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http://learningdesigner.org/designer.php?uri=/personal/cicci/designs/fid/e30a5b27d4c56848285b2224e9c4af39efd78abc17bb1589d3cc07f45ba6f4ef

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http://de.slideshare.net/cedecite/documents

Some examples of rubrica
http://rubistar.4teachers.org/index.php

Allows to create rubrics without sign up with even predetermined criteria

http://bie.org/objects/cat/rubrics

Some examples of rubrica

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In my lessons I often offer the possibility of comparison and peer tutoring amongst students of different levels. In this way students of higher levels could help students who are more in difficulty given them suggestions and further explanations; on the other hand the fact the a student has to explain something to a classmates is usefull for the student himself who will understand the arguemente better and better, according to Glasser. Moreover I have, also, faced a peer assessment activity similar to the one sugggested in this course during the course of abilitation for teachers which requires the assessment of other colleague's works connected to several

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I invite my stuents to self-assessment using rubrics. Moreover comparison between different groups during a work group could be useful to properly organize or re-organize the work of each group.
Obviously emoticon language or thumb language is immediately understand

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I teach math in a secondary italian school. The year is divided into two periods and in each periods we have to give to our students some graduations according to the decisions of preliminary meetings: for example in my school we have to give 4 grades (2 written grades and 2 oral grades) during the first period and 7 (3 written grades and 4 oral grades) during the second period. When we test our students we have to create a rubric or anyway an assessment grid to justify the given graduation. These, I have descripted above, are all summative assessments; however sometimes we expect, also, formative assessments to understand the level of preparation of my students and aventually re-organize the work. I can't collaborate with other colleague because I'm the only teacher of math in my school: the only goals that I have in common with other colleagues citizenchip competence that we try to develop during all our lessons.

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http://learningdesigner.org/designer.php?uri=/personal/cicci/designs/fid/e30a5b27d4c56848285b2224e9c4af39efd78abc17bb1589d3cc07f45ba6f4ef

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Dotstorming module 3: how to weak student's confidence

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Dotstorming module 3: how to weak student's confidence

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I think that the best way to weak my student's confidence and independence is to enhance their mistakes more than their goals and to make them understand that their contribute is unnecessary for the work of the group.

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Dotstorming module 3: we don't have to support too much our students

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Dotstorming module 3: we don't have to support too much our students

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I agree: students have to try, to fail and to retry; maybe failure is the best way to understand deeply the problem because when a student undestands what he has mistaken, that is the moment where he/she owns really the subject.

The only problem is that students don't have to give up after the failure...as their teachers we have to avoid this, stimulating their minds with open questions which could sound interesting, building for them a suitable environment where they could develop critical thinking enjoying the situation and avoiding to give our students all the answers before they have tried and tried to find one.

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At University I decided to study math and some exams were so exhausting that sometimes I thought to give up, especially once when I studied so hard for an exam but the result was not so good because there was a discussion between me and the
professor because of a demonstration taken from the book which resulted different from the one he had used during the lesson. After this discussion I was so under that I thought to give up but fortunately the love for the subject I studied was too strong and the fact that I started immediately after a new course helped me to do my best in the new activity; I think that this challenge helped me to behaviour better and to study better to be more prepared for the next exams.

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http://learningdesigner.org/designer.php?uri=/personal/cicci/designs/fid/4c57f5bfb5864ba084755b84e79c9d690d91b38da6fa3c70c7b101de4e97e38b

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Two years ago, I used e-moodle which is an online platform where you can chat with each members of the virtual class. In this programme you can also suggest homeworks, assess works and everything which is connected to a work group.
Other tools, which maybe everybody kows are Google Drive, Facebook and Twitter.

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Connecting school with outside community

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Connecting school with outside community

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Connecting school and outside community is very important for making students in front of real-world problems. According with my experience of secondary school teacher of math in a professional school for chef, we already collaborate with some restaurants to organize stages during the summer. However, I would like to involve some experts chefs and confectioners even during the year but, because of lack of time and money, it is not always possible even if it is a great opportunity of connection between school and real world.

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Team-building play - dotstorming module 2

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Team-building play - dotstorming module 2

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An interesting team-building idea consists on dividing the class in groups whose members are of different levels and letting each group select one of its members. These selected members have to see a picture made by the pieces of the play called Tangram and they have to explain to the other members of the group how to recreate it, without showing the picture obviously. The role of communicator must be played each turn by a different member of the group and the difficulty of the play can be increase, for example using a draw not realized with the pieces of a Tangram.

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According to the consideration below the driving question of the project turns into:
'How is the 'Pinco Pallino' marriage cake made?How much does it cost?Produce the model of the real marriage cake of Pinco Pallino and present it to a jury which will be composed by some confectioners. '

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According with the work I do in my classroom,  collaboration is the greatest challenge for me. In my classroom, I suggest team work onlyoccasionally because of the reasons I have explained in the previous part of the diary but what actually happens is that only some students do the work and the others don't collaborate because they are not interested neither in the work nor in the grade they could receive. When I organize team works I suggest, according with the 21st Century Learning Design Rubrics of Deidre Butler,  to share responsibility, I suggest to make decisions together to reach a common results but what eventually happens is that only some students make the work. Maybe the only point on which I have never focused my attention is the interdepency of the work: of course, the work should be interdependent but eventually students who are interested in a good mark do the whole work and as the work get harder and harder as the I have to work more and more. To resume I don't know How I can fight the laziness of some students when neither negative marks nor ammonitions have effects.
To make one more consideration, when I have assigned different tasks to different members of the group in order to reach a common results there is always someone who doesn't work, slowing down or eventually stopping the work of the whole group and causing arguements.
How can I fight students laziness? This is my greatest challenge.
I have found some interesting suggestion in the work of Deidre Butler, such as the idea of presenting the work made to parents or relatives or the idea of using the results received, all things which make the students working harder; however, in my school and according to my subject (math), this approach is not always possible.
Finally, students have difficulties to construct knowledge with, according with Deidre Butler, is more than reproducing and no all of the students have such a competence.

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Collaboration is a complex exchange which  allows members who work together to reach a common result: when you collaborate with someone else at the end of the collaboration both of you are enriched with something new, something different.
In my opinion the one above is the most important aspect of collaboration and this is the reason why I have chosen the photo below taken from www.buonenotizie.it.

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First assessment
I've read your text with a great interest. I'm an italian teacher, too but I teach math.

I agree with you that we haven't time to explain the whole programme required and to realize, also, interesting projects, even if they should be very useful.

I think, reading your text that you already suggest some interesting team works, according to the theory of PBL.

The only thing I want to point out is that I think that 14 y.o. students are too young to suggest them such a project. According to my experience they haven't the right competence to elaborate something like an app. Moreover I think that if you want to realize the project you have described you have to look for something which is eventually achievable using the instruments they own.

Second assessment
Probably you have already understand the limit of your project because you said that the project is not sudent driven and so this is in contrast with PBL but I understand perfectly your difficulty.

As regards your project the arguement is really interesting and real world connected.

Finally, the individual assessment of student is not so easy but you can follow them during the work if they do it at school so that you can assess different aspects.

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The driving question of the project is: 'How is the marriage cake of your best friend made?How much does it cost?Produce a model. '

This project is addressed to the second class of a professional istitute and I think to implement it in a classroom after discussing solid geometry and after recalling rational numbers and their applications such as proportions.

The learning goals I would like to achive with the class are:

knowledge of the structure of the most important solid figures

knowledge of the formula to calculate the area and the volume of the most important solid figures

knowledge of rational numbers

use of proportions to calculate the right dose of each ingredient according to the number of guests at the marriage

develope skills necessary to calculate the price of sealing of a cake starting from the price of each ingredient (so-called food cost)

skills necessary to calculate the volume and the decorable surface of the cake

skills necessary to build the model of the cake: design skills, capacity of envelope a solid figure on a plane and hand skills

communicative skills

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Changing a Googleable question in a Non-Googleable one

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Changing a Googleable question in a Non-Googleable one

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The question must be open-ended, it must engage and inspire students by taking curiosity and it must be aligned to the learning goals I would like to receive.
Possibe type of driving questions, according to the video "PBL creating a driving question", are:
- solving a problem
- creating a product
- educating or convincing others
- abroad themes
-forming an opinion...
Turn the question:
1.Googleable:
“What does it mean to be a healthy eater?”

Non Googleable:
Which is a good diet (journal day by day) to protect yourself from illness?

2.Googleable:
“How are airplane wings constructed?”

Non Googleable:
List the steps necessary to build the model of a functioning airplane.

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I think that the most challenging aspect of PBL is the one called student driven. In my opinion in PBL the role of the teacher changes completely: according to the video, the teacher becomes a facilitator but in practise this role is not so easy to play; in fact, the limit between giving help to students without entering in the project is subtle, especially when students don't own the necessary knowledge.
The fact that students take initiative to solve real problems reduces their passivity and allows them to learn more deeply but, on the other hand, they have to own solid knowledge to develope critical thinking and this is not always true.
Another important aspect, referred to my profession, is multifaced assessment: it is difficult understand the real contribute of each member of the group and, moreover, the teacher has to take into consideration plenty of aspects.

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Reflections on our current teaching practice of the module: 1

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Reflections on our current teaching practice of the module: 1

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According to my experience, the strategy I use most of the time is based on lessons where pupils can actively participate and test themeselves doing lots of exercise in team or at the blackboard. Moreover, during my lessons I use ICT to show different approaches to the same arguement and help pupils with disabilities to express themselves at their best.

Sometimes, I, also, organize team works to develope students critical-communicative skills. Students, on their hand, according to my experience, need lots of exercises to assimilate knowledge and when they find something different in the structure of the exercise they prefer giving up instead of trying to find a solution, right or not. This reaction is very frequen, especially during team works.

Using this course, I want to complement my approach with PBL, but, most of all,  I want to develope students critical thinking and I want to involve as many students as possible.

Another negativte aspect, according to my experience, is that sometimes, after the test, students don't remember what they have studied: they consider arguements we have discussed completely unconnected and forgetable after the test; to solve this problem, I try to make practical examples, so pupils can fix their ideas and, as many times I can, I recall necessary previous knowledge.

As said before, I have tried to use something similar to PBL but the laziness of my students in the use of critical thinking makes me understand that something doesn't work in my approach. Moreover students tend to solve problems on their own without communicating ideas.

Finally, as I teach math in a secondary school, a subject topic I teach that I can use to experiment with PBL is solid geometry: for example in my a school, in a second class of a professional istitute, I suggested to project and decorate a more-plan cake.

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Thinking about Italy, I think that PBL is not used more widely because teachers are not particularly expert using this method.

Moreover, developing projects in a class requires time and, as each matter in Italy has not so many hours, we are only able to prepare pupils to superate the certification exam. In our country, educational system requires teachers 2.0 who use PBL but eventually they doesn't organize the school in the right way to do it: too many things to explain to pupils, too many matters and so on.

Morever, according to my experience, most of pupils of my school are lazy and when they have to solve a problem whose solution is unknown they prefer giving up instead thinking critically for finding a solution or they let the work do to only one student who is more motived (according to what I have seen in the video). These are the most important factors that stopping me from achieving what is outlined in the video.

Finally, I think that to envelope PBL pupils need to have previously learned necessary knowledge and it requires time and exercise.
One last thing, we have a great challenge as educators to envelope critical thinking, collaboration and other social skills but, in Italy, we have not the right structure to envelope it.

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Nice to meet everybody. I'm Cristina from Italy and I'm starting my learning diary. In my country school is a little bit conservative. We want to envelope competence but, eventually, we teach our students only knowledge, in order to prepare them to pass the certification exam. Of course, we have the possibility to develope project but, according to the time we have at disposition, the realisation of project sometimes is only a loss of time. Moreover, with DSA students, the fact of using projects which need critical reasoning causes a total failure. With this course I hope to develop my competence in order to realize inclusive projects which will not cause loss of time.