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Hi everybody, I am Antonio La Cavera and live in Palermo, the capital of a lovely island in the centre of the Mediterranean See (Sicily) and have been teaching in a Hotelschool of my city since 1997. It is quite interesting to be a cook teacher in a hotelschool and every day i discover how precious are our pupils in inspiring them love not only for food-nutrition and drink, but as a way to discover their artistic talents and life style. We often work with projects, but I hope Mooc will give me a new point of view in understanding what is the development of a single project and what means learning by projects sistematically.  A great discover and a hard challenge to improve my Teaching!

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What is PBL and why use it
(http://academy.schooleducationgateway.eu/it/web/developing-project-based-learning-in-your-classroom)

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There is a difference between "doing projects" and PBL. The difference is captured quite nicely by this chart:

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http://www.youreduaction.it/project-based-learning/
Yes, I got it!:))

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TELL ME AND I FORGET,TEACH ME AND I REMEMBER,INVOLVE ME AND I LEARN (Benjamin Franklin)

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TELL ME AND I FORGET,TEACH ME AND I REMEMBER,INVOLVE ME AND I LEARN (Benjamin Franklin)

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Is this the aime of PBL?
Critical thinking, cooperation and comunication are the key Words. A new adventure for me to develop my teaching.. Never tried PBL!

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https://youtu.be/yuw75u0VWlI
Some questions:
Why 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?
I could probably answer at the end of this course!-))

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1.3 P2P - Reflect on your current teaching practice!

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1.3 P2P - Reflect on your current teaching practice!

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What about your teaching practise? Some questions:
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?

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I have a tipical approach to teaching and assessment anytime. I often explain lessons and students listen to me. Sometimes we read the book togheter and I add more explanations and tips about the art of cooking to enhance their stady. Rarely I use groups and peer work in the classroom during my theorical lessons, but when we are in the Kitchen I want they to be a team and to work togheter in order to get the best results.

After any experience in laboratory I get students to reflect about what they learned and how they faced to problems encountered during the work. We also discuss the progress they made.

I often give them a mini verbal quiz to see how well they understood the lessons and what they learned in the practise.

I feel my current approach could easily be complemented with a PBL approach, but I have to understand how to prepare lessons to get this aime. It is perhaps easiest for me to use PBL in my practical lessons.

Student motivation is high in the kitchen because they love to do something and not sitting for several hours on a chair, listening to a teacher who speaks. But our curricula are often so static and it could be a problem to insert new way of  teaching. But...., I think this challenge is to carry on!

As the world around us begins to change quickly, I hope that by introducing PBL in my class I can give my students the tools they need to think more creatively and come up with ways in which they can better solve problems.  So much of future jobs will revolve around creativity and critical thinking. PBL, in my opinion, is a good solution for critical thinking and creative solutions.

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1.3 P2P - Reflections on our current teaching practice

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1.3 P2P - Reflections on our current teaching practice

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Reports of Peer Review
1. Ciao Antonio,
you have done a good piece of work. Your text is very comprehensive and it has given me a good insight of your everyday work. Outstanding!
I would like to comment a couple of aspects from your document:
I think (it is maybe too soon to say it) that PBL can encompass both theory and practice. In your case, implementing PBL will be easier because you can work with students in the kitchen. The goal would be to integrate everything in a Project so students can understand theoric contents in a different way (no just by listening to the teacher and asking questions)
The internet connexion is an issue, that is for sure (I work in Barcelona and I have the same problem, no wifi!!). Maybe you could try to find information online and suggest your student to visit your resources while they are at home (sort of flipped clasroom). I know this is easier said than done, but, as you say, the use of this tools is very interesting for students
I hope you make the most of this course and you can apply the PBL! I am sure our students will enjoy it!
Mit freundlichen Grüßen (you speak German, right?)
Miguel Ángel

2. Hello Antonio,
Not having PCs or computers, tablets, smartboards and a Wi-Fi in your school can be challenging if you want to include digital tools and applications in your everyday teaching in order to engage students and spart-up their motivation for learning.
On the other hand your subject gives you an opportunity to be creative and come up with interesting and motivating tasks for your students in the kitchen. I am pretty sure that this PBL course will give you the basis to understand how to include the PBL method into your teaching in order to develops your students' creativity and crtitical thinkig skills.
Keep up the good work.
Regards
Ljubica Ruzhinska

Thank you Miguel and Ljubica

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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 accordino to this components:
1. Real world connection: having an authentic problem that drives to the curriculum;
2. Core to learning:
Giving academic rigor to the learning in choosing standards and aimes;
3. Structured collaboration:
Giving to the students a structure in which they can work togheter (thinkers, designers, sellers...)
4. Students-driven:
Giving hints to students not solutions, making good questions;
5. Multifaceted assessment:
Giving formative assessments in each step of the learning and not only at the end of the PBL unit, lime a sort of check-in of the activities.

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1. 5 The guiding principle for the entire PBL process

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1. 5 The guiding principle for the entire PBL process

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It is The driving question: a question that should be open-ended, engage and inspire students by creating curiosity, be aligned to your learning goals, and at the same time be non-Googleable.

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

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

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My answer: "Imagine you are a dietician!"

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1. 5 Imaging my driving question to start my project

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1. 5 Imaging my driving question to start my project

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What about having success with a menu full of vegetables and fruits for children?

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1.6 P2P - Your PBL Design: Formulating your driving question

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1.6 P2P - Your PBL Design: Formulating your driving question

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Come up with a good driving question, together with a bit of context about where you plan to implement it, such as the student age-range, subject, etc. and the learning goals you would like to achieve with the class (what skills, knowledge, etc. students should acquire).

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Name project: Diet Chef
Driving question: What about having success with a menu full of vegetables and fruits for children?
Students age-range: 15-17
Subjects: Cooking, Nutrition, Maths, Italian, French and English
Learning goals: Acquiring the idea of healty and junk food, developping dishes food design
Skills, Knowledge Students should acquire: Nutritional facts about food,
inventing and writing a recipe in several languages, Calculating doses and portions, finding the best design to capture the will and the taste of children
After having read my peers review, my driving question could be this next One:
How can we build a menu with vegetable and fruit agreable to children?

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1. Dear Antonio,
Great driving question!
Your students will be so involved with such an interesting question!
Kind regards,
Sophia Kouzouli

2. Dear Antonio,
I like your idea, but need to rephrase the question or the statement. Here is the link of Driving Question Tubric bie.org/object/document/driving_question_tubric you might find it useful. I hope you like my suggestion.
Best regards,
Milena Ignjatova

Thanks a lot Sophia and Milena :)))

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You finished the 1st Module

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Developing effective collaboration for PBL

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2.1 Promote effective collaboration between students or actors outside of the classroom!

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2.1 Promote effective collaboration between students or actors outside of the classroom!

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COMING TOGETHER IS A BEGINNING,
KEEPING TOGETHER IS PROGRESS,
WORKING TOGETHER IS SUCCESS
Henry Ford

At the heart of the PBL process is collaboration:
For example:

part of a group of students exploring your driving question;
part of working done with outside actors who can provide meaning and feedback on the students' work.

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http://fcl.eun.org/documents/10180/14691/5.3x+-+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-06c12f00d8ad?version=1.

A students required to share responsibility and make substantive decisions with other people? Is their work interdependent?

.....BIG IDEAS?
Students work together when the activity requires them to work in pairs or groups to:
 discuss an issue
 solve a problem
 create a product

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2.2 Reflect about collaboration in your classrom..

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2.2 Reflect about collaboration in your classrom..

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My students sometimes work in teams, but there are some problems in efficency of tasks... they work togheter but often only one student is plotting coordinates; the others may contribute, or I plan the process of

their work, not the students, being still the main actor of the whole process.

So I'm discovering the correct strategies in this sort of activity and facing my mistakes.
For example:
Giving a driving question, Students should:
1. Prepar for a debate and must decide what side of the issue they will argue for.
2. Conduct a research project and must decide on their own workplan and roles on the team.
3. Pairs of students should decide how to shape their presentation to a particular audience.
But remamber:
Students have to work indipendent.
For example:
In preparing a dish:
1. they must work with each other to complete a comprehensive and accurate representation of the steps of that recipe.
2. they have to organize the information to create the best possible flow chart of that recipe in order to understand if something goes wrong.
3. They have to share responsibility: each individual on the team is responsible for a task that he or she must complete in order for the group to do its work.

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2.3 Effective Collaboration  inside the Classroom to build team spirit and better communication amongst groups

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2.3 Effective Collaboration  inside the Classroom to build team spirit and better communication amongst groups

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Collaboration does not just happen, it needs to be learned:
kind of language to use (how to talk to one another.... What if I disagree?...), responsability of each person of the group to set.

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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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1. organising projects together with another class: For this type of collaboration there is simply no way around the eTwinning network, an online network of more than 400,000 teachers in Europe

2. involving people from the community in students' work. Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work

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Think about if you have contacts to or knowledge of networks of local professionals? Which organisations or people engage with the school on a regular basis? Are there any businesses working with the school such as caterers, IT companies, or sports organisations? Who are your school's neighbours? Could they be approached? What about school alumni? And who could you or your students ask for support in identifying the right people?

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I Teach in a hotelschool where it is normal keeping in touch with professionals. Our Alumni study to occupy worth positions in hospitality and hospitality related industries. Alumni Career Paths beginnt in the classroom, then in the laboratories and continuing with professional stages in Italy and abroad. We have been busy across a number of fronts - from industry events and individual student achievements, to international collaborations and curriculum innovation. Within our Hotelschool, entrepreneurship and events like indoor and outdoor food and wine competitions plays a big role for our students. There is a special office that takes care about relationships between school and job world, keeping in touch entrepreneurs in the hotel industry with our Alumni.

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Introducing a tool that can help not only for forming teams but also for ongoing assessment of students' PBL work. The tool is called TeamUp.
In my teaching I use Google drive for collaborative writing ad Moodle for assessments.

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2.6 P2P - Building your PBL Learning Design

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2.6 P2P - Building your PBL Learning Design

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1. Create an account on the Learning Designer and take a browse through the tool to familiarize yourself.
2. Create a new Learning Design
3. In the field "Name" add your Driving Question or a shorter title representing your PBL approach. In the field "Topic" add the curriculum topics that you would like to address as part of the implementation.
4. In the field "Learning Time" fill-in your anticipated time for what you are planning. Don't fill-in the "Designed Learning Time" field as this is automatically completed as you add TLA's (Teaching and Learning Activities) later on.
5. In the field "Description" again add your driving question together with a short and general overview of what students will be doing as part of the investigation of the question.
6. In the field "Aims" outline what you anticipate to achieve with your PBL approach and what you hope will be the final product of students' work.
7. In the field "Outcomes" you can add a selection of pre-defined learning outcomes by clicking on the + sign and then adding a short description for each. You should have already defined these as part of your driving question in Module 1.
8. Finally, add your first TLAs to your Design. These should focus on collaboration and could be about setting up groups using the TeamUp tool (see section 2.5) and then helping the groups to become a team through a team-building activity such as the Chop-Stick Challenge (see section 2.3). These TLAs don't need to be the first TLAs of your Design. Later on, as you add more TLAs you can still move them around.
9. Once you have completed the above steps, click the Share button to receive a shortened URL (the technical error that prevented this before has now been fixed), paste it into the peer review text box below, add the link to your Learning Diary for some context as well as some contact details in case your reviewer has some questions, and then make sure to submit your work before Deadline 1 which is Wednesday 22nd June at 23:59h CEST.

WORK IN PROGRESS: https://v.gd/xnGZBG
1. Hi Antonio.

I watched carefully to your learning design that seemed quite adequate and clear. The question is motivating and very interesting. Encourages research and collaboration and it is quite clear the organization of work. I think it is very useful and allows students to acquire skills and collaborative and team work.

Congratulations and keep up the good work!

Best regards,

Pedro Costa, Portugal

2. Hello Antonio,

Great idea - healthy eating habits,as we all know how tempting junk food is nd how it infiltrated all ovewr ther world in every kitchen. The discussion stage is well conceived - students need to understand why junk food is harmful. The comparison with drugs is awesome. I would ask my students to make posters at this stage and display them on the schools corridors / walls in order to raise awareness among all student in school / community of the junk food addiction.

Next, the collaboration stage is well structured - students needing to work together in order to suggest agreeable menus. If I were you, I would aslo promote these agreeable menus by all means - publicity, advertisments, posters, why not design such menu and invite all students in the school to have a taste of the healthy food?

Hope this helps,

Regards, Gabriela

Thanks Pedro and Gariela

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You finished the 2nd Module

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MODULE 3 Developing student-driven activities for PBL

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MODULE 3 Developing student-driven activities for PBL

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Developing student-driven activities for PBL

IT'S NOT THAT I'M SO SMART,
IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

The learning objectives for this module are:

1. Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks

2. Understanding the importance of a positive environment and mindset for building student confidence and resilience

3. Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

Facing and solving Problems: My experience (padlet)
Many years ago I worked abroad in a full context of racism and I wanted to run away as soon as possible, but after deciding to give the best of myself in the work, colleagues also began to appreciate me more and more and become friendly

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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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Teachers need to be very conscious of building in opportunities for reflection during the course of the project.
Set up first common learning targets, then:
1. "Let's stop a minute and reflect what we have learned till now"
2. Engage a discussion with pears about the thinking of their partners or their group members and how does that shape teacher's thinking.
3. Pupils have to track their learning
Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent. DISCUSS!
Take a look at this interesting video:
https://youtu.be/PZo2PIhnmNY

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Resilience refers to the capacity to return to good mental health after challenging and difficult situations.
How do you get after a failure? Are you stressed? For a long time? Do you easily give up?
Some tips to develop student resilience?
1. Always build from strenghts
2. Start first with activieties your students like, so they will accomplish better things they don't like
3. Believe always in your students, don't easily give up
4. Give opportunities for meaningfully collaboration
5. Pretend high expectations for pupils performance
6. Support cooperative learning projects
7. Avoid focusing on failure or negative behaviours...Praise in public and correct in private
8. Respect your students
9. Try to teach with examples

Padlet
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.

My contribution:
I think one of the biggest flaws of a teacher is to give up, to surrender and never wonder if the real problem is in the way he teaches rather than in the way he wants students repeat.

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Resilience, initative and ownership, are all part of an entrepreneurial mindset
Some indications for developing an entrepreneurial mindset:
1. Be initiative and action oriented: How lazy are you actually?
2. Be creative and innovative: Think outside the box!
(http://www.lifehack.org/articles/featured/11-ways-to-think-outside-the-box.html)
3. Be corageous: No risk, no reward!
4. Embrace lifelong learning: Nobody know everything!
(http://www.stumbleupon.com/su/2RjbK0/www.professionalacademy.com/news/why-you-should-never-stop-learning-infographic/)
5. Be self-confident and indipendent: Yes, I can!
(https://youtu.be/l_NYrWqUR40)
6. Don't mind failures: Learn from them!
(https://youtu.be/zLYECIjmnQs)
7. Have a strong sens of commitment and passion: Trasform a promise into reality!
(http://elusivelife.net/personal/self-improvement-personal/10-tips-to-develop-persistence)
8. Keep a positiv attitude:  Problems are opportunities!
(http://www.successconsciousness.com/positive_attitude.htm)

Good indications for facing real life too! Future is UP TO YOU!
https://www.thinglink.com/scene/793873584106766337

Activity:
Let's create a Word Cloud together for lots of different uses of a plastic bottle. Click here and write down at least one use you can think of for a plastic bottle. (My contribute: Flower pot, snare container, Funnel)

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3.4 Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills

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3.4 Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills

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how can we use a "Design Thinking" approach in our teaching to support entrepreneurial skills development?
I am deeply sorry but couldn't partecipate

Activity:
Do you support Entrepreneurial skills at your school?
Complete a survey:
https://docs.google.com/forms/d/1rxqspT-LdR3V3Pr5hI6nMEDdTDREk1cKWAjZo5-bFug/viewform?edit_requested=true

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3.5 P2P - Building your PBL Learning Design

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3.5 P2P - Building your PBL Learning Design

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Continue adding TLAs to your Design, with a focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general.
Hi,

here is my Design in which I added some new activities. students can reflect about their own work and how they can improve it.

https://v.gd/xnGZBG

Thank you for watching and suggestions!
.........
Hello Antonio,

Your topic for the progect is absolutely neccessary and actual for students to discuss every year. From the activities you plan I understand your students are young. I find it a good idea to speak about junk food, although the topic is focused on fruit and vegetables. I'd rather suggest to discuss why we have to eat different kind of fruit and vegetables and how much. Here you could explore the value of vitamins and what you can add to help digest them best.

But this is only a suggestion. One more thing i'd like to metion is personal and group self reflection. You could start a lesson from what we know about the topic, what we want to know and what we have learned at the end.

Enjoy the rest of the course. Hope I was useful.

Vilija from Lithuania.
Thanks Vilija

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3.6 eTwinning Learning Event: How to Develop Resilience at School

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3.6 eTwinning Learning Event: How to Develop Resilience at School

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If you are interested to explore the topic of resilience in more detail, make sure to check out the upcoming Learning Event on the eTwinning platform about "How to Develop Resilience at School".

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You finished the 3rd Module

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Assessing PBL

THE ROOT OF THE WORD "ASSESSMENT" IS FROM THE LATIN "ASSIDERE"
WHICH MEANS "TO SIT BESIDE"
The learning objectives for this module are:

1. Understanding the difference between formative and summative assessment

2. Understanding how assessment can be embedded into PBL activities

3. Understanding what a rubric is and why it can help us assess PBL

4. Develop a finalised and rigorous PBL implementation Learning Design

Padlet activity: What is 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 standardised 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?

I subscribe what Daniela Leone from Italy wrote, as we do the same in our secondary school:
3 different types of assessments are used in my school:
institute evaluation: Common assessments come in september (entrance test), in february, and in may. These are not exams but they are used to compare students levels and check if courses are balanced.
national evaluation: there are national exams including written tests for italian, math, english and another foreign language, an oral test and INVALSI national assessment. The last one, based on OCSE-PISA guidelines, is used for statistics and for the educational system evaluation.
individual evaluation: At course level, at the end of each subject module, learning achievements are assessed by tests, reports or other schoolworks. These are formative assessments and can be personalized depending on individual learning goals.

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Watching the video:
https://youtu.be/_l68jJEZ0d8
What I found interessant:
www.epubeditor.it: italian webapp to make ebooks

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This is a good resource
http://www.teachthought.com/pedagogy/assessment/20-simple-assessment-strategies-can-use-every-day/

Differences between Summative and Formative Assessment

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Peer assessment is not having kids mark each others' works but help them improve their work in response to feedback. Another key point highlighted in the videos is that after assessing someone else’s work you can better reflect on your own; this is true for our students and for us, too in this course.

Reflections on peer assessment......

Share your experiences with peer assessment in the padlet, either as someone participating in peer assessment type activities like on this course or as a teacher organizing peer assessment activities with your students.

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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.
They can capture a complex range of criteria in an organized and clear way
But what is a rubric?
https://youtu.be/2vEldvPK6rc (English)
https://youtu.be/GZESjkBXsOY (Lingua Italiana: A cosa serve? Quanti tipi di rubrica ci sono?)
A good resource to create rubrics:
http://rubistar.4teachers.org/index.php
http://bie.org/objects/cat/rubrics

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The final act!
What you hae done till now in your design:
1) Identified a class and subject with which you want to implement PBL
2) Identified a driving question and received feedback on it
3) Created a PBL Learning Design and received feedback on the design, which     so far includes aims, learning outcomes, short description
4) Activities that support group work and the development of collaborative skills
5) Activities that scaffold for student independence and ownership

What you have to do now to complete the design:
In this final week we ask you to embed numerous assessment activities throughout your design

As a final step, make sure to finalise your design with further activities (TLAs) so that it becomes a rounded and rigorous design that follows as much as possible the features of an effective PBL as identified in the Project Design Rubric by the Buck Institute of Education.

Her is my final Learning Design
FINAL WORK: https://v.gd/xnGZBG
Waiting for feedback!
Hello Antonio.

I just read your learning designer and I consider it very stimulant. Many times the topic "healthy food" is a difficult subject for many people (and not only to children!).

In my opinion You proposed several activities that will arouse interest of your students. Besides the theoretical concepts about food and the articulation of subjects, the final step will be very playful to your students!!!

I wish You all the best!

Valutazione eseguita By Tine Jespersen data 02-07-2016 22:11

Dear AntonioI don't know much about your subjects as i am a language teacher. But your description looks very good and simple - just the kind og project which will be a succes for both pupils and teachers :-) I like your prooject very much and I am sure it will be very motivating for your pupils. I am nor sure what age your pupils are. Well done and good luck with your project.From Tine Jespersen, DK

Thanks Maria Margarida Rodrigues Satana and Tina Jespersen

I liked this project very much: http://learningdesigner.org/viewer.php?uri=/shared/fid/8ed392360a5c7ca834c91744e66ea317faf968987c465d1035194e52de7e5c94 (Grazie Massimo!)

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4.6 Extra Webinar 5th July - Flip Your Students' Role in PBL

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4.6 Extra Webinar 5th July - Flip Your Students' Role in PBL

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This should help you understand to what extent you have managed to successfully participate in the different areas of the course and it will also help us understand better the areas of the course where you have felt less engaged in or were struggling to complete.

1. I have visited each course section and I can see a check mark next to each section.....Agree
2. I have created a Learning Diary in which I have added my reflections and comments from each of the course sections as well as added relevant resources from the course and shared by other participants....Strongly Agree
3. I have created a Learning Design that provides a framework for me to implement PBL in my classroom in the next school year... Agree
4. I have made constructive and supportive reviews of my peers' work in each of the peer review activities.... Strongly agree
5. I have used the feedback provided by my reviewers to improve my Learning Design....Strongly agree
6. I have contributed to the course discussions via social media or the forum for example by answering a Question of the Day or by responding to comments made by another participant... Disagree
7. I have added my reflections or ideas in at least one of each Module's Padlets or Dotstorms.... Strongly agree

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Ending Course: Introducing Project-Based Learning in your Classroom

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Ending Course: Introducing Project-Based Learning in your Classroom

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5/5Finished
Course Introduction | 100% done
1. What is PBL and why use it | 100% done
2. Developing effective collaboration for PBL | 100% done
3. Developing student-driven activities for PBL | 100% done
4. Assessing PBL | 100% done
Yes, It's done!

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You finished the course: "Introducing Project Based Learning in your classroom!

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Last impressions before closing my Learning Diary

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Last impressions before closing my Learning Diary

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What a nice adventure! I am so grateful in having took part in this course!
Here are my last thoughts before I close this diary.
I am aware that teachers training is a very important aspect. A good teacher never says: "I've always done like that.. why a change?".

Teaching is not only an innate gift , but it is also an art that is learned day after day.

You have to be curious not lazy and always ask yourself: "How good am I doing my job?". Only looking at your pupils benefits, you can discover how successful is your teaching. You could be a good man, a simpatic person but pupils need teachers who help them to look further, beyond the narrow confines of an old knowledge.
At the end of this course, I am richer than before: I learned a lot of new things.
I learned to be more disposable to what students really need instead of teaching because there is a program to carry on.
I learned to be more creative in involving students, because they all have treasures buried in their inside that need to come up.
I learned that if you pay attention to students needs, you never fail your teaching goals.
I learned to have right questions instead of bad answers.
I learned I can't say: "They will never learn!". Perhaps I should change my teaching.
I learned PBL:))
Thanks to everybody wo partecipates at this course. Their contribution helped me a lot and let me grow as a teacher!