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https://v.gd/5hHmkt

http://learningdesigner.org/designer.php?uri=/personal/dkirovska/designs/fid/53cdd4adf494558d894f62445bcacaaecb9333ef5b396b74f417fb553870b0bc

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Holocaust. Lessons of History
http://rubistar.4teachers.org/index.php?ts=1510662597
Your rubric ID # is: 2722960

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselves especially well for PBL because they can capture a complex range of criteria in an organized and clear way.

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Аlready try to think about where and how you can integrate peer assessment in your Learning Design.

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Аlready try to think about where and how you can integrate peer assessment in your Learning Design.

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Peer assessment is very important for the team work of the students to develop their critical thinking. At first I was worried that students could be subjective, but they were gradually satisfied with the responsibility they had and were really objective in their feedback.

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The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee. But such a form of assessment is not just useful in the context of teachers working with each other but it is equally useful for using with students in the classroom and in particular in a PBL context.

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Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

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Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.

One assessment technique I use very often is KWL, (what I Know, what I Would like to know, What I Learned) At the beginning of a new topic I give to my students a paper sheet divided into three rectangles labeled I Know, I Would like to know, I have Learned, the first day they write into the two ... more

by Victoria Carceller (Spain)

I usually use worksheets in which I have set my criteria for assessing student performance. Apart from me, the student also self-evaluates, but his classmates appreciate the given criteria.

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NO

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"
For this week's starter activity, we would ask you to briefly share your assessment context. Are you free to assess students in any way you want? Or do you have to follow a strict testing system with regular standardized tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment?

Testing is more objective. I like to appreciate the work of my students, but I always worry that I may be subjective

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3.4 OPTIONAL P2P - Building your PBL Learning Design

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3.4 OPTIONAL P2P - Building your PBL Learning Design

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For module 2 you added all the key background information for the Design and already added some TLAs (Teaching and Learning Activities) focussing on collaboration. For this module we would like you to continue adding TLAs to your Design, with a focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general. For example, you should include a TLA where students reflect about their own work and how they can improve it, thereby supporting independence and ownership over the learning process. After adding these TLAs your Design should ideally provide opportunity for students

to identify the questions they would like to pursue (within the context of your Driving Question)

to make choices on all key project-related aspects such as resources used, products created, use of time, etc.

to take significant responsibility and work independently from the teacher, but with guidance if necessary

to reflect during the project about their own work and learning

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For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset.

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Identify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners.

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Identify how we as teachers can weaken our student's confidence and independence. Use your own and others' reflections to help you create a classroom environment that supports students to become confident and independent learners.

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We can weaken the independence of our students when we do not trust them when we do not argue with them when we make a project without specifying the responsibilities and tasks of each of the team.

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What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth.

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Scaffolding for Ownership and Independence Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent. DISCUSS!

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Scaffolding for Ownership and Independence Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent. DISCUSS!

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I agree that students should be directed and receive objective  feedback with arguments about their work. Otherwise PBL becomes just another thing to have a higher score.

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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If we want PBL to be a student-driven learning process we cannot simply give students independence and hope they wil just take charge of the process. Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop.

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Describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give u.

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Describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give u.

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In my practice, I have several unsuccessful situations in which the lesson I have devised has not been received. In the beginning, my great mistake was that I wanted to give more to the pupils than they could take. Whether students listen to theory, discuss or do something, they have a limit of acceptance of the information.And this limit changes not only in age but also in their emotional state.

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3. Developing student-driven activities for PBL

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3. Developing student-driven activities for PBL

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IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

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2.6 Optional P2P - Building your PBL Learning Design

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2.6 Optional P2P - Building your PBL Learning Design

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- Kahoot
- Edmodo  - I prefer it,  but my colleagues use:
- Moodle
- Facebook
- World Café
- Aquarium
- PPT presentation

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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In Bulgaria there is a specific "community center" institution. This is a place where the history, traditions and culture of each city or village are preserved. The school and the chitalishte are closely connected.

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2.3 Effective Collaboration for PBL inside the Classroom

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2.3 Effective Collaboration for PBL inside the Classroom

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Ideas for activities to develop effective collaboration

Holocaust. It turned out that my students did not know anything about it. I got them to study and make presentations for Hitler's camps, explore Anne Frank's life and read her diary, and then we did the Aquarium method on various issues.

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First of all, remember that a key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration. Therefore let's briefly look at what collaboration is and isn't.

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Working in a team is a challenge. Yet, as Elliot Aronson says - "Man is a social animal"

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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1.6 Optional P2P - Your PBL Design: Formulating your driving question

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Are animals and plants the term "time"?

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Non-Googleable Question 2: “How are airplane wings constructed?”

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Non-Googleable Question 2: “How are airplane wings constructed?”

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The idea is taken from nature, from birds, but the human genius has done everything else.

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Non-Googleable Question 1: “What does it mean to be a healthy eater?”

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Non-Googleable Question 1: “What does it mean to be a healthy eater?”

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Maybe we should go back to the traditions of our ancestors. And is the food that saves us time really useful? But would we like what our ancestors did? What do you think?
Maybe we should go back to the traditions of our ancestors. And is the food that saves us time really useful? But would we like what our ancestors did? What do you think?

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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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1.3 Optional P2P - Reflections on our current teaching practice

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1.3 Optional P2P - Reflections on our current teaching practice

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What teaching strategy do you use most commonly? What do YOU do most of the time in the classroom? What do the students do most of the time? Do you feel your current approach could be easily complemented with a PBL approach? Do you sometimes have the problem that students don't remember what they "learned" the day before? How do you address this? Do you already use some of the PBL approaches mentioned in the video? What works, doesn't work? Why? How do you find out about your student needs and how do you incorporate this knowledge in your teaching? Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL.

I am a school psychologist, but I also teach psychology, logic, ethics, law and philosophy. PBL in these subjects is extremely important for the proper learning of students' knowledge. Typically, in the classroom for me very important the dynamics of the class.I like the different classroom designs, but since I use different rooms, I can not always change the design. Also, in a class, a project is produced, and another class is not. Sometimes I have not correctly considered all the circumstances.
I want my students to be active - to ask, to dictate, to share their own experiences and views, to seek, to do something. But there are times when, for example, they are tired and very passive. Then they remember nothing. And it is necessary to have elements of the LLB to include all their senses and emotions in order to obtain some effective and sustainable knowledge that they can put into practice.
For a successful PBL lesson, it is very important to assign roles to students. Who will be the leader, who will take over the tasks. How everyone will participate and will be partners, not boss and subordinates.
It is important for students to be able to handle different Internet resources and to use them properly. Also analyze them and apply them in practice. Of course, all this is done when different opinions and different points of view are respected.
This is the most interesting thing about PBL as a method - team work, different opinions and interdisciplinary.

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PBL is a method that helps students in practice to turn their knowledge into skills. Learning through making is the best way to work in a team, to learn without fearing that you will be punished for your mistakes, to learn with understanding and, most importantly, to have a sustainability of knowledge. In our school there is a practice to make projects between two subjects. In this way, interdisciplinary links in education are also shown.

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PBL Why do you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms?
Our school in Bulgaria is still very traditional. It is difficult to change the design, the dynamics in the classroom and the lesson. And most importantly, you can not plan the final results of the PBL. There can always be surprises or failures

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One of the first steps in preparing a PBL approach is to identify a project question or problem, often referred to as "the driving question". Effectively, this question should be the guiding principle for the entire PBL process that you will go through with your students. The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve.
John Mergendoller, the Executive Director of the Buck Institute of Education, also highlights the importance of the driving question to trigger critical thinking in students. He identifies a useful criterium to evaluate if your driving question in fact does this: How straight-forward is it to answer the question by asking Google? Good driving questions according to Mergendoller are non-Googleable questions.

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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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PBL is all about the process and the learning that happens as part of this process. In other words the project is the main course. "Doing projects" however, is often an add-on at the end of a topic that has been studied in class, in other words the learning of curriculum content happens before the project work even starts. The project is then the culmination of that work where the students apply their knowledge or delve deeper into the topic.