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Buck Institute for Education

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It is not common practice in our schools to use peer assessment, therefore I'm not very comfortable with it. I've used rubrics of assessment in some cases when doing project work with the students. However, these rubrics were given to all teachers to use, so we didn't have any say on them, nor did the students. I'm willing to try to incorporate this kind of assessment in my learning design and I do feel that peer assessment seems promising and rewarding.

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4.2. Peer Instruction as an Assessment Strategy

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4.2. Peer Instruction as an Assessment Strategy

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Peer instruction

"Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she’s learned. If she can do that successfully, it’s clear she understood your lesson."

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4.2 Simple Formative Assessment Strategies

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4.2 Simple Formative Assessment Strategies

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https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/

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After a student shares a work-in-progress with peers, his peers will:
1. Ask clarifying questions they have about the work. Some ideas may seem unclear, or information may be missing. This
step helps peers gather relevant information before they give feedback.
2. State what they value, or comment on the strengths of the work. Expressing appreciation for ideas is fundamental
to the process of constructive feedback. Stressing the positive points of the work sets a supportive tone during the
feedback session, and helps people to identify strengths in their work they might not have recognized otherwise.
3. Raise any concerns they may have about the work. During this step, honest thoughts and concerns are raised in a
constructive, non-threatening way. “What I wonder about is . . .” and “Have you considered . . .” are examples of how
concerns may be framed.
4. Make suggestions about how the work could be improved. Give suggestions, based on problems identified in the
concerns step, that can help the student use the feedback to revise his work and make improvements. There is no
guarantee the learner will use the suggestions, nor need there be a guarantee. Suggestions are just that—suggestions,
not mandates.

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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.

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In my country, we do have to give tests and exams so as to assess the students in secondary education.  In some subjects, such as English, we have more freedom as to the kind of assessment we use. I try to assess my students based on the work they do every day in the classroom, the assignments they complete, the homework they hand in.  Participation in the class activities is important to me and so is collaboration.

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1) www.smore.com
electronic flyers and newsletters
2) www.prezi.com
electronic presentations
3) www.haikudeck.com
electronic presentations
4) www.kizoa.com
movie and video maker
5) www.mentimeter.com
electronic presentations
6) https://spark.adobe.com/
graphics, web pages, videos

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http://learningdesigner.org/viewer.php?uri=/personal/vflorou/designs/fid/cfc70c31cfb1885153fc7117a892b63b8801f72fbe77d5bcbc0becbae0668552

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Identify how we as teachers can weaken our student's confidence and independence
In most cases, we as teachers want to be in control. The reason for this is the traditional way we tend to adopt,  but also the fact that there is never enough time to cover the requirements of the curriculum. As a result, we don't allow for independence to develop, we don't give enough opportunities to students to search themselves for answers and we rush to provide them with the so called correct answer.

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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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Independence is very important but also difficult to achieve. It has to be done gradually, so that students can see the difference and realize the benefits while feeling safe to jump. We need to be supportive when they face a failure and encourage them all the time to continue their efforts. They also need to be trained as to how they can have ownership of their learning procedure.

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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.
It is possible to develop resilience in our students through a combination of setting out the right environment, building positive relationships, and offering space for independent decisions.

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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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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 up.

When I first tried to use computers in TEFL, in an effort to implement CALL, many years ago, I had to face strong resistance from other teaching staff who believed that foreign language teachers should have nothing to do with computers in the classroom. The experience made me determined to continue and now, although there are still many problems because of insufficient technology and equipment in my school, I always find ways to incorporate technology in my lessons.

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Student Age: 14 / 9 th grade
Subject: English Language
Topic: Cultural Heritage and Tourism
Learning goals:

·         knowledge of vocabulary related to culture, history,  tourism

·         development of writing and oral skills

·         group work and collaboration

·         creating a product in a real-world scenario

Driving Question:

With your group, choose an area of historical and cultural interest in your country. How can you and your group help local people promote tourism in their area?

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http://www.bie.org/object/document/main_course_not_dessert

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1.5 The Driving Question // My non-Googleable questions

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1.5 The Driving Question // My non-Googleable questions

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“What does it mean to be a healthy eater?” (Googleable)

How will the food you eat every day affect your life in the future?  (non-Googleable)

“How are airplane wings constructed?”  (Googleable)

Imagine you can travel back in time and meet two mythological characters, Dedalus and Icarus, the first people to fly. How would you help them build better, stronger and safer wings?  (non-Googleable)

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https://www.youtube.com/watch?time_continue=163&v=aj5jlCdcnI8

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2.3 An activity to develop effective collaboration

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2.3 An activity to develop effective collaboration

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I often give my students photos of a story in pieces. The pieces are scattered around the classroom and they are as many as the groups of students. What they have to do is decide who looks where and once they find the pieces they have to sit down and put them in the right order so as to create a meaningful story. They have to decide on the content, the characters and the action and then the audience that they will present their story to. This is quite challenging as they have to do everything in English. (it's the subject I teach)

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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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https://www.youtube.com/watch?v=0WdTS9u0h10

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21st-century learning

collaboration

knowledge construction

self-regulation

real-world problem-solving and innovation

the use of ICT for learning

skilled communication

https://www.youtube.com/watch?time_continue=6&v=Cqh4Hr7Gzzk

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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This picture shows what I believe about collaboration. To see the whole picture we all need to contribute by adding something that we know or have. There is no point in having something and keeping it for yourself only. To make progress, to gain knowledge, we all need to share information and at the same time put the pieces together.   This is how we, as teachers, should try to educate our students. They need to learn by doing and having hands-on experience and this is best implemented in a relaxed atmosphere where they feel they are working together not alone.

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1.3 Reflections on my current teaching practice

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1.3 Reflections on my current teaching practice

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I mainly try to use the communicative approach in teaching English as a foreign language in my school in Athens, Greece. I want to give my students the opportunity to use the language for real communication purposes. Therefore, I try to involve them in activities that can make them realize the importance of learning English for their future life as citizens of the world. In this context, I collaborate with colleagues of various subjects such as Maths, Physics, History, Environmental Studies and apply an interdisciplinary approach. Students find this really motivating, so they become actively involved and of course have to work in groups.
One of the challenges I have to face is insufficient technology. There are no computers in our classrooms, there is only one computer lab and there are only two projectors for the entire school. Therefore it's rather hard to plan activities that involve a lot of technology. Still, I don't give up. The good thing is that some of my colleagues are very cooperative and we implement interesting lessons together. Needless to say that we bring our own laptops from home!
In this context, I am going to experiment with PBL with my 9th-grade students. We have lessons twice a week and we are going to deal with the topic of Cultural Heritage and Tourism.

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In my teaching context, it is really difficult to achieve collaboration in the form of teamwork among students. First of all, they are not used to this kind of learning and they often react when asked to work in groups. They tend to prefer individual work, though not always and not all of them. Moreover, the classrooms do not allow for teamwork due to lack of space, the traditional seating arrangement and the noise made every time the students have to move chairs and desks so as to collaborate. Another difficulty has to do with the reluctance of many teachers to try something new which moves them away from the role they are used to having.

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1.4 Components of good PBL                                     Five Keys to Rigorous Project-Based Learning

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1.4 Components of good PBL                                     Five Keys to Rigorous Project-Based Learning

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1. Real World Connection
2. Core to Learning
3. Structured Collaboration
4. Student Driven
5. Multifaceted Assessment
https://www.youtube.com/watch?v=hnzCGNnU_WM

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Project Based Learning: Am I Doing it Right? How Do I know?

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Project Based Learning: Am I Doing it Right? How Do I know?

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https://www.youtube.com/watch?v=tE6WHn0-cSQ

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How to Design Project-Based Learning Activities

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How to Design Project-Based Learning Activities

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https://www.youtube.com/watch?v=_3yAODXnAsg

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What I find really interesting is that simply doing projects is very different from project based learning. I hope that this course will enlighten me as to how I can implement successful projects, so as to educate 21st century students by focusing on collaboration,  communication, critical thinking,  and creativity.

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I work at a secondary Art school which offers general education but also extra classes in the Fine and the Performing Arts.