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Facilitating Learning in a Student-Driven Environment (Keys to PBL Series Part 4)                                     Edutopia               

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Facilitating Learning in a Student-Driven Environment (Keys to PBL Series Part 4)                                     Edutopia               

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Facilitating Learning in a Student-Driven Environment (Keys to PBL Series Part 4)

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3.1 Scaffolding for Student Ownership and Independence

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Collaboration is the interactive dynamic of engaged people, who, when electing to work together, adopt shared behaviors and goals through conversation … with an objective of driving new, emergent, innovative insights and outcomes.

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Collaboration is the interactive dynamic of engaged people, who, when electing to work together, adopt shared behaviors and goals through conversation … with an objective of driving new, emergent, innovative insights and outcomes.

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Originally posted by Chris Jones, a TalentCulture contributing writer. He is an IT Strategy & Change Management consultant, with a passion for driving new levels of engagement and learning in the modern organization. His research areas include the dynamics of organization culture, and more recently, the importance and implications of critical thinking. Check out his blog, Driving Innovation in a Complex World, for more.
In my last post, I framed a definition of collaboration, but it left many questions unanswered. For example, what would effective collaboration look like?

Here are my secret sauce ingredients. I see these as key factors for driving effective collaboration:

Engagement. To me, it starts with listening, being in the moment. Active listening and engagement is necessary to establish rapport and trust.

Keeping it Real (being Authentic). We must always expect authenticity across collaboration efforts. We have to be who we say we are and not "role play" to expectations or false projections.

A Bias for Learning & Discovery. I'm curious, so I model that behavior in groups. I ask "why" pretty often. Personally I seek to resolve ambiguity, but I've learned (via blog comments) that I can also use conflicting semantics to surface new perspectives and to expand horizons. Later: more on cultures of learning.

Respect for Community Members. To collaborate, I seek out others with similar interests and (preferably) greater knowledge than my own. Most are busy. They don't have to be there. So I respect the value of member contributions and their time. It's important to feel as if you need to earn a seat at the table; that changes your point of view.

Driving a Positive Vibe. We all want an upbeat work dynamic. It's more fun to have fun, after all. Though culture is often hard to define, I find that it is a key factor in the way people behave. Leaders are called upon to model desired behaviors, so they play a key role in creating an environment conductive to collaboration. Incentives can help, but with collaborative teams, sometimes the only incentive is the value of insights or friendships gained by being there.

Focus on Results. I like to champion real outcomes. I'm the guy who says, "ok fine, so what are we going to DO about it?" I annoy people with that, but it's important. Where can we take the group's insights? How can we apply them?

Do these aspects resonate with you? Share a story. I'd like to know your perspectives.

I've been grappling with collaboration for a couple decades now, usually in the context of IT projects in corporate silos that seems designed to shut down cross-functional collaboration. The hardest part was watching talented people lose motivation in the midst of their best efforts to overcome resistance.

I think it's going to be different now. In the new 2.0 world, social technology amplifies the collaborative trend, accelerates its impact and expands its reach. We need to understand and embrace the steps above if we hope to survive, let alone compete, in the Knowledge Economy. Hold on tight. In a world of exponential growth trends, 2010 should rock WAY more than 2009.

So it's back to the rodeo, I suppose.

A quick thank you to my friends at #SMCHAT who have been instrumental in helping me learn and frame many of these collaboration concepts in a 2.0 context. It's been a journey of discovery. In a sense, it's a journey that's led me to TalentCulture. I participate in many communities besides TalentCulture, including #SMCHAT and #ECOSYS. My motivation? I've learned that if you hang around smart people long enough, eventually, something will rub off.

Here's hoping. Rest assured, I've been taking copious notes.
Image Credit: Stock.xchng

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6 Fundamentals of Effective Collaboration - TalentCulture

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Originally posted by Chris Jones, a TalentCulture contributing writer. He is an IT Strategy & Change Management consultant, with a passion for driving new levels of engagement and learning in the modern organization. His research areas include the dynamics of organization culture, and more recently, the importance and implications of critical thinking.

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Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)                                     Edutopia               

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Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)                                     Edutopia               

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Embedding Assessment Throughout the Project: Keys to PBL Series Part 5

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They will undoubtedly reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially - types of learning journals that help students think- teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned . If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually not aware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first publish by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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What is it? The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with BIE's Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.
Why do we like it? The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.
How can you use it? You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.

The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.

You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

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To view or download this resource, log in here.

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension. The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL.

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https://docs.google.com/spreadsheets/d/1ABSZAZ2WWqb2JqJJOWI_hT5L9WOFvbrTWt3tFYZYXqQ/edit?pref=2&pli=1#gid=396408685

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http://rubistar.4teachers.org/index.php?screen=CustomizeTemplate&bank_rubric_id=24&section_id=7&

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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

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Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process.

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The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee.

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Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning.

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Evaluation at the conclusion of a unit or units of instruction, or an activity or plan to determine or judge student skills and knowledge. Also an evaluation of the effectiveness of a plan or activity.

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Rubric

In general a rubric is a scoring guide used in subjective assessments. A rubric implies that a rule defining the criteria of an assessment system is followed in evaluation. A rubric can be an explicit description of performance characteristics corresponding to a point on a rating scale. A scoring rubric makes explicit expected qualities of performance on a rating scale or the definition of a single scoring point on a scale.

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Affective Domain Outcomes of education involving feelings more than understanding; likes, pleasures ideals and/or values. Assessment The Latin root assidere means to sit beside. In an educational context, the ...

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THE ROOT OF THE WORD "ASSESSMENT"  IS FROM THE LATIN "ASSIDERE" WHICH MEANS                            "TO SIT BESIDE"

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THE ROOT OF THE WORD "ASSESSMENT"  IS FROM THE LATIN "ASSIDERE" WHICH MEANS                            "TO SIT BESIDE"

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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

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3.5 P2P - Building my PBL Learning Design

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3.5 P2P - Building my PBL Learning Design

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https://v.gd/H5D9cT

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by  Kornelia Lohynova

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Virtual Guide for Entrepreneurial Learning

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Virtual Guide for Entrepreneurial Learning

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Create your visual business model or SWOT model with Canvanizer, business brainstorming blackboard, modelling tools

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What is it?????

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Design thinking... what is that?

I have this image of Allen Samuels permanently emblazoned on my brain. This goes back to college. With his usual amazing energy and unrestrained passion, this deeply passionate design professor is explaining to us why the process of design that we are learning is so important. Any profession, he suggests with conviction, medicine, law, choreography or politics can benefit by employing design thinking and achieve better results. Although we all heard and believed then what he was saying, it has taken a great while for the potential of his words to find purchase in a business environment willing to accept his hypothesis.

Although Design is most often used to describe an object or end result, Design in its most effective form is a process, an action, a verb not a noun. A protocol for solving problems and discovering new opportunities. Techniques and tools differ and their effectiveness are arguable but the core of the process stays the same. It's taken years of slogging through Design = high style to bring us full circle to the simple truth about design thinking. That it is a most powerful tool and when used effectively, can be the foundation for driving a brand or business forward.

Basically Design thinking consists of four key elements.

1: Define the problem

Sounds simple but doing it right is perhaps the most important of all the four stages. Another way to say it is defining the right problem to solve. Design thinking requires a team or business to always question the brief, the problem to be solved. To participate in defining the opportunity and to revise the opportunity before embarking on its creation and execution. Participation usually involves immersion and the intense cross examination of the filters that have been employed in defining a problem.

In design thinking observation takes center stage. Observation can discern what people really do as opposed to what you are told that they do. Getting out of the cube and involving oneself in the process,product,shopping experience or operating theater is fundamental. No one's life was ever changed by a PowerPoint presentation.

Design thinking in problem definition also requires cross functional insight into each problem by varied perspectives as well as constant and relentless questioning, like that of a small child, Why?, Why? Why? Until finally the simple answers are behind you and the true issues are revealed. Finally, defining the problem via design thinking requires the suspension of judgment in defining the problem statement. What we say can be very different to what we mean. The right words are important. It's not "design a chair", it's..."create a way to suspend a person". The goal of the definition stage is to target the right problem to solve, and then to frame the problem in a way that invites creative solutions.

Question; How many designers will it take to screw in a light bulb? Answer; Why a light bulb?

2: Create and consider many options

Even the most talented teams and businesses sometimes fall into the trap of solving a problem the same way every time. Especially when successful results are produced and time is short. Design thinking requires that no matter how obvious the solution may seem, many solutions be created for consideration. And created in a way that allows them to be judged equally as possible answers. Looking at a problem from more than one perspective always yields richer results.

Many times we are not aware of the filters we may be burdened with when we create answers to problems. In this stage opportunites appear. The trick is to recognize them as opportunities. Multiple perspectives and teamwork are crucial. Design thinking suggests that better answers happen when 5 people work on a problem for a day, than one person for five days. Designers have an advantage in the use of 2D and 3dimensional tools to demonstrate solutions and new ideas - tools which are almost always far more effective to demonstrate what is meant, than words.

3: Refine selected directions

A handful of promising results need to be embrace and nurtured. Given a chance to grow protected from the evil idea-killers of previous experience. Even the strongest of new ideas can be fragile in their infancy. Design thinking allows their potential to be realized by creating an environment conducive to growth and experimentation, and the making of mistakes in order to achieve out of the ordinary results. At this stage many times options will need to be combined and smaller ideas integrated into the selected schemes that make it through. Which brings us to stage 3.5.

3.5 Repeat (optional)

Design thinking may require looping steps 2 and 3 until the right answers surface.

4: Pick the winner, execute

At this point enough road has been traveled to insure success. It's the time to commit resources to achieve the early objectives. The byproduct of the process is often other unique ideas and strategies that are tangential to the initial objective as defined. Prototypes of solutions are created in earnest, and testing becomes more critical and intense. At the end of stage 4 the problem is solved or the opportunity is fully uncovered.

While of late, there has been quite a lot of discussion regarding what Design thinking is and how businesses can leverage it, as suggested in the introduction to this piece this is not a new or unproven idea.

From Wikipedia: Herbert Simon, in the "Sciences of the Artificial" (MIT Press, 1969) has defined "design" as the "transformation of existing conditions into preferred ones" (p. 55). Design thinking is, then, always linked to an improved future. Unlike critical thinking, which is a process of analysis and is associated with the 'breaking down' of ideas, design thinking is a creative process based around the 'building up' of ideas. There are no judgments in design thinking. This eliminates the fear of failure and encourages maximum input and participation. Wild ideas are welcome, since these often lead to the most creative solutions.
Everyone is a designer, and design thinking is a way to apply design methodologies to any of life's situations.

Simon goes on to describe a seven step process: Define, Research, Ideate, Prototype, Choose, Implement, Learn.

Whether the protocol is outlined in a seven, four or even three stage process, see - shape - build, it all comes from the same place a proven method that always delivers. And it doesn't matter what opportunity or problem is put into the front end of the process.

The end result of this simple yet highly effective protocol can be a better mousetrap, symphony, or dry cleaning service. Implied in design thinking is an objective view and a warm embrace of risk and new ideas.

That said, the outline above is a structure and while it may seem counter intuitive, structure can be one of the key elements to enhancing creativity in problem solving. Design legend Charles Eames once famously said: "design depends largely on constraints". This is very true; sometimes you need to draw the box in order to know what to break out of. After that, the manner in which options are considered, ideas are refined and selections are executed are the key.

Design thinking describes a repeatable process employing unique and creative techniques which yield guaranteed results - usually results that exceed initial expectations. Extraordinary results that leapfrog the expected. This is why it is such an attractive, dynamic and important methodology for businesses to embrace today.

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I have this image of Allen Samuels permanently emblazoned on my brain. This goes back to college. With his usual amazing energy and unrestrained passion, this deeply passionate design professor is explaining to us why the process of design that we are learning is so important.

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A big part of what Saxe loves about her job is thinking about how to foster each student’s individual creativity, helping them think critically about how and where they get their best ideas. One active student discovered his best ideas came after he’d tired out his body playing sports. Another student found that shutting herself in a closet where she wasn’t affected by anyone else was the most productive.

Saxe has developed a strategy for pulling lots of great ideas from her students, but it runs contrary to the group brainstorming method that many entrepreneurs embrace. Instead, students spread out to a quiet, comfortable space for solo-brainstorming. When they come back into groups each student shares her favorite idea and the group builds on that idea. Then each student shares her wildest idea. “Innovation often comes from some seed of an idea that’s tucked into a wild idea,” Saxe said. The group can help tease out what works and what doesn’t.

Other qualities of great design learning educators include being open and curiosity, the ability to question beyond the facts, a positive attitude, high energy levels, and excitement about interdisciplinary approaches. More than anything, Saxe said the educator should “firmly believe that if you tell an answer to a child you’ve deprived them of a great learning opportunity.”

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At Nueva, students are asked to bring the principles of design to every problem, no matter what age or grade. One fourth-grade design challenge included designing an LED lamp for a family member. Rather than immediately jumping in with ideas about the coolest lamp design, students were told to go home and observe their family members surreptitiously and decide who most needed a new light source. They then had to design a lamp that suited that person's need and interests.

A sixth grade health-related project required students to work with Kaiser Permanente to improve some of their products. Students interviewed real patients to understand their health experiences and to improve them. "I felt that if they interviewed people with health issues that the kids would get some wisdom from them," Saxe said. "Rather than being an overt health class it would infiltrate them." And because students pitched their ideas to Kaiser -- not just to the teacher for evaluation and assessment -- they took the project very seriously.
[RELATED: What Do Wii Remotes Have to Do With Science?]
Kindergartners are tackling simple design challenges too, learning about materials, and getting a taste of design thinking as part of all their lessons. By third grade the students are actually designing products that have a service component; they research the problem, come up with solutions and design presentations and brochures on their best idea.

"They have to be willing to deal with uncertainty themselves; you have to give up control."

The projects teach students how to make a stable product, use tools, think about the needs of another, solve challenges, overcome setbacks and stay motivated on a long-term problem. The projects also teach students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. Many of those same qualities are goals of the Common Core State Standards, Saxe said. "Design thinking weaves together a lot of the standards that need to be taught in ways that people will really need to use them," Saxe said.

In addition to classwork, Saxe keeps the iLab open during recess so students can work on their own projects.
ELEMENTS OF DESIGN THINKING
A big part of what Saxe loves about her job is thinking about how to foster each student's individual creativity, helping them think critically about how and where they get their best ideas. One active student discovered his best ideas came after he'd tired out his body playing sports. Another student found that shutting herself in a closet where she wasn't affected by anyone else was the most productive.

Saxe has developed a strategy for pulling lots of great ideas from her students, but it runs contrary to the group brainstorming method that many entrepreneurs embrace. Instead, students spread out to a quiet, comfortable space for solo-brainstorming. When they come back into groups each student shares her favorite idea and the group builds on that idea. Then each student shares her wildest idea. "Innovation often comes from some seed of an idea that's tucked into a wild idea," Saxe said. The group can help tease out what works and what doesn't.

Other qualities of great design learning educators include being open and curiosity, the ability to question beyond the facts, a positive attitude, high energy levels, and excitement about interdisciplinary approaches. More than anything, Saxe said the educator should "firmly believe that if you tell an answer to a child you've deprived them of a great learning opportunity."
[RELATED: Recasting Teachers as Designers] POSSIBLE TO SCALE?
Nueva's integrated design thinking program might seem impossible to achieve in a public school, but elements of design thinking are easy to implement anywhere, she said. Even at Nueva, which was highly receptive to the idea, implementation was slow. Saxe was careful not to force teachers to incorporate design elements; instead, she offered trainings and helped to plan and deliver lessons. Since the program started in 2007, the school has steadily added design learning elements to all grade levels and subject areas until the iLab and the classroom are woven together.

One of the things that sold design thinking to the faculty was the idea of attempting to solve a real problem and adding an element of making.
[RELATED: Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains?]
"Our faculty loved that design thinking increased student empathy," Saxe said. "We always have them designing for a classmate or someone in the community, rather than just themselves." Most often students are trying to solve problems they've identified in the life of a family member or in the community around them.

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What Does 'Design Thinking' Look Like in School? | KQED

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Getty Images Design thinking can seem a bit abstract to teachers. It's not part of traditional teacher training programs and has only recently entered the teachers' vernacular. Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand.

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Using Design Thinking to foster Entrepreneurial Skills and Mindset

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Using Design Thinking to foster Entrepreneurial Skills and Mindset

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Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand.

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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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https://v.gd/H5D9cT

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Resilience - staying with problems      Briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give u

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Resilience - staying with problems      Briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give u

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My experience concerns my teacher work. This school year I was transferred to a primary school nearby  the place where I live (I had worked for eight years in a school an hour away by car). This made me very happy, but at the same time has generated me some problems, especially during the first period. One of the classes that was assigned me is composed of 28 students, and I was accustomed to quite different numbers .... 7, 10 or at most 15 pupils. Thus, after an initial period of discouragement and failures, I started working to find a way to empathize with the students. I proposed them educational games, little prizes for their best performances, activities by using of ICT thus gaining their attention to the educational activities proposed and esteem toward me. I can certainly be affirmed that all the initial difficulties have turned into a relational climate of mutual esteem and respect.

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

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

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

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

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

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

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An Introduction to the Learning Designer

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An Introduction to the Learning Designer

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An Introduction to the Learning Designer

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to think through and support your students’ learning

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....groups

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3. Developing student-driven activities for PBL

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3. Developing student-driven activities for PBL

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The learning objectives for this module are:

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Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.

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A tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work. The tool is called TeamUp

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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Everything around us is shaped-formed, can you see them

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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TEACHING CRITICAL THINKING SKILLS THROUGH PROJECT BASED LEARNING

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TEACHING CRITICAL THINKING SKILLS THROUGH PROJECT BASED LEARNING

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John Mergendoller

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Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.

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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.

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The main problem who stops us from adopting the PBL approach in our classrooms is: “ourselves”. Using the classical teaching methods we are sure to give to our students disciplinary knowledges, but the challenge that offers using the PBL is certainly to be seized. We all have to work With our students  to provide them with the knowledge and skills that the twenty-first century requires. One of the main intentions of PNSD, adopted by the Italian Ministry, is to strengthen the introduction of Problem Posing and Solving methodology in teaching. There is, in fact, the need to strengthen the training of teachers, and to offer innovative and engaging educational courses. “This Plan answers the call for a long-term vision for Education in the digital age directly linked to the challenges that all of society faces in applying and promoting life-long and life-wide learning.”

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Why do 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?

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Propositions Project: 21st Century Skills

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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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I teach Maths, English, Tecnology and Sport in a fourth class (age 8-9). The teaching strategy I most commonly use is the frontal lesson. But, often, I try to involve my students in discussions or exercises that require them to demonstrate problem-solving activities. So, I think that my current approach could be complemented with a PBL approach, but I have to learn more about it.  I think that the needs of my students are linked to the need to direct experiences. I realize from their happiness when they are able to solve a problem without my help or remember an algorithm to execute an assignment well. And, in general, when they put them in front of problems to solve and ask them to use all their skills and all that they have learned about it. PBL is more than that I offer my students. They must actively solve problems organizating theyr own critical thinking through comunication, collaboration and creativity using all the disponible tools. The topic that I would like to treat in my class using the PBL methodology is: Properties of Regular Polygons / Construction / Area / Perimeter.

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I hope to learn how I can bring in my class or in my  school PBL . I'd like to be able to involve the largest number of colleagues sharing with them the resources that offers this MOOC.  Inviting them to enroll in the course, too!
I like so much the points that form the basis of PBL: put the kids in a position to enable their critical thinking through self researches, collaboration and communication between peers so that knowledge becomes the result of research - action and  not mere transmission of know from teachers to their students. Despite my great enthusiasm I have, however, some concerns about it ....  will I be able to manage the available  time or ...... will I be able to plan and implement a PBL project??? I have to learn a lot about........

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Conversazione con Enzo Zecchi nell'ambito del Learning Event organizzato da European Schoolnet per eTwinners

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Project Based Learning e il Piano Nazionale Scuola Digitale: conversazione con Enzo Zecchi nell'ambito del Learning Event organizzato da European Schoolnet per eTwinners

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An Introduction to Project-Based Learning 

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An Introduction to Project-Based Learning 

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Edutopia

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An Introduction to Project-Based Learning

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Scuola primaria di Sant'Arsenio

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 Difference between "doing projects" and PBL

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 Difference between "doing projects" and PBL

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Chart created by Amy Mayer

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1.1 What is PBL

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Buck Institute for Education

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how my pupils see me ......

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Working for a end of year party

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Castello Macchiaroli

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Hi all! My name is Ornella Forlano, I'm Italian. I live in a small town in the south of Italy called Teggiano. I teach in Sant'Arsenio in a primary school. I teach Maths, Technology, English and Physical education in a fourth class and English in a third class.
I am very happy to be part of this great learning  opportunity and I hope to be able to work perfectly in order to gain useful competences to improve my mode of teaching.