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The component that is the most challenging, for me, is assessment: how can I be sure my students are learning?

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A teacher is never alone has from his the collaboration of his colleagues and parents, various associations with which he shares the educational work not least that of every boy and girl the terminals of education.

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A teacher is never alone has from his the collaboration of his colleagues and parents, various associations with which he shares the educational work not least that of every boy and girl the terminals of education ......

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today there is a need for "teachers able to make sense of school, study and culture, without reducing everything to technical knowledge but aiming to build an educational relationship with each student, who must feel welcomed and beloved for what it is, with all its limitations and its potentialities.

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a teacher is never alone: he has as a company of his adventure the freedom of his colleagues and parents, with whom he shares the educational work, and that of every boy and girl, the terminals of education.

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Due to the latest articles and project online, I started trying to use PBL in my classes more often. However, there are some concerns that still linger on: the way to scaffold all the necessary steps and the evaluation required by the system.

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Turning passive learners to active ones and giving them incentives to drive their one way to knowledge is the most challenging for my.

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Regarding the video ‘Five keys to rigorous Project-Based learning’ introduced in module 1.4, I’ve made a reflection about these five components and their importance:

All of the 5 components mentioned are, indeed, important in order to introduce Project-Based learning. In my case, I teach English as a foreign language and I find it rather difficult to do such a task without allowing a certain amount of flexibility regarding the use of the target language and mother tongue. Also, I think I’d have to use adapted materials, so in some sense, it wouldn’t be connected as much to the real world as another project would. Furthermore, I find it quite challenging to encourage all my students to work in such a way. Even though we recognize the difference and each members of the team can offer his or her contribution, I bellieve some students would be lost in such a method while others would have to handle all the workload.

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In my opinion all the components are extremely important, but assessme is  probably  the most challenging one

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As a teacher of foreign languages to me the most difficult task to accomplish is the real world connection. In some kind of “natural” way, languages are already connected to real life: my students learn how to order food in a restaurant, take the bus, shop for clothes etc. in the foreign language – so the real world connection is already implicitly there. But the thing is that, depending on language proficiency (I mainly teach A1 and A2 levels in German), goals are rather humble. This leads to a very “controlled” limited and, in some way, manipulated real world connection.

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Well, all 5 are important and, from my point of view not easy to accomplish.
Our classrooms are not prepared for this kind of work and students are difficult to make make follow some rules. Planning such a thing is also not easy, specially for those who are not used to it.
And then again, assessing may limit us, because of constraints we have on part of governmental directives. Each student gets a number 3 times in a school year and those numbers have to come from very concrete tasks. Otherwise, even parents sometimes argue about where teachers got those "numbers"

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The 5 components seem very important for a problem-solving challenge. The most challenging for me to realize is the student-driven because students sometimes have many ideas and it is a little difficult to arrange with them in order everybody be satisfied.

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The most challenging in my view is the assessment. In Portugal we usually have two tests each term. If you try to innovate, you may face the opposition of students, parents and your own colleagues, specially in secondary schools. One of the reasons is tradition, the old school system, the other one is exams. In order to go to university, students need to do exams. They need to achieve the best results to choose their course. Competition is huge!!!
Also, the need to follow a course book  which the students have to pay for every year, leads teachers to use it, even if they want to do sth completely different.

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Personally I believe that Multifaceted Assessment is the most challenging aspect because in our new educational law there are a lot of students’ learning standards that must be evaluated very carefully. I think that it is extremely difficult to design a project that has got all of these standards.

Also I honestly think teachers, students, families, etc. must be able to evaluate the process and results if we want to have a real feedback. I do not know very well how it can be done.

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I teach in a low secondary school and even if my students like working in groups and doing project, sometimes I have to stop and follow the book. First of all my colleagues are very studied on the book and secondly because we do tests together and they usually refer to the topics vocabularies and grammar of the students ' book. Moreover the biggest problem I have is that my students have to attend high school the following year and the teachers there are very old fashioned and don't t use new methodology.... so even if my students  have good competences they just work with grammar  and I have to prepare them to face the new school.

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One of the most difficult things is to be able to give students a valid motivation to learn how to learn: how to build knowledge. Getting Collaboration and Participation on their part is the main goal of a pbl-based methodology.
All activities must be carefully planned and programmed to achieve a constructive result.

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As far as the teaching and learning process that takes place in my classroom is concerned, I would say that there are more than just one components that I fell will be the most challenging for me to attain. They have to do with both the average mindframe of the students who have been "learning" the old traditional way for 10 years and classroom space is outdated and does not lend itself well to group work or allows the use of IT tools. However this is not at all a lost battle and I have the biggest expectations for this project.

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After thinking about the five components of PBl I find the most difficult one in assessing the students and the learning core. I need to assess about 200 hundred standards to all my grade six students and projects take too much time for them. Assessment in Spain curriculum is too rigid but we may find the way to overcome this problem.

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The five components are very important, and the key of a good PBL is using all of the components. Multifaceted Assessment is the most challenging for me because of the number of students in one class (30 students).

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I think PBL is really effective way of learning and teaching but there are some challenges to perform in it schools. Because curriculum requires regular and sitrict summative assesment in my country it is hard students to reach real-world connection. The students are responsible  for a lot of cources and tasks  so for only one course we haven't enough time to engage students with real-world connection.
Our classes are crowded and the technological devices or classes aren't sufficient for students.

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I love the general idea of involving student to create projects. However, our curriculum is so closed that it does not allow teacher to create new activities or do some extra practice. It would be great to have some freedom.

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Core to learning is probably the most challenging for me as English is the target language. I have groups with a very low level and tend to look for the information in Spanish. And we have a closed  curriculum to fulfill.
Student driven: being a facilitator is not always easy. Students are used to being told and not to taking control of the situation.

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The five components are important, but maybe the greatest mastery is to do a good PBL lesson by using the five elements without compromise in either of them. Structuring them themselves is a great challenge.

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For me, the most difficult aspect to realize is multi-faceted assessment. In PBL you can also evaluate skills like cooperation within the group. These skills are really important but there is no nationwide method to incorporate them into a final grade. In this way the assessment given in PBL tasks, can't be compared to the traditional grades given in exams where students have to show their reading competences or write essays. Sadly the grades they get in their final exams decide if they can study a certain career at university and therefore teachers are under pressure to train the skills asked in the nationwide final exams, which is often at the expense of PBL assessment methods.

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Each of the five components are very important. For me is is the most challenging the last component - multifaceted assessment. I would like to find a quality method for assessments all 25 little children.

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Core to Learning is the most challenging component for me because I’m used to doing final projects at the end of modules. I ask my students to show me in their projects how much they’ve learnt so far. PBL is the other way round. It will probably be a longer process but I hope they will learn “the lesson” forever.

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Structured collaboration is the most challenging key because my students are used to been given tasks and every time I've tried to change the approach I've found some difficulties. I'm quite concerned with the passivity and I think it is very important to choose a topic that motivates them. This course is giving me the theoretical support I needed

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Of the five key points for me it is more complicated, and according to what classes, the fact that the students are the drivers of their learning and the teacher a mere facilitator. The inmendiatez that governs our society is transferred to our students who want to get everything immediately and if they do not find the solution immediately they demand that it be provided by the teacher.
Of course it is also difficult to reconcile the curriculum and the final external exams that require another type of knowledge and another approach. In the PBL we promote cooperative and procedural work and in the external and national evaluation tests, individual and conceptual work is valued. Therefore you would have to start the house by the roof

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Most challenging for me is the assesment. My curriculum is regular and rigid. I think we must grade and assess the 21st century skills

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I think that “structured collaboration” is my challenging key beacuse in secondary school theachers are individualist and they don’t want to collaborate or share materials, ideas and especially time togheter. We have a no-stop working agenda and it is very difficult to find out somebody available to stay at school more hours for projecting thing...

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After watching the video i think for me the biggest challenge is perhaps to make sure that the contents are being managed and exploited by the students without becoming directive and this is due to the fact that my students still have a little autonomy of work ... I always look responsible them in learning, leaving a certain margin of choice but sometimes I have to step in to make sure everyone is actually doing something.
On the other hand, the school's evaluation guidelines still focus heavily on products rather than on process ... and although I do checklists I am still not at ease in designing tools for the continued and systematic evaluation of students during project development.

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All 5 components Real-World Connection, Core to Learning, Structured Collaboration,Student Driven, Multifaceted Assessment are important and not very easy to obtain.

I have been already trying out some of the components durign projects. I think the biggest problem for me is finding the topics of the project that have the real-world connection. I plan to introduce PBL to more than one subject - do a week of project work that will connect many subjects. The second thing that maybe is not listed but it's needed at all the stages is time. Projects need time. And students often don't have it.

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Challenges;
1-Assesing accuretely;If 5 people are involved in a project, how do you assess each of them on the quality of the outcome? You could decide to simply give them all the same mark.
2-Monitoring progress;
This is related to assessment, but is not quite the same. What I am referring to is the fact that you need to ensure that each pupil is improving, which entails being challenged. Hopefully, pupils are not doing the same sort of thing in every project, but if they do end up working in the same area twice, the second time should be a development rather than a repetition.
3-Providing catch up opportunities;

If a pupil misses a particular type of opportunity, how will you ensure that s/he makes up for it? This relates to the points about monitoring: if a pupil has been involved in 4 projects, say, over the course of the year, and has not once touched computer programming in all that time, you may have to tell him what role he is going to take on in the next project.

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The most challenging PBL component for me to realize is effective collaboration because my students are adults and lack training in collaborative learning, overall. When trained, most of them react well and become enthusiastic about learning; yet others do not easily understand knowledge can be constructed collaboratively, and therefore, expect more direction and information from the teacher.

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I think the keys to teaching with PBL methodology require a total change in the way of working for us Italian teachers and students. All video keys are demanding for many reasons: the school's rigid evaluation system, the student's habit of collaborating with difficulties, and so on. Even the teacher of the same class is often unable to collaborate, so it is very difficult to ask the student to collaborate. They have no model. But I think if the teacher believes in the validity of the BPL approach, he must begin to study it closely and use it, despite all the obstacles.
https://youtu.be/hnzCGNnU_WM

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Classroom space is a big problem because it is difficult to move, the classes are very crowded. The curriculum is very intensive. I realy want to use PBL in my classes but I need your help to learn to do it with 45 students.

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Bulgaria
All five components of PBL are important.The most challing for me is assessment because our curriculum requires very regular and rigid summative assessments.I am concerned about the passivity of my students in lessons and getting them to take the initiative.

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In my opinion the most challenging part will be students leading. In Turkey the number of students are high and our classrooms are not designed for that kind of activities.There are some common tests they should take during or at the end of the term. So this makes assessment another challenging key point.

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For me the most difficult part of PBL is when the students have to lead their own learning because they are used to be directed by the teacher,

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Spanish curriculum is open and flexible according to the current legislation but that is theory and not the reality in my school.The department to which I belong is rigid in contents and assessments.        The problem is that there is a final exam in June and another one in September, if students  do not  learn all the grammatical contents  on time the  groups I have been assigned  would fail that final exam which is the same one for the same levels. The assessment consists of understanding a reading, use of English activities, and an essay.

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Their are all challenging (in the positive way) but, the most challenging of the 5 componentes, for me, is the Multifaceted Assessment. I have 30 students in class and it is difficult for me to follow everiones work and commitment in every class. I often make self assessment of students in each class and it is also very time consuming to read and respond to all of this items.

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We're used to show pictures or videos to the students but it is not easy to take them out of the school and try to give them "real-world connections", in my opinion you have to think twice before going out with students to "see the world".
At the same time, it's very important to change your mind if you want to have a "student driven" class, you aren't something like "God" in your class anymore, you are becoming another member of the group in certain moments of the process.

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I think that my greatest difficulties in practicing PBL in my reality are: The passivity of the students and rigid assessments. The curriculum is really rigid, as are school managers and families and students accustomed to more traditional strategies.

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1.4 Components of Good PBL
All 5 components:

1. Real-World Connection

2. Core to Learning

3. Structured Collaboration

4. Student Driven

5. Multifaceted Assessment

(or keys as they are called in the video), are very important in PBL learning, it is difficult to choose one. All five are important, but it is not easy to engage students in it.

Extensive curriculum and few times with students is the most difficult to implement PBL.

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I think that with a strongly designed lesson/activity plan you can achieve most of the keys for a good PBL, except for a Multifaceted Assessment. Though some specific courses attended in the last two years, I dare say I can't 'design' the ideal assessment architecture so far. I've been taught and practiced myself about evaluation rubrics, however I don't feel quite confident in that, yet. In addition, my pupils (11-14 year-old) and their families are accustomed only to the rigid marks system, graded in numbers, still in use as per Italian law.

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Up until now, I always thought that the assessment of PBL would be my biggest obstacle due to the very traditional formal assessment methods applied in my school. However, after watching this video, I am starting to worry that the Student-Driven component might become my biggest obstacle, as I teach 4th graders. I worry that nine year-olds might not be independent enough or have a deep-enough understanding of the real world to be able to cope and fully engage in this kind of teaching approach.
Well... let's find out, shall we?

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One of the key problems in using a PBL approach in my classes is assessment. Though I agree on the fact that PBL allows assessment to be integrated in all the learning unit and helps students feel part of the assessment process, the problem I would need to face is the rigid summative assessment which occurs in my school. At the end of a specific unit we need to assess students both in a written form and oral and we need a specific number of assessments. However, Once a teacher gets use to a PBL approach in all its forms and procedures, a teacher can better plan assessment and incorporate it in the PBL learning/teaching process.

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The main challenges for me could be guiding students towards effective Structured Collaboration (3), Student Driven projects (4) and implementing Multifaceted Assessment (5).  Students in Turkey are so much accustomed towards being controlled and things done for them that it might not be an easy task to guide them to take leadership for effective PBL. Similarly, as traditionally they are directed by teachers and older members of the family, they would need to be guided towards and practise taking responsibility and working with others effectively. It would also take some practise for them to learn division of labour in a team before they can realise effective Structured Collaboration. Stemming from the same habits, they may be seeking detailed instructions from me and this will cut into Student Driven PBL. Students would probably resist and find it difficult to be honest in assessing themselves as well at the beginning and this could make Multifaceted Assessment another challenge to face. In all however, these are the aspects that students have more to gain from. I am just realising that I will need to study, think a lot and work out an effective way to assist students to overcome the hurdles of the education system and family traditions preventing them to develop the necessary skills and habits which will help them to become functioning and productive adults in the future. Then, leaning PBL through this course is a strong step towards this end.

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There are difficulties in the components of cooperation and evaluation. Competition among students prevents collaboration. Passive students are not required to have a group. Because it is considered inadequate by other group members. The problem is that the classes are crowded and that there is not enough space. There's strict rules. The evaluation phase will be very difficult. I must find new ways to develop and evaluate cooperation.

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Out of these 5 keys I find assessment and scaffolding most difficult. On the one hand we do not want to put the pressure on students to allow their creativity find its way out, but on the other hand we are constantly being questioned about the visible and measurable proofs of students' work.
I also find difficult to manage several groups at the same time while working on 45minute- lesson unit.

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After watching the video, I think all the components are very important. Nevertheless, I feel that the most challenging for me and my pupils will be the structured collaboration. My pupils are too young and some times they don´t want to share anything with their classmates. Moreover, sometimes they can´t comunicate betwen themselves or with me because some of them don´t speak properly. So I think I have to work a lot in it and I have to look for different ways of comunication between pupils that are 3 years old.

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Of the key components of the second PBL, it seems to me harder to apply in my class:
1. the initiative for such a project from the students
2. the type of evaluation, because the evaluations are summative and quite rigid
But I can think of how to guide my students to work as best as possible in the group, how to motivate them to initiate such projects, and to make a different assessment per semester. That's what I'm working on now!

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I believe the most challenging key for me would to implement structured collaboration. I need someone to show me how it is carefully scaffolded. I need to learn which steps have to be taken and how to formulate them to ensure the students are successful and learn to communicate effectively with one another.

The next difficulty that I see is with the student driven component. The students are at our school because they were not able to learn as fast as other students during elementary school. This fact has affected their self-esteem when it comes to learning. A lot of time is spent building up their confidence, but they are very dependent upon teachers making decisions for them. I need help on how to make projects that they can solve successfully on their own. Or at least have the feeling they have done it themselves.

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I am a bit worried by the core to learning, especially by the correlation between several school subjects, because of a so complex planning. In my opinion, to keep under  control all the aims which your pupils should achieve, may be difficult. Moreover, the assessment requires a different point of view.

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I think the most challenging key is assessment because our curriculum is very rigid and we have to change our approach

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I  see the video and I write to remember it the 5 keys. I 'm not able to select one of the keys because in the film there isn't an example about my discipline: math. The curriculum of math is more rigid and there are more argument to teach and it is more difficult for student.

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The most challenging component is 'real-world connection.' the curriculum and dependency upon textbooks requires the teacher to change his/her mindset and it also requires the present education system to change wherein the teacher is trusted by all stakeholders to change the teaching approach

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After waching the video it is not easy to choose one of the five components of GPBL. Anyway, if I would be forced to cacht one of them I should choose the last one: multifaceted assessment.
From my point of vew this is the real barrier to implement GPBL. Althoght we keep an academic rigor across the whole process teachers are not confident that this methodology drives student to perform as well or better on high-skates test to enter the university.

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Alda Santos Portugal
Of the five referenced components, what I find most challenging are the issues related to the concept of learning - core to learning.
 How are cognitive theories integrated in PBL? How do existing studies integrate the limitations of our working memory?
We learn because someone teaches us. Some prior knowledge is needed to make learning more autonomous.
When students make a project their learning is done through examples? Examples resulting from the searches they do on the internet? How do students with special educational needs integrate into the PBL methodologies?
Have we agreed that the whole discovery presupposes support/scaffols?
Is all discovery oriented?

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Collaboration could be an issue as most of our classrooms have fixed desks and group work is hard to do. Also, students are not accustomed to work together and collaborate; from my previous experience I’ve noticed that some are very loud and want to get their ideas across, others more indifferent and do not get involved, sometimes they quarrel when they disagree. An effective, harmonious collaboration is hard to achieve and I suppose I would have to give them an insight into how to be(have) in a working group. Furthermore, critical and creative thinking is somethng they are not accustomed to , so they would benefit a lot from PBL.

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what I find most challenging is the key "real world connection", because all the other  potentially-critical-aspects can be overcome with "creative mindset" and lifelong lerning-predisposition, which  should be teacher qualities first than students ones. In other words,  obstacles inside school and teaching are solvable with self-and-team improving, not so for external accountability and effective collaboration with stakeholders.

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From my perspective and personal situation, I find the keys " Core to learning" and "assessment" the most difficult to implement. As a teacher of English as a second language I could develop any project but I would need the collaboration of my colleagues, and at this moment this is impossible as the school is a traditional one, I know I have to implement it alone. On the other hand , I would like to learn how to assess the student's learning when they work in groups and each one has a different role.

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From my point of view, assessment is quite challenging. In Spain, our curriculum requires very regular and rigid assessments which force us to do different types of exams very often. There are many competitive students and parents who need to obtain a mark every day. This subject is difficult to change.
Another obstacle is the ratio of pupils per class. Group activities can be a real mess when it´s necessary to organize 30 students, for example.

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I guess a student-drive project could be diffiult to initiate, but once used to it, my kids would go with the flow.

What really worries me is the environment which is totally unfit for PBL. And also my jobmates who sometimes simply work against you because dont like changes and are more ate ease with a traditional teaching style and room setting (which is fine, of course... I just dont want to give up my ideas in my period because they dont like this in their periods).

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In my case, the main obstacle with PBL in my group, has been that my students tend to work alone, the majority of them are so much competitive. Consequently I've needed to create a collaborative atmosphere and sharing out tasks among them.

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Effective collaboration is the most challenging component for me because of my students age (3-4 years old). It requires a great deal of time to teach them how to work together and to make them understand the advantages of cooperative learning.

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I think my school and students offer a perfect setting for PBL. What is a problem is the stiff exam corset and for me to find the real-world-problem. This seems so challenging!

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As I try to teach my students in all different kinds and methods, I think all of the keys are effective, the most difficult is exactly to get out of the classroom and to make your lessons outside

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Finding a problem that really matters and allows a cross-curricular approach is hard enough, but making sure the project integrates the most relevant skills is problably the most difficult task, because I'm sure they are learning, but that learning is somewhat unplanned, which brings me to the second problem of mine: planning.
Planning the project and preparing all the scaffolding is a rather daunting task and a little unpredictable, which probably explains the real problem: loss of control over the class learning progress.

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The first challenge for me would be to come up with the idea of the project connected to the real world, especially with the younger students. Another issue I am worried about is how to organize the collaboration and be sure students are really learning in groups and not bullying one of their groupmates.

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Actually they are five components that make one : PBL. The most challenge key at my point of view is Real World. All the others are in service of this key. Because PBL are preparing the student how to be more efficacy in their every day life.

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Among the five components the most challenging for me to realize  are assessment because I'm not sure to be able to give a correct evaluation of the process and students involvement because I'm not sure that every one  would work at his best.

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Each Subject Group defines for each stage (Preparatory and Secondary) the Knowledge and the Cognitive Attitudes and Linguistic Accuracy for each of 5 Performance Levels.These Performance Levels give a more detailed description of the Student Profile in the different field areas.At the end of the year, teachers have to attribute a level (1-5) to each student, according to the Ministry of Education, and insert that grade in the E-Schooling platform (besides the usual grade from 1-20). a conversão das notas em níveis de 1-5 deve estar em linha com as descrições dos níveis de desempenho certo? The Performance Levels are used to measure Departments/ Subject Groups success.The Performance Levels for all subjects are described here.

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Each Subject Group defines for each stage (Preparatory and Secondary) the Knowledge and the Cognitive Attitudes and Linguistic Accuracy for each of 5 Performance Levels.These Performance Levels give a more detailed description of the Student Profile in the different field areas.At the end of the year, teachers have to attribute a level (1-5) to each student, according to the Ministry of Education, and insert that grade in the E-Schooling platform (besides the usual grade from 1-20). a conversão das notas em níveis de 1-5 deve estar em linha com as descrições dos níveis de desempenho certo? The Performance Levels are used to measure Departments/ Subject Groups success.The Performance Levels for all subjects are described here.

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All the keys mentioned in the video are  challenging for many reason: the rigide assessment system of the school, the student habit to collaborate with difficulty etc. Also the teacher of the same class aren't often able to collaborate, so it is very difficult to   ask student to collaborate. They haven't any model. But I think that if the  teacher belives  in BPL approach, he has to use it, despite the problems. It's necessary starting  with a bit of strength, because the intellectual and cultural grouth of the students is too important!

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I see PBL a great opportunity to change school teaching into something exciting for students. Something that can be called innovation to teaching where students can decide what they learn, and can feel that they have influence on their own learning.
I don't have much connection with students during daily life of our school. I won't have much opportunities to implement PBL while teaching.
As for me right now problem I see is too wide subject or topic on my lesson. But I know and I can see that students want to participate in activities where they use cooperation and multidisciplinary knowledge. We teachers are forced to separate skills and knowledge into subjects. Students sometimes are lost, because on one lesson they can do their work perfectly and on another, even if using similar or same skills they got lost. They connect one skill with one subject. PBL will give them strength to use all skills on all subject and to be effective no mater what.
For me now the biggest challenge is to learn how to use and modify PBL and use it on my lessons. My lessons are maximum of 90 minutes once a week and students I have are changing every time.
Also finding understanding between other parents, teachers and supervisors might be complicated. We are too sticked to "unit-test-unit-test" learning.
I also see that PBL approach forces us (teachers) to strict PBL discipline. Sometimes I go with the flow of my students interests and I focus on what they want the most in a given time.

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All five components are challenging. In my subject (geography, renewable energy resources) there sre real world connections. Most of the kids like to learns and there are some that are  not interested in. How to structure collaboration is an issue for me. and if one students doesn t do the task, how will the group succeed? I like the idea that things are student driven that I just assist and support when it is needed. I don t find this way ofteaching less stressfull. I ussually asses at the end, now I realize it has t obe done also during the process.

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5 KEYS :
1 REAL-WORLD CONNECTION
2 CORE TO LEARNING
3 STRUCTURED COLLABORATION
4 STUDENT DRIVEN
5 MULTIFACETED ASSESMENT
I' think that all 5 keys are very important and needfull but they are very difficult to promote in our bureaucratized

italian school  sistem. Despite everything we absolutely need to try and to change our way to teach. I' m worried about the
ability to focus and  the passivity of my students in lessons. They hardly ever take the initiative. Structured collaboration and real-world connection  can involve  low-ability students and obtain better results.
The most difficult thing is maybe assessing. We need well-structured and thought-out evaluation and self-assessment lists for each activity.

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For me, I think that the most difficult of the components would be the real-world connection in order to do practical activities. Although the Science subjects that I teach could be well connected with the real world, sometimes it is difficult to do real experiments because of lack of spaces, material or even time for planning them.

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What I am really worry about is real world connection, since my subject is not a practical one, I mean, it is not Science, Maths, Technology… Language and literature are subjects that students don’t feel close to reality, i.e., despite the fact that language is daily used tool in real life.

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Well, I would say all of them
First, let me say that I really would like to try a PBL approach in my classes. Nevertheless, every time I watch a video or read some information on it I realize it would be very difficult to implement this methodology.

As I see it, there can be three major obstacles to this approach. The first one it will be the school system itself. My school hasn't accepted to take part in a national project that allows schools to work using this methodology. In addition, the great majority of teachers prefers the traditional methodology. The second one, parents want academic success and this means, good grades/results usually at the end-of-year exams, and finally and maybe the most important of all, I don't see how I can integrate the five keys into a mixed-ability EFL class. Let me clarify my point of view.

Real-world connection: I don't think I have an authentic problem that drives the curriculum. Ok, one can state that learning the language/communicate is the problem but with 12-years-olds I don't know if they have the knowledge or the skills to infer it;

Core to learning: I can't integrate everything of the English curriculum for the 7th grade in a project. Since the aim of a foreign language is to communicate in the target language I can anticipate several problems;

Student collaboration: allowing students to work together seems nice, but again, I’m afraid I won’t be able to transmit the right scaffolding strategies;

Student-driven – The idea of students investing in their own learning seems wonderful, but again will a 12-year-old EFL student be able to do it on his/ her own? Using the target language? Always/ most of the time? I doubt.

Multifaceted assessment – Ok. I can cope with that and I suppose if well explained so can students

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As appealling is the idea of implementing PBL, I now realise that, for me, all the 5 keys will be challenging but I am very much willing to try to fight the indifference of the students. Sometimes I think they don't need to learn anything apart of the knowledge aquired to pass the particular test.

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I think what worries me most, apart from classroom space and inadequate tools of my school, is the passivity of my students in lessons. They hardly ever take the initiative. As for assessment I would have no problem in including PBL activities in my curriculum and using them for both formative and summative evaluation.

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Each of the five key components represents a real challenge, as PBL is a brand new world that I'm about to enter. However, I think that structured collaboration is the most challenging of them all. Many of the teenagers in our country indulge in passivity and lack motivation for exploring the world. I am afraid that a project-based group work will depend only on the very few enthusiastic learners.

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For me, the most challenging key is the assessment because of the rigidity of our curriculum. Also the space in our classroom can be a problem for group work. I have 18 students in my classroom but it is so small that we can hardly move.

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It is challenging for me to be a good facilitator, teachers need to learn how to step back yet have a presence when needed. This type of teaching is challenging but rewarding. It requires more planning, assessments, motivation but the results are inspirational and stay with the children for a long time.

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The most challenging key to me is multifaceted assessment. For example, it's difficult to write a grade from 1 to 10 or F to A when you must to assess the creativity and innovation for each student. They are not the same, they can not be assessed by one table. It would be fare to assess the progress of each person, but it's difficult to do, when you have 30 and more students in one class.

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For me none of the components of the PBL referred to are in themselves a problem or difficulty.
They become a difficulty when implemented in an unfavorable context, such as curriculum constraints, limited and unfavorable classroom space for group work, or the low appreciation of this type of work by students, as they are not accustomed to , often find it worse than the traditional way of working in class and learning.

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The most challenging for me is how to motivate my students to make them active learners. Now I’m teaching mainly students who are close to early school leaving so I try to do world connected activities. It’s difficult to achieve collaboration and they don’t take the initiative because they are accustomed to be passive learners. It’s important planning the activity in advance to define the core of learning and how are you going to do the assessment but it’s difficult to progress step by step from the beginning till the end of the activity dragging them through all the process.

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I think that all components are of crucial importance.  Maybe the most challenging for me is the collaboration because a lot of students when working in a team try to avoid work by leaving other members of the team to do all tasks.

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Some of my students seems absolutely unmotivated and I think that it would be difficult to engage them in some projects and make them understand that they can be very useful in their groups. In the other hand i think that it can be an opportunity to change their roles in the class and gain self-steem.

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For me the most challenging point would be how to relate the activities in good PBL to the learning standards (core learning) and of course, assessment especially in post-obligatory education.

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For me the most challenging point to realize is Real World Connection. In Mathematics, in so low levels as in secondary school levels, students need to learn some topics, such as polynomials, for example, which are difficult to connect with real world situations.

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I took part to a PBL project - not a very detailed one-some years ago and I think the most difficult thing is maybe assessing. Each group of students was supposed to  show their work in front of all teachers in order to be evaluated but this was not possible because of time problems-syllabus and the necessity of substituting teachers who were working in other classes. Students were finally assessed in each subject by each teacher. I do not think this is what PBL consists in. Anyway, collaboration and student-driven activities were the good points of this experience. Low-ability students became much more involved and obtained better results.

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Any project worth developing has to have an impact on the students' life now and later. So it is important for me that the projects involve community real problem solving so as to make pupils come up with their own solutions and answers to their world.

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The five components of good PBL (collaboration, core to Learning, real-world connection, student-drive, assessment) are all of crucial importance and, at the same time, all challenging to implement. I think that real-world connection is more challenging for certain subjects than for others (for example, less challenging for Science and more challenging when teaching basic Foreign Language grammar). Collaboration can be very hard too, since a lot of students withdraw from their initial commitment and leave others, who basically work for all the Group, in charge. However, I think that the two most challenging ones are core to learning and student-drive. Since the result of the students' work is not to be taken for granted a priori, in terms of quality and of real learning taking place, it is very difficult for teachers not to try and give their students pre-packaged answers, especially since students need to take a final exam where they will be asked the same things, no matter what teaching approach was used with them. Time constraints are also a serious limit to the implementation of this method, since, for it to be student-driven, students should be able to take all the time they need, which will be different for each of them.

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From my point of view, the two most difficult keys are the mix between real-world connection and core learning (academic rigor). It is sometimes very difficult to create real-world scenarios that cover the curriculum contents selected properly. It is the creative ability of the teachers that must be trained to be effective. The lack of time we have in our current system is also a disadvantage.