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When you use PBL in class students are more motivated and they focus on all the processes whereas if you teach them the traditional way, they usually forget what they learned. On the other hand when working with PBL my students usually tell me that they need more hours than in a traditional class

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The process, supported by visual and auditory materials, is progressing more effectively.

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In Portugal, the profile of the student on leaving compulsory education was defined based on ten out of ten key competences, so the development of these competences is implicit in the curriculum development and in the work of all teachers.
When students do not remember what they “learned the day before, most of the time it is enough to situate that learning in the respective activity or event through an image, scheme or activity / task map.
I have already used PBL approaches in which the development of the targeted competence was effective and others in which not so much. Generally, when this happens it is due to difficulties in concentrating on the focus and dispersion through the multiple learnings that overlap as the activity progresses. In the end, it always turns out to be more beneficial than other approaches.

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I try to develop key competences  lot but I totally agree that they don't remember what they learned the day before that's why  PBL is  a must methodology  which helps them engage in  the activities and helps develop new skills.
Therefore Knowledge becomes more effective

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Here where I live it is really hard with the curriculum. To become a teacher is so time taking and stressfull. We have to do massive lesson plans with a lot of literature. I have spent a lot of money on books and different materials for my practica. But i am not yet a teacher so this question is a little bit hard.

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I would like to use this approach, but sometimes, try to follow your colleagues, or cover the curriculum, or nowadays, the health situation we are living, make it more difficult.

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How much do you prioritize the development of key competences of your students in your teaching currently? Do you sometimes have the problem that students don't remember what they "learned" the day before? How do you address this? Have you used PBL approaches? If yes, what worked and what didn’t work in terms of trying to achieve learning objectives that are relevant to the development of key competences?

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How much do you prioritize the development of key competences of your students in your teaching currently? Do you sometimes have the problem that students don't remember what they "learned" the day before? How do you address this? Have you used PBL approaches? If yes, what worked and what didn’t work in terms of trying to achieve learning objectives that are relevant to the development of key competences?

I prioritize it a lot. I usually ask students to do research work in groups about several themes in order to prioritize the development ok key competences. Yes, I face that problem. I usually ask them to check on their notes or ask them to do a small presentation on the subject to the class. I have used PBL approaches and it worked well.

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Have you used PBL approaches? If yes, what worked and what didn’t work in terms of trying to achieve learning objectives that are relevant to the development of key competences?

I usually use task based learning.
I find that finding an engaging project for language learning is the most difficult as they have difficulties to speak and write.

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Usually I try to emphasize collaborative learning, working on etwinning projects and pair/group work and also social and emotional learning by using some “escape/help” strategies for pupils to use, songs, educational games,...

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I am not currently workin with PBL, but I don' use text books and I prepare the material is going to be used in class, and I spend more time on items I think are more difficult or those children have more difficulties.

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Key competences development is at the core of Italian education system for a couple of years. It could be a great novelty or a revolution but sometimes it is just a failure because only knowledge continues to be assessed inside the curricula at the secondary school (especially in a Lyceum, that is the school where I teach). Since 2008 I have been used PBL approach in eTwinning projects and then in the Erasmus ones. Students are really motivated in learning and inconsciounsly develop competences. It is areal challenge to find new tools for assessing abilities and skills rather than only contents (knowledge).

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I started to approach PBL  under the form of task-based projects and...by magic my teaching has changed with great benefits from the students'side in terms of motivation, involvement, competencies gain.
As for students forgetting recent teaching.....it is easily overcome by engaging them with new stimuli to activate all learning skills....and of course involving them in new projects, sometimes short, but using authentic materials ans true life situations

I have been teaching for more than 20 years and  each year I  realize that  I have to face different needs or prioritize different skills.

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From practice we can conclude that every child is a story in itself. Every child develops and progresses differently. BL is a teaching method that we use in our work, it's only hard for project, but time to time we find the way to included the projects and children gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

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Students sometimes forget what they have learnt. It's important to finish the class making some questions to students to see if they have understood and also start the next lesson doing the same questions.

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Many students forget what they learned. I'll try to reinforce their learning using PBL

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I used PBL approaches, because it's very motivating for students

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Several years I tried to implement PBL in my classroom,  but lately I'm seeing the results of my work.  The children are more adaptable to new techniques,  this is visible during online learning.  I think that I'll try more projects, because it's not difficult to reach the objectives during PBL.

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Our curriculum is shaped on competency-based learning, so we have enough space for projects, but not everyone is focused on projects.
My experience in etwinning gave me enough corauge to try more projects in different problems related to different subjects and to adapt the project-based learning with the curriculum. At the beginning it was difficult, because of less experience, but the kids,I teach 6-11 years old children, were the most incredible in all this, they were fantastic. it was not difficult to reach the objectives.

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When you use PBL in class students are more motivated and they focus on all the processes whereas if you teach them the traditional way, they usually forget what they learned. On the other hand when working with PBL my students usually tell me that they need more hours than in a traditional class

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Süheyla,Mersin-TURKEY         Gold Standard PBL teaches students important content standards, concepts, and in-depth understandings that are fundamental to school subject areas and academic disciplines. In good projects, students learn how to apply knowledge to the real world and use it to solve problems, answer complex questions, and create high-quality products.

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Süheyla,Mersin-TURKEY         Gold Standard PBL teaches students important content standards, concepts, and in-depth understandings that are fundamental to school subject areas and academic disciplines. In good projects, students learn how to apply knowledge to the real world and use it to solve problems, answer complex questions, and create high-quality products.

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I'm a Math teacher, so I include STEM competencies in all of my classes. We frequently use digital tools (myself and my students), and citizenship, enterpreneurship and social skills like self-assessment, self-regulated learning etc. are in my focus last few years.

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I haven't used PBL with my students. And this is because I enrolled this course.😉

But I think Key Competences are the right way to make students really involved in the learning process.

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Our curriculum is shaped on the development of Key Competences for all the subjects. Every term the classes work on problem -solving ativities that will be assessed at the end of the year. Last year we also started an Erasmus+ project that aims at implementing more the  Key Competences in everyday teaching through the cooperation in international teams.

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My classrooms are extremely active and I believe in the importance of group work etc. Students tend to come away with key concepts and essential understandings that don't just 'go away'...however, there is still room for me to develop in terms of 'authentic' tasks, tasks which involve real creativity, self-reflection and an entrepreneurial mindset...these are what I hope to achieve through using PBL

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Yes, my students don't remember some of the contents I previously explained. I try to solve it by revision with games and I will by implementing PBL in my classroom.

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Teaching and learning French aims to develop key competencies in students, namely communication skills in foreign languages. I tried to initiate or participate in etwinning projects, which in addition to these objectives also pursued objectives that led to the development of other skills, for example digital skills in the use of information technology as a tool for learning and knowledge;
social and civic competences;
entrepreneurial skills; awareness and cultural expression skills; the ability to learn to learn. The fact that after participating in a project the student feels that he knows more than a few extra words or grammatical notions, motivates him and determines him to get involved in activities.

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yes the students do not wean from what they have taken. the effective solution is learning by PBL because the student integrates into the learning and becomes more motivated to learn and continue to find solutions

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I haven't used PBL in my classroom yet.

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It is true that students forget knowledge, this is also my motivation to increase PBL approach; I always use "learning by doing" with my students , so they can develop key competences and 21 century skills.

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There is a project-based layout and I think it is more effective in learning

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I teach in a vocational School that belongs to the Tourism Board of Portugal; we use a communicative approach and we actually do many role plays in real-work environment and students present projects they can actually put to practice in the future. The focus on problem-solving skills and a service-minded mindset are at the basis of our modules, which at most times allow students to work collaboratively

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Competențele cheie sunt integrate în România.

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I always try to include different approaches for the students to develop different skills along each year I am with them. When is possible I use the inquiry approach from Bransford - IDEAL cycle.

Is not easy on the levels I have been teaching the last 5 years (7-9 grades) and, usually, take me at least 2 classes to get it finished with a lot of help for some student groups.

In conclusion, I am always on a fight between the need to improve these skills with these methodologies and get to finish all the content planned for the subject.

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Key competences are integrated in the curriculum of Romania.
They like to learn trough play.
Most of all, they rememeber the stories, the details, but they forget the essentials.

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Many students forget what they have learned. When they learn by doing and living in project-based learning, they forget less.

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Key competences are integrated in the curriculum of Sapin, so I give them priority.
Sometimes, pupils don't remember what they learned the day before, so I try to revise everything everyday through games and interactive activities.

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I consider that sometimes it is really difficult to priorize the acquisition of Key Competences as long as our students are supposed to learn a big amount of contents at the end of the year. In order to help students to remember, we revise everyday and promote learning through interactive activities.

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Voicu Corina, Aiud, Romania
Da, am pățit să nu-și amintească, deoarece nu sunt atenți. Cel mai mult își amintesc poveștile, amănuntele, dar uită esențialul.

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My answer is yes.
Processes in which students' digital competencies improve, collaborate and evaluate themselves increase their self-confidence. These processes contribute to the development of 21st Century skills.

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Students often forget the previous contents, so at the beginning of each history class and do a mini retrospective.I try to start from key issues.I try to involve them in some project and motivate them.That way they are prepared for life's projects.

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Key competences are integrated in the curriculum here in Spain, so I give them high priority, since I give each evaluable standard a key competence to which they contribute. On the other hand, yes, pupils normally forget about what they learn previously, that is why revising and recalling on different ways is so important.

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Many students forget what they learned. I'll try to reinforce their learning using PBL

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Each lesson aims to learn something new and also strengthen existing knowledge. For the time being, projects are mostly when we gather existing knowledge. We train skills and abilities. And only one - two stages are about something completely new, which children learn, discover. I would very much like to use more experiments in my work so that children get to know, for example, the laws of nature by discovering them. But it needs materials. AND - there are 28 children in the class. Monitoring so many children to be safe is not easy. Probably because I subconsciously avoid such a solution ... :( :))

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Key competences are integrated in the curriculum here in Spain, so I give them high priority, since I give each evaluable standard a key competence to which they contribute. On the other hand, yes, pupils normally forget about what they learn previously, that is why revising and recalling on different ways is so important.

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In My classroom Key competences are the main focus because in today's world, young people need a broad set of skills and competences to find fulfilling jobs and become independent, engaged citizens.

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Soft skills as Learning to learn,  group work.

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Key competences have been integrated in the Spanish curriculum for many years now. So, it is compulsory to work them at school. It is true that children use to forget what they learnt the previous day, so we start the lessons by recalling and revising the previous knowledge with a variety of ways and materials.

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I try to use web tools to reinforce student's learning or to do formative assessment, such as kahoot, quizizz, roleplay or work in pairs. I never did PBL but I'm highly interesed to apply it.

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After the first year of teaching I found that there was almost nothing done. It was 2006. The second year a colleague involved me in the realization of a project: a newscast linked to a film festival for students. It was engaging for everyone and from there I realized that that was my way: working on projects. Up to now, however, my contribution has always been very strong and not designed in a systematic way, working on the key competences that they certainly learned, even if in a different way.

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I have sometimes problem that student forget what they learned. I use different aproach, different metod, materials.

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So many times I have had the problem that they have forgotten waht we had learnt the day before, so I've tried to use different materials and activities to reinforce their learning.
When we have done some PBL the students have learnt a lot of key competences but it is sometimes difficult to achieve a specific grammar concept that I want them to learn.

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I think it is really important to integrate the students' personal experiences and to connect the subject matters with everyday life, whenever it is possible. This way the students can remember way better, because they can relate. I also think it is a great idea to build connections between the topics of the different subjects taught on one school day.

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Students sometimes forget what they learn. Role-plays, games, game-like tasks help them a lot.

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Yes ,I sometimes have the problem that students forget easily.In such moments, I  shortly revise or play  games (with kahoot/quizlet/ wordwall).We sometimes revise with the help of group work/pairwork.Collaboration, as in PBL, has a crucial role here as well.I realized that collaborative activities create more enjoyable environment for the students and help to learn better.They also contribute to their social, personal improvement.

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Yes, I faced that issue that students forget what they learn. But, I keep involving them in challenging tasks in order not to forget: roleplays, reading stories, acting out some paragraphs, singing...

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Yes, I faced that issue that students forget what they learn. But, I keep involving them in challenging tasks in order not to forget: roleplays, reading stories, acting out some paragraphs, singing...

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Nabeeha altaleb, jordan
I didn't know about pbl before but i try always to connect what i learn to our life i found that students never forget any subject connect to their life

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There are some key competences we can easily develop in the "traditional" classroom. I think literacy, communication, critical thinking, collaboration work well. There are some key competencies that we rarely use and develop in class eg. emotional, social, problem solving, creativity. I should design tasks which develop these competencies also. PBL is quite new to me.

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Moldova
The key competencies pay special attention, they prepare students for life. It is normal for students to forget, a lot of information, to remember we do practical work. More often students remember faster what they did than what they talked about.

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I like to used games and  project activity in class and my students enjoin this.

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i have used some of PBL activities. the kids like that kind,working in groups, friendly.

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Before starting a project students must be delivered some input, they need to be involved and enlightened about the content they  are about to work on. When designing the project the students are going to develop, I try to involve as much competences as I can. If I want them to produce a video on pollution in their surrounding, for example, I can try interdisciplinary work with my colleagues  of  Science, ICT and Geography, for example, and we can draw a project where  students will have to include contents of each of these subjects, thus developing literacy, digital, multilingual, citizenship and stem competences. In Portugal we call this kind of project "DAC" - (Curricular autonomy Domains) which aim to develop the competences registered in the Profile of students leaving mandatory schooling.

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I use to prioritize the development of key competences of my students. In kindergarten we try to adapt PBL and use it when our children are 5-6 years old. In PBL learning we use a map of the project so the children easily remember what they "learned" a day before.

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It occures very often-so I have to set the time at the lesson to the proper revision.So students can recall what we spoke about and we can slowly move ahead.

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Experiential teaching and active learning pays off the most in my practice, because during the practice students absorb the teaching material faster and more clearly and understand the ongoing processes more easily

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At times, I think that the development of key competences of my students while teaching is quite successful, especially when I touch upon issues in which they are interested. When I am pressed for time to cover the course material, then this process becomes more difficult. I sometimes have the problem that students don't remember what they ''learned'' the day before. I try to make them bring back whatever they have learned through intriguing questions that require critical thinking or by making them speak to their partner. I learned about PBL approaches in the first module of this course so I cannot name the approaches/techniques I used. These approaches had to do woth the principles of cooperation. What worked was a will to start researching and working on the questions I asked.What needs further work is collaboration.Most of the students are afraid of cooperating because they think that their ideas will not be remarkable.

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When we learn something new in class, I try to work with a project where students are able to remember what we have learnt, although sometimes it's not so easy, but, at the end, they remember what they have learnt.

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My students gain more skill the harder they are, ie they are more successful when they work actively.

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Not all lessons can be developed as PBL projects, but what I have tried so far has been for learning to be integrated, so I have involved students to study a subject, but I have gone through all 8 competencies and they have not even felt, diversifying the activities a lot and more, it worked on the motivated side. I became more involved and retained even more about bees for example than I intended and clearly they will not forget.

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When you use PBL in class students are more motivated and they focus on all the processes whereas if you teach them the traditional way, they usually forget what they learned. On the other hand when working with PBL my students usually tell me that they need more hours than in a traditional class.

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I have found that having students 'teach' or explain certain grammar points as a form of class revision, aids in their acquisition of the topic. This also develops their communication, digital, and entrepreneurial competences. However, working in accordance with the national curriculum sometimes obstructs the development of key competences in the classroom.

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For me, the development of key competencies is a priority. But I still cannot ensure the development of all of them in the classroom. Project activities, which are often carried out in extracurricular activities, are more conducive to this.

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Actually, it's quite common to find the situation that students don't remember something they've learned.That's because they haven't acquired it propely. Traditionally, I face this issue by using space-repetition methods. But, for a while I've been using PBL and CBL. I find that if well designed, these are very effective. Yet, the key is the design, if the design of the PBL/CBL activity is not good enough, the outcome won't be as expected.

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I am telling them as topics that will come out in the exam. I wonder the result of this

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When we work with projects, children learn better and do not forget the content covered so easily because they are the ones who researched and are interested in what they are learning.

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I want my students be responsible for their own learning and use student centered activities, discussions, group works, research and creating portfolios. However, some students are unwilling to do tasks because they have no time, they study for highschool entrance exam and solve lots of tests.

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remembering or nor be able to remember is the essential problem we encounter which ever technique or method you use. ın these situations, ı try to pose critical questions to help them remember the process and let them express in their own sentences in a way to summarize the previous sessions. Everything require time and effort. we cannot expect them to grasp everything in a lesson or with some time.

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theorical ınformatıon ıs forgetten easıly,key competences are ımportant whıle usıng the ınformatıon

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I ask students to be self-confident, to memorise the main moments of the presentation and to have visual contact to the audience when they have to share  the project result in front of the class.
In my carееr  I found out that the repetition of the basic concepts is important and I used to play games with students to help them to  memorise new words.   We play "I challenge you" , "Slap" or "True or False". By following the game rules I see developing the key competences such as - communication, learning to learn , to be self-confident,  etc.

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As a primary teacher I would like to say that our students must be motivated, therefore the learning will be meaningful for them.For that reason, I consider PBL a perfect option to achieve the key competences.

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In my teaching the review phase usually does not work, so I think that the greatest difficulty of my students lies in metacognitive work, in understanding how to learn to learn, and in developing a good motivation to learn the right work mechanisms.

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Motivation and engagement have always been the strongest points. I would say that collaboration and critical thinking are also an asset when working through PBL.

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I consider key competences crucial in everyone's personal learning journey. Some of my students don't remember what they "learned" the day before perhaps because they aren't completely involved. I've never used PBL before so I hope this approach can be more interesting.

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I have no some experience in PBL methods and very often I have the problem that students not remember what they have learnt.
They need to understand the reason why they learn so, motivating and encouraging them is the priority.

...

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it's true , I have some remembering and memory issues. I work with PBL and I focus on some competences. My role as a fine art teacher is to help children to express and communicate by asking the right quetions and then solve them. Research and production are very imortant to. But this method is not effective with all students. I notice that some children are not motivated and very depended. also this method does not suite large groups.

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I've observed that when students engage in projects, they learn things because they want to, and so they are more prone to keep that learning afterwards. For instance, if they wanted to create a video but they didn't know how, they looked on Youtube for videos explaining how to do it, and now they are able to use certain apps that edit videos. This is just an example, but I'm sure it's the same with other key competences.

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Motivation and encourage are of great importance for PBL. The best way to remember something longer is to engage them.

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I , very often, have the problem that students not remember what they have learnt. I try to give some examples and help them remember. But NEEDS BREED LEARNİNG! When they do not feel the need there is no way to access them especially during this pandemic ...

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I try to focus on the use of key competences because I think it is really important to the learning process. However, I haven´t had the opportunity to put into effect P.B.L approach.

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Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

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From my experience, during the short time I put PBL into practice I'd say that motivation and learning to learn skills were some of the most greatly developed. Conversely, I couldn't quite make my students understand that all the tasks carried out in the proccess were directly related to what they should to know to make a good final product.

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The key competences I think motivation and encourage

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I prioritize according to the law or legislation in force and the profile of the different students or classes.

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I always focus on key competencies when designing activities. I am particularly aware of the different abilities of the students in the group and expect that some of them will not remember the things we learned the previous lesson. Having that in mind I particularly focus on developing socio emotional competencies and encourage my students to understand and accept different abilities of their peers and help each other in achieving learning objectives.

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I try to focus on the key competences when I design any activity, but, when my students are the ones whoe design the, it is not always easy to focus on them