# data[].attributes.body
If you're interesting in assessment, here's the link to a MOCC held by EMMA: https://platform.europeanmoocs.eu/course_toetsen_voor_leren_in_de_prakt

And this is my learning diary on tackk :

# data[].attributes.body
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile&

# data[].attributes.body
https://v.gd/mhjDtt

# data[].attributes.body
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2633305&

# data[].attributes.body
https://prezi.com/fpxiyo5rgb4l/success/

# data[].attributes.headline
  HOW TO WEAKEN OUR STUDENTS?There are so many ways to weaken our 
students' confidence and selfesteem... Indifference, criticism, 
underestimation... Students understand our feelings and our 
intentions more than our words.

# data[].attributes.subject
  HOW TO WEAKEN OUR STUDENTS?There are so many ways to weaken our 
students' confidence and selfesteem... Indifference, criticism, 
underestimation... Students understand our feelings and our 
intentions more than our words.

# data[].attributes.body
Ingrida

Negative approach, focusing on failure, too active and "visible" teacher, unengaging way of teaching and bad choise of material, not letting students to enjoy collaborative learning - these can weaken students' confidence and independence for sure.

# data[].attributes.body
Self-esteem, confidence and resilience are some of the greatest personal qualities we can help our students to reach.

I try to be myself resilient, confident and consistent. But, first of all, I always put my pupils at the center of their learning process. I respect them and their ideas, so they can learn to respect each others. In my experience, this kind of relationship increases the communication through the class.

# data[].attributes.body
Autonomy, in learning and in life, is the greatest gift that we can give to our students. They need to feel appreciated, but they also must be challenged to demonstrate their possibilities. As teachers, and sometimes as parents, we often underestimate the enormous potential of our students.

# data[].attributes.body
I've been working as a primary school teacher for 16 years, and I well know that resilience is a key word in our professional life.
Teaching is a hard job and unsuccessful situations are part of the game!
Some years ago I had the opportunity to teach Italian to a group of pupils form different countries with no knowledge of the language. At the beginning, the work was very frustrating because of the difference in culture, traditions, habits. Some of the children (and their family) looked not really interested in trying to learn the language.

Although I had to modify my teaching methods and to assume a completely different point of view, I didn't give up. I set the children and their culture at the center of the learning process . At the end, it was a success, for all of us!

# data[].attributes.body
https://v.gd/mhjDtt

# data[].attributes.body
Hi, I'm Gaia, from Milan, Italy. I work as a primary schhol teacher in Legnano.
My school is a "Istituto Cmprensivo" with a pre-primary, two primary schools and a first grade secondary school. Our pupils are from 2 to 14-15.

# data[].attributes.body
https://youtu.be/hnzCGNnU_WM?t=72
5 Components of Good PBL
*real-world connection
*Core to learning
*Structured Collaboration
*Student-Driven
*Multifaceted Assessment

# data[].attributes.body
Let's observe the natural world around us: what can we learn from the changement we see?

# data[].attributes.body
I teach in the primary school; so I could experiment  the PBL approach from the very first year, for example using the four seasons as a common background scenery to the topics.
For example, we can use the observation of the natural world to learn about colours and shapes; animals and their life; festivals and traditions; fruit and vegetables....

# data[].attributes.body
1. What teaching strategy do you use most commonly?  Class traditional lesson or work in pairs

2. What do YOU do most of the time in the classroom?  I speak, explain, answer questions, clarify, support

3. What do the students do most of the time? Students listen to me, answer questions, ask questions, work individually or in pairs

4. Do you feel your current approach could be easily complemented with a PBL approach?   Surely

5. Do you sometimes have the problem that students don't remember what they "learned" the day before?     Yes, sometimes

6.  How do you address this?    Maybe I've used a teaching method that does not match with their kind of intelligence.

7.  How do you find out about your student needs and how do you incorporate this knowledge in your teaching?    I observe them working, then I prepare different tasks for them or arrange the space differently or manage the lesson time in a modular way.

# data[].attributes.body
LEARNING THROUGH PBL IS LEARNING FOR LIFE

# data[].attributes.body
Tell me and I forget,
teach me and I remember,
involve me and I learn.
Benjamin Franklin (and me)