir probleme dayalı görev veya projeyi tasarlarken birkaç tane
adımlar:
1. Sorunu veya birlikte çalışan projeyi tanımlayın.
2. Proje öğelerini ve bileşenlerini ayrıntılı olarak tanımlayın;
3. Her bir bileşen için gerekli olan kaynakları tanımlayın. Bunlar olabilir;
a. bilgi
b. malzemeler
c. stratejiler
d. deneyim
e. ekipman;
4. Her katılımcıya çakışmayan, benzersiz kaynaklar setleri tahsis edin
projenin tamamlanmasına veya sorunların çözülmesine katkıda bulunulması gerekli.
Kaynakları paylaşılan veya ortak olmayan katılımcılar arasından bölün.
kaynaklar.
5. Görevin veya problem çözümünün hedeflerini açıkça belirtin ve öğrencilere uygulayın
Görevdeki prosedür.
6. Katılımcılara sorunu tanımlamaları gerektiğini açıklayın,
sorunu çözmek veya görevi tamamlamak için strateji
7. Öğrenciler ayrıca, onların kayıtlarını tutmak için bir araç geliştirmelidirler.
kararlar ve tartışmalar. İşbirlikçi sorunları çözmek için yüz yüze teşebbüsler için
veya kayıtları tutan ortak çalışma projesinin önemli bir unsurudur
değerlendirme süreci.

# data[].attributes.body
When you actively engage the student in their learning activities and find these activities to be meaningful with a tangible outcome, their attitude to learning will undoubtedly change for the better. Learning becomes fun. 4. Final Points I hear you ask well, just how do we assess the acquisition of all these competences developed within project-based learning? To learn more about this, you can listen to the videos in module 3 which look precisely at this important issue. My final point is this, PBL can be approached in two ways, either you work in your own classroom with your class and the work is kept in there, or you decide to work collaboratively with other teachers in your own school, own country or in other countries. When you take this broader approach, the rewards of collaboration can be of enormous benefit both to you and your students. The benefits of exchange and peer learning really does help you to consolidate your approach to changing teacher practice through discussion with other teachers. You are no longer alone. If you are interested in developing projects in a national, European or international context, checkout the project eTwinning. www.etwinning.net. Here you will find a professional community of over 260 thousand teachers interested in you and your ideas. I wish you every enjoyment of this course, I am sure you will learn a lot, and also apply what you learn widely, and I look forward to maybe meeting you one day in our connected world.

Öğrenciyi aktif olarak öğrenme faaliyetlerine kattığınızda ve bunları bulursanız
somut bir sonuç ile anlamlı olan etkinlikler, öğrenme tutumu
şüphesiz daha iyi olacak şekilde değişir. Öğrenme eğlenceli hale gelir.
4. Final Puanları
İyi sormak istediğini duydum, tüm bu yetkinliklerin kazanılmasını nasıl değerlendiririz
proje tabanlı öğrenme ortamında geliştirildi mi? Bu konuda daha fazla bilgi edinmek için,
modül 3'deki videolar tam olarak bu önemli konuyu incelemektedir. Son nokta benim
Bu, PBL'ye iki şekilde yaklaşılabilir, ya kendi sınıfınızda çalışırsınız
sınıfınızla birlikte çalışır ve eser orada tutulur veya birlikte çalışmaya karar verirsiniz
Kendi okulunuzdaki, kendi ülkenizdeki veya diğer ülkelerdeki diğer öğretmenlerle. Sen ne zaman
bu geniş yaklaşımı benimsemek, işbirliğinin getirileri büyük fayda sağlayabilir
hem sizin hem de öğrencileriniz. Değişim ve akran öğrenmesinin faydaları gerçekten
aracılığıyla öğretmenlik uygulamasını değiştirme yaklaşımınızı pekiştirmenizde size yardımcı olur
Diğer öğretmenlerle tartışma. Artık yalnız değilsin. Eğer ilgileniyorsanız
ulusal, Avrupa ya da uluslararası bağlamda projeler geliştirmek,
eTwinning projesi. www.etwinning.net. Burada profesyonel bir topluluk bulacaksınız
260 binden fazla öğretmen sizinle ve fikirlerinizle ilgileniyor.
Bu dersin her keyfi dilerim, eminim çok şey öğreneceksiniz
ne öğrendiklerinizi çokça uygulayın ve belki de bir gün bizimle görüşmek için sabırsızlanıyoruz.
bağlı dünya.

# data[].attributes.body
Implementing the PBL approach in your teaching requires you to bear in mind a few
practicalities before you start. Here are a few pointers you need to think about, which
you can consider as a preliminary checklist:
 What is your project idea?
 What is the time frame proposed?
 Is the project idea manageable?
 Is it a project just between you and your class or will you collaborate with
other teachers in your school or in other countries
 If it involves partners from other countries, what is the language proposed?
 What subjects could be integrated into this project?
 What technical tools, if any, will you use?
 How does your project fit with the school planning and calendar?
Once you have fulfilled the basics you are ready to start. If you bear in mind the
following 7 steps then you are well on your way…
Step 1. Involve your students from the very beginning. Start with a guided exploration
of some topics you have in mind as a whole class; but also be prepared to change if
better ideas are emerging from the class. It is important to establish certain ground
rules regarding behavior with them in advance.
Step 2. Having defined the topic, in discussion with the class break it down into
different tasks. Discuss which technologies to use and how they will be integrated
Step 3. Plan well, set goals, define outcomes. Above all be concrete, students need
goals to work towards and responsibility of tasks in order to achieve them
Step 4. Proceed to put pupils into small groups with responsibilities for a particular
task. Encourage pupils to ask personally relevant and socially significant questions
regarding the topics chosen. Work to the strengths of each pupil.
Step 5. Create a tangible artifact that addresses the issue, answers questions, and
makes learning visible and accountable.
Step 6. Arrive at a conclusion...take a stand...take action.
Step 7. Document, justify, and share conclusion with larger audience. (parents,
school etc)
Build in presentation of the outcomes or artifact to different audiences as a key part
of the project. Presentation of ideas to others consolidates the learning for the
students

Öğretmenize PBL yaklaşımını uygulamak birkaçını aklınızda bulundurmanızı gerektirir
Başlamadan önce pratik özellikler. Düşünmeniz gereken birkaç işaretçiyi burada bulabilirsiniz;
bir ön kontrol listesi olarak düşünebilirsiniz:
 Proje fikriniz nedir?
 Önerilen zaman çerçevesi nedir?
 Proje fikri yönetilebilir mi?
 Sadece sizinle sınıfınız arasında bir proje midir yoksa ortak çalışacak mısınız?
okulunuzdaki veya diğer ülkelerdeki diğer öğretmenler
 Eğer diğer ülkelerden ortaklar içeriyorsa, önerilen dil hangisidir?
 Bu projeye hangi konular entegre edilebilir?
 Varsa hangi teknik araçları kullanacaksınız?
 Projeniz okul planlaması ve takvimine nasıl uyuyor?
Temelleri yerine getirdiğinizde başlamak için hazırsınız. Akılda tutulursa
7 basamaktan sonra yolda gidiyorsun ...
Adım 1. Öğrencilerinizi en baştan dahil edin. Kılavuzlu bir araştırmayla başlayın
Bir bütün olarak aklınızda bulunduğunuz bazı konuların sınıfı; ama aynı zamanda değiştirmeye hazır olun.
sınıftan daha iyi fikirler çıkıyor. Belli bir zemin oluşturmak önemlidir
onlarla önceden davranış kuralları.
2. Adım. Konuyu tanımladıktan sonra, sınıfla tartışırken onu parçalayın.
farklı görevler. Hangi teknolojilerin kullanılacağını ve nasıl entegre edileceğini tartışın
Adım 3. İyi plan yapın, hedefler koyun, sonuçları tanımlayın. Her şeyden önce somut olmalı, öğrencilerin ihtiyacı var
hedeflere ulaşmak için çalışmak ve görevlerin sorumluluğunu sağlamak
Adım 4. Öğrencileri belli bir görev için sorumlulukları olan küçük gruplara yerleştirmeye devam edin.
görev. Öğrencileri kişisel olarak alakalı ve sosyal açıdan önemli sorular sormaya teşvik edin
seçilen konularda. Her öğrencinin güçlü yanlarına çalışın.
Adım 5. Sorunu ele alan somut bir eser oluşturun, sorulara cevap verin ve
Öğrenmeyi görünür ve hesap verebilir hale getirir.
Adım 6. Bir sonuca varın ... bir adım atın ... harekete geçin.
Adım 7. Daha geniş kitlelerle sonuca ulaşın, haklı kılın ve sonuç paylaşın. (Ebeveynler,
okul vb.)
Farklı izleyicilere sonuçların veya eserlerin anahtar bir parçası olarak sunulması
projenin. Fikirlerin başkalarına sunulması,
öğrencilerin

# data[].attributes.body
Implementing the PBL approach in your teaching requires you to bear in mind a few practicalities before you start. Here are a few pointers you need to think about, which you can consider as a preliminary checklist:  What is your project idea?  What is the time frame proposed?  Is the project idea manageable?  Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries  If it involves partners from other countries, what is the language proposed?  What subjects could be integrated into this project?  What technical tools, if any, will you use?  How does your project fit with the school planning and calendar? Once you have fulfilled the basics you are ready to start. If you bear in mind the following 7 steps then you are well on your way… Step 1. Involve your students from the very beginning. Start with a guided exploration of some topics you have in mind as a whole class; but also be prepared to change if better ideas are emerging from the class. It is important to establish certain ground rules regarding behavior with them in advance. Step 2. Having defined the topic, in discussion with the class break it down into different tasks. Discuss which technologies to use and how they will be integrated Step 3. Plan well, set goals, define outcomes. Above all be concrete, students need goals to work towards and responsibility of tasks in order to achieve them Step 4. Proceed to put pupils into small groups with responsibilities for a particular task. Encourage pupils to ask personally relevant and socially significant questions regarding the topics chosen. Work to the strengths of each pupil. Step 5. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable. Step 6. Arrive at a conclusion...take a stand...take action. Step 7. Document, justify, and share conclusion with larger audience. (parents, school etc) Build in presentation of the outcomes or artifact to different audiences as a key part of the project. Presentation of ideas to others consolidates the learning for the students

"Şehrimizdeki ilk yerleşimciler kimdi?"
"Sağlıklı bir yem olmak ne demek?"
"Uçaklar nasıl inşa edildi?"
Elbette, Mergendoller'dan alıntı yapmak için "bu soruların değil" demesini istemiyor.
çünkü bilerek değerlidirler ve öğrencileri bir takım şekillerde
Araştırma. Bununla birlikte, bu tür araştırmalar, bilgilerin ortaya çıkarılmasını ve
bilgi ve kavramlar hakkında eleştirel düşünmeden ziyade kavramları açıklamak "olduğunu söyledi.
Öte yandan, Googleable olmayan soruları şöyle olacaktır:
"Şehrimizin büyümesinin en önemli sebebi neydi?"
"Gençleri sağlıklı yemeyenler olmaya nasıl ikna edebiliriz?"
Hafif olup 25 pound desteklemeyen bir uçak kanadını nasıl tasarlayabiliriz?
kırılıyor mu? "Bu soruları" kazma "yapmadan Google'da bulamadım
derinden.
PBL'nin bütün amacı, öğrencileri araştırmaya ve cevapları bulmaya teşvik etmektir
ve üst düzey düşünme becerileri geliştirmelerine yardımcı olmak için çözümler sunar:
buldukları bilgileri, bunları yorumlayıp bulgularını karşılaştırmak, sentezlemek
fikirleri, güçlü ve zayıf yanlarını değerlendirebilir, akran edebilir ve kendi kendine değerlendirebilir, çözüm bulabilir
ve yeni bir ürün yaratın.
Şimdi problem temelli öğrenme yöntemine bir göz atalım;
pratik. Öğrencilere incelenmek üzere gerçek bir hayat problemi verilir;
özgün bir sorun olarak nitelendirilir ve olası çözümler üretmek zorundadır. O
her türlü gerçek hayat problemine yaygın olarak uygulanabilir. Çözümler daha sonra
örneğin, belirli bir durumda en iyi sonuçların neler olacağını görmek için tartıştı ve test etti.
Kendi evlerinde yaşlı insanlar için en iyi bakımı nasıl sağlanır, Nasıl iyileştirilir?
kamu binalarına erişim Bu yaklaşımların her ikisi de problem çözme,
eleştirel düşünme ve bilgi işleme becerileri. Ayrıca en iyi zaman çalışırlar.
öğrencilerin küçük takım veya gruplarda çalışması gerekir. İki yöntem yakından ilişkilidir
birbirlerine ve çoğunlukla üst üste gelirler. Ayrıca bu yaklaşımda dikkat çekici olan şey,
mutlaka doğru veya yanlış cevaplar yoktur. Her çözümün esası olabilir ve
Demer ve öğrencilerin analiz etmeleri ve yargılaması gerekir. Bu yeni bir gidiş olabilir
Belli ki öğrenen bazı öğretmenler her zaman gerçek bilgiyle uğraşırlar.
Eminim bu kelimeyi biliyorsun 'Bana söyle ve unut gitsin, ben ve ben
unutmayın, beni dahil edin ve anlayın '. Bu PBL'nin temel öğretisidir. Öyle
hem öğrenci hem de öğretmen için daha zorlayıcı ders, ancak aynı zamanda daha ödüllendirici

# data[].attributes.body
Video Talk 1: How to design project-based learning Hello and welcome to this topic on project based learning. My name is Anne Gilleran and I come from Dublin in Ireland. I currently work at European Schoolnet as a Pedagogical Manager. However I have worked all my life in education, as a teacher, guidance counselor, school principal, and teacher trainer. Today I want to explore with you some of the ideas behind Project Based Learning (PBL for short); look at some of the various models of PBL and pinpoint some basic considerations which must be taken into account when planning a PBL activity with your students. Project-based learning is an approach which uses methods such as inquiry-based learning and problem-based learning to develop students’ competences. Let me explain this a little more. Having decided to explore a topic or concentrate on an aspect of your curriculum you can decide to use either an Inquiry based approach or a Problem based approach, or indeed a mixture of the two. Let’s examine the Inquiry-based learning method first. Inquiry is "a seeking or request for truth, information or knowledge". Inquiry-based learning starts with questioning, continues with exploration and investigation and ends with finding a solution, drawing a reasonable conclusion, making a substantive decision or applying new knowledge or skills. It is often used to explore deep questions such as; Are all humans born free? Is democracy the ideal way to organise society? Inquiry-based learning relies on questioning – you may say “but so does the traditional approach to learning.” The difference is, however, that in the traditional classroom it is the teacher who asks questions to which answers can easily be found and which usually do not go beyond the immediately available information. In an inquiry-driven classroom, it is not only the teacher who asks open-ended questions, but also students themselves. Students are encouraged to question arguments, information, ideas, opinions and viewpoints, to go deeper and generate new questions, which will lead them to new knowledge. Let’s have a look at the type of questions that one should concentrate on. I quote here from the work of John Mergendoller of the Buck Institute for Education,. He says that in a PBL environment, the project should investigate what he describes as "non-Googleable Driving Questions". In other words questions that cannot be easily answered by just looking up Google, Bing, Wikipedia etc. Just like in pre internet days, students would look up an encyclopedia and slavishly copy the information to provide their answers.His examples of Googleable questions are: 2 "Who were the first settlers in our city?" "What does it mean to be a healthy eater?" "How are airplanes wings constructed?" Of course, to quote Mergendoller, he doesn't want to say "that these questions aren't worth knowing, because they are, and they can lead students to engage in a form of research. Such research, however, emphasizes uncovering information and explicating concepts, rather than thinking critically about information and concepts." On the other hand, non-Googleable questions would be: "What was the most important cause of our city's growth?" "How can we best convince teenagers to be healthy eaters?" How can we design an airplane wing that is light and will support 25 pounds without breaking?" Answers to these questions can't be found on Google without "digging" deeply. The whole purpose of PBL is to encourage pupils to research and to find answers and solutions, to help them develop higher-order thinking skills: analyse the information they find, interpret it and compare their findings, synthesis the ideas, evaluate its strengths and weaknesses, peer and self-assess it, find solutions and create a new product. Let’s now take a look at the problem-based learning method, which is more practical. Students are given a real life problem to investigate, which can be described as an authentic problem and have to come up with possible solutions. It may be widely applied to all kinds of real life problems. The solutions can then be discussed and tested to see which will work best in a given situation, for example. How to provide the best care for elderly people in their own homes, How to improve access to public buildings. Both of these approaches focus on developing problemsolving, critical thinking and information-processing skills. They also work best when students have to work in small teams or groups. The two methods are closely related to each other and often overlap. It is also interesting to note that in this approach, there are not necessarily right or wrong answers. Each solution may have merits and demerits and the students have to analyse and judge. This can be a new departure for some teachers who have up to know maybe always dealt in factual knowledge. I am sure you are familiar with this phrase ‘Tell me and I forget, show me and I remember, involve me and I understand’. This is the basic tenet of PBL. It is of course more demanding on both student and teacher, but it is also more rewarding. 3 Implementing the PBL approach in your teaching requires you to bear in mind a few practicalities before you start. Here are a few pointers you need to think about, which you can consider as a preliminary checklist:  What is your project idea?  What is the time frame proposed?  Is the project idea manageable?  Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries  If it involves partners from other countries, what is the language proposed?  What subjects could be integrated into this project?  What technical tools, if any, will you use?  How does your project fit with the school planning and calendar? Once you have fulfilled the basics you are ready to start. If you bear in mind the following 7 steps then you are well on your way… Step 1. Involve your students from the very beginning. Start with a guided exploration of some topics you have in mind as a whole class; but also be prepared to change if better ideas are emerging from the class. It is important to establish certain ground rules regarding behavior with them in advance. Step 2. Having defined the topic, in discussion with the class break it down into different tasks. Discuss which technologies to use and how they will be integrated Step 3. Plan well, set goals, define outcomes. Above all be concrete, students need goals to work towards and responsibility of tasks in order to achieve them Step 4. Proceed to put pupils into small groups with responsibilities for a particular task. Encourage pupils to ask personally relevant and socially significant questions regarding the topics chosen. Work to the strengths of each pupil. Step 5. Create a tangible artifact that addresses the issue, answers questions, and makes learning visible and accountable. Step 6. Arrive at a conclusion...take a stand...take action. Step 7. Document, justify, and share conclusion with larger audience. (parents, school etc) Build in presentation of the outcomes or artifact to different audiences as a key part of the project. Presentation of ideas to others consolidates the learning for the students. 4 When you actively engage the student in their learning activities and find these activities to be meaningful with a tangible outcome, their attitude to learning will undoubtedly change for the better. Learning becomes fun. 4. Final Points I hear you ask well, just how do we assess the acquisition of all these competences developed within project-based learning? To learn more about this, you can listen to the videos in module 3 which look precisely at this important issue. My final point is this, PBL can be approached in two ways, either you work in your own classroom with your class and the work is kept in there, or you decide to work collaboratively with other teachers in your own school, own country or in other countries. When you take this broader approach, the rewards of collaboration can be of enormous benefit both to you and your students. The benefits of exchange and peer learning really does help you to consolidate your approach to changing teacher practice through discussion with other teachers. You are no longer alone. If you are interested in developing projects in a national, European or international context, checkout the project eTwinning. www.etwinning.net. Here you will find a professional community of over 260 thousand teachers interested in you and your ideas. I wish you every enjoyment of this course, I am sure you will learn a lot, and also apply what you learn widely, and I look forward to maybe meeting you one day in our connected world.

# data[].attributes.body
"Who were the first settlers in our city?"
"What does it mean to be a healthy eater?"
"How are airplanes wings constructed?"
Of course, to quote Mergendoller, he doesn't want to say "that these questions aren't
worth knowing, because they are, and they can lead students to engage in a form of
research. Such research, however, emphasizes uncovering information and
explicating concepts, rather than thinking critically about information and concepts."
On the other hand, non-Googleable questions would be:
"What was the most important cause of our city's growth?"
"How can we best convince teenagers to be healthy eaters?"
How can we design an airplane wing that is light and will support 25 pounds without
breaking?" Answers to these questions can't be found on Google without "digging"
deeply.
The whole purpose of PBL is to encourage pupils to research and to find answers
and solutions, to help them develop higher-order thinking skills: analyse the
information they find, interpret it and compare their findings, synthesis the
ideas, evaluate its strengths and weaknesses, peer and self-assess it, find solutions
and create a new product.
Let’s now take a look at the problem-based learning method, which is more
practical. Students are given a real life problem to investigate, which can be
described as an authentic problem and have to come up with possible solutions. It
may be widely applied to all kinds of real life problems. The solutions can then be
discussed and tested to see which will work best in a given situation, for example.
How to provide the best care for elderly people in their own homes, How to improve
access to public buildings. Both of these approaches focus on developing problemsolving,
critical thinking and information-processing skills. They also work best when
students have to work in small teams or groups. The two methods are closely related
to each other and often overlap. It is also interesting to note that in this approach,
there are not necessarily right or wrong answers. Each solution may have merits and
demerits and the students have to analyse and judge. This can be a new departure
for some teachers who have up to know maybe always dealt in factual knowledge.
I am sure you are familiar with this phrase ‘Tell me and I forget, show me and I
remember, involve me and I understand’. This is the basic tenet of PBL. It is of
course more demanding on both student and teacher, but it is also more rewarding

# data[].attributes.attachment_link.title
Project Based Learning: Am I Doing it Right? How Do I know?

# data[].attributes.body
The whole purpose of PBL is to encourage pupils to research and to find answers
and solutions, to help them develop higher-order thinking skills: analyse the
information they find, interpret it and compare their findings, synthesis the
ideas, evaluate its strengths and weaknesses, peer and self-assess it, find solutions
Proje tabanlı öğrenme is thought to be   an alternative to traditional and sometımes and sometimes passive learning.

# data[].attributes.body
has to wait for thw wekeend to many projects running simultaneously

# data[].attributes.headline
LIST OF COMPOTENCES/ 21  ST CENTURY EDUCATİON

# data[].attributes.subject
LIST OF COMPOTENCES/ 21  ST CENTURY EDUCATİON

# data[].attributes.body
Critial thinking
problem solving
reasoning ,analysis,interpretation,synthesizing information,imagition

# data[].attributes.body
I'm a math teacher
I'm from  ADANA/TURKEY
Love to apply latest teaching tecniques and methodologies