# data[].attributes.body
Collaboration means you engage with someone else in order to improve your mutual situation.
It's an important competence.

# data[].attributes.headline
MY DRIVING QUESTION: Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL. I’d like to experiment with PBL a “mixed” activity: being a physical education teacher and working with disadvantaged students, I think it should be interesting to use a short school trip to develop and encourage some reflections by the students. CLASS: a 25 members class; students’ age 11. SUBJECT TOPIC: the main topic is geography (landscape structure: identify anthropic and human elements in a landscape) STRUCTURE OF THE ACTIVITY WITH PBL: The activity would be divided in two steps: step 1 – short school trip: “A day in the mountain: walking with snowshoes”. During the day, all the students will be encouraged to pay attention to the landscape that sorrounds them, noticing natural and anthropic elements (with the help of the teacher, of course!) step 2 - students work in groups of 4. The driving question is: “You and your friends have just finished a nice school trip in the mountain, sorrounded by a beautiful landscape. Make a poster to enumerate the anthropic and human elements you have seen during the trip: -two of you will work on anthropic elements: houses, mountain huts, farms, ski slopes etc… -the other two will work on natural elements: rocks, cliffs, trees, animals etc. - each of you will choose a small numbers of elements (3 or 4), will write a short description of them and will  search a picture to illustrate every single element. 

# data[].attributes.subject
MY DRIVING QUESTION: Finish your reflection by identifying a class and a subject topic that you teach which you can use to experiment with PBL. I’d like to experiment with PBL a “mixed” activity: being a physical education teacher and working with disadvantaged students, I think it should be interesting to use a short school trip to develop and encourage some reflections by the students. CLASS: a 25 members class; students’ age 11. SUBJECT TOPIC: the main topic is geography (landscape structure: identify anthropic and human elements in a landscape) STRUCTURE OF THE ACTIVITY WITH PBL: The activity would be divided in two steps: step 1 – short school trip: “A day in the mountain: walking with snowshoes”. During the day, all the students will be encouraged to pay attention to the landscape that sorrounds them, noticing natural and anthropic elements (with the help of the teacher, of course!) step 2 - students work in groups of 4. The driving question is: “You and your friends have just finished a nice school trip in the mountain, sorrounded by a beautiful landscape. Make a poster to enumerate the anthropic and human elements you have seen during the trip: -two of you will work on anthropic elements: houses, mountain huts, farms, ski slopes etc… -the other two will work on natural elements: rocks, cliffs, trees, animals etc. - each of you will choose a small numbers of elements (3 or 4), will write a short description of them and will  search a picture to illustrate every single element. 

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LEARNING DIARY

Hello everybody, my name is Marco
Pianotti and I’m 36 years old. I’m a teacher in the secondary school and my
students’ age goes from 11 to 14 years.

I have teached physical education
for 4 years, then I have started to take care of students with special needs.

Here there are my reflections
about my teaching approach:

 First of all, I think that
my current approach should be complemented with PBL, but I have the feeling
that this could be difficult for me, because it would require a deep change in
my teaching method.

 Working with students with special needs, I
usually stay inside the classroom, but I take care of one student at a time (or
of a small group of students). I seat near him or them during the lesson and
then we move to a special classroom, equipped with computers, lim and other
instruments that can simplify and encourage the learning process of the
students. Very often, infact, my students have great problems to keep their
attention during an entire lesson.

Usually I have the problem that
my students don’t remember what they "learned" the day before. It is
very  frequent because my students have
disabilities or disadvantages and for them remembering notions is usually more
difficult then for other students. I try to help them using conceptual maps,
posters and other instruments to make easier for them remembering things.

 

# data[].attributes.subject
LEARNING DIARY

Hello everybody, my name is Marco
Pianotti and I’m 36 years old. I’m a teacher in the secondary school and my
students’ age goes from 11 to 14 years.

I have teached physical education
for 4 years, then I have started to take care of students with special needs.

Here there are my reflections
about my teaching approach:

 First of all, I think that
my current approach should be complemented with PBL, but I have the feeling
that this could be difficult for me, because it would require a deep change in
my teaching method.

 Working with students with special needs, I
usually stay inside the classroom, but I take care of one student at a time (or
of a small group of students). I seat near him or them during the lesson and
then we move to a special classroom, equipped with computers, lim and other
instruments that can simplify and encourage the learning process of the
students. Very often, infact, my students have great problems to keep their
attention during an entire lesson.

Usually I have the problem that
my students don’t remember what they "learned" the day before. It is
very  frequent because my students have
disabilities or disadvantages and for them remembering notions is usually more
difficult then for other students. I try to help them using conceptual maps,
posters and other instruments to make easier for them remembering things.

 