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Sergio Fernández Sixto, profesor en la Ikastola Begoñazpi de Bilbao nos ofrece su visión sobre el Aprendizaje Basado en Proyectos (ABP) y cómo está transformando el proceso de enseñanza-aprendizaje en su escuela.
Está más que demostrado que el Aprendizaje Basado en Proyectos (ABP) amplía los conocimientos de los alumnos y desarrolla sus habilidades para hacer de ellos personas más competentes. Pero para que esto pueda suceder, es necesario una reflexión muy profunda, que ayude a definir "qué" queremos enseñar, "para qué" lo vamos a enseñar y, sobre todo, "cómo" lo vamos a enseñar.

En nuestro caso, la visión que nos proporciona el denominado Marco de la Enseñanza para la Comprensión (EpC), desarrollado por dos de las colaboradoras del "Project Zero" de la universidad de Harvard, María Ximena Barrera y Patricia León, está resultando ser una guía en el diseño y enfoque de nuestro cambio metodológico.

Aprendizaje Basado en Proyectos, el alumno como protagonista de su aprendizaje

En nuestra ikastola teníamos claro que el cambio de paradigma que se está dando en diferentes ámbitos de la sociedad, tenía que ser también un punto de inflexión para el mundo de la educación, y por ello venimos dando pasos en este sentido. Está claro que los alumnos de hoy en día no necesitarán una infinidad de información en su memoria, sino que lo que realmente se valorará y les hará ser competentes, será la capacidad de resolver problemas, ser creativos, innovar, tomar decisiones, trabajar en equipo, y un largo etcétera que poco tienen que ver con saber datos, fechas y otros contenidos vacíos de significado para ellos.

Evidentemente, este tipo de habilidades, no se desarrollan con los métodos que hasta ahora se han venido utilizando, y por ello es necesario un cambio en las aulas, un cambio en el que el alumno sea el protagonista de su aprendizaje, y donde el maestro haga de guía y se preocupe de cómo aprende el alumno, en vez de cómo enseñar mejor.

¿Qué queremos enseñar?

Antes he mencionado tres preguntas clave y me gustaría ir desgranándolas. Por un lado hablamos del "qué", que es lo que realmente queremos que nuestros alumnos comprendan. Los docentes debemos seleccionar muy bien los contenidos a la hora de diseñar un proyecto o tópico generativo. Deben ser contenidos abarcadores, motivadores y que provoquen conexiones con anteriores aprendizajes y sobretodo relacionados con situaciones de la vida de los alumnos, algo cercano.

Es evidente que seleccionar bien los contenidos a trabajar es clave, pero no tendría demasiado sentido trabajar los contenidos si no sabemos que es lo que realmente queremos que los alumnos desarrollen, qué competencias (aprender a aprender, sentido de la iniciativa, comunicación en diferentes lenguas, matemática y científica, expresión cultural,...) o qué habilidades de pensamiento queremos que consigan a través de esos contenidos.

¿Cómo lo queremos enseñar?

Llegados a este punto, muchos nos haríamos la siguiente pregunta: ¿y esto cómo lo hago yo en mi clase? El "cómo" es la parte en la que los alumnos deben poner en práctica todo lo que anteriormente hemos venido diseñando. Hasta ahora se vienen realizando actividades que solo medían contenido, pero a través de los desempeños (actividades que conllevan pensamiento), se consigue proponer escenarios en los que los alumnos son quienes tienen que pensar y poner en práctica sus conocimientos en contextos diferentes para ir avanzando en su proceso de aprendizaje.

Cuando hablamos de desarrollar habilidades de pensamiento, también nos puede invadir una duda, ¿cómo puedo saber yo como docente lo que está pensando mi alumno y si está adquiriendo las habilidades de pensamiento que me he propuesto trabajar? Aquí sería donde las teorías y herramientas del "Visible Thinking" lideradas por David Perkins y el 'Proyecto Zero' de la universidad de Harvard cobran su verdadero sentido.

L as rutinas y destrezas de pensamiento son desempeños que junto a las fuerzas culturales desarrolladas por Ron Ritcchart, deben darse en el aula y en las organizaciones, ya que generan una cultura de pensamiento. De esta manera se logra que el pensamiento se haga visible y por lo tanto, contribuye a que los estudiantes sean conscientes de sus pensamientos (metacognición) y a su vez, se convierte una herramienta para que los profesores puedan valorar los avances en las habilidades desarrolladas por sus alumnos.

Y no solo eso, a la hora de diseñar los desempeños, sería ideal poder hacerlo teniendo en cuenta las Inteligencias múltiples (H. Gardner) y garantizarnos así, que la información que queremos, llegue por diferentes canales a los alumnos, fomentando sus inteligencias más fuertes y colaborando a desarrollar las más débiles.

La evaluación

Por último y refiriéndonos a la evaluación, ya desde el propio término utilizado se pueden matizar alguna diferencias. Una evaluación consiste en juzgar algo y calificarlo, la valoración, por el contrario, valora algo y ofrece retroalimentación y propuestas de mejora, para que el propio estudiante establezca planes de mejora y de esta manera, sea consciente de los aspectos en los que debe mejorar y en definitiva, hacer realidad esa frase tan utilizada que recalca que el alumno debe ser el protagonista de su propio aprendizaje.

En este proceso, herramientas como rúbricas para la autovaloración, escaleras de retroalimentación (alumno-alumno o maestro- alumno) o escalera de metacognición (habilidades de pensamiento), nos resultan muy útiles, ya que los alumnos tienen visible los objetivos y comprensiones a conseguir y pueden contrastar sus logros y establecer planes de mejora.

En definitiva, al trabajar por proyectos o tópicos, se consigue llegar al alumno desde la manera que él aprende y no tanto desde la manera que nosotros enseñamos. También, nos dan la oportunidad de ofrecerles los contenidos necesarios a través de algo motivador, participativo, que fomenta el trabajo en equipo y la creatividad y que además, ofrece espacios para la reflexión personal, ayudándoles así a crecer como estudiante y sobretodo, como personas.

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Aprendizaje Basado en Proyectos. El qué, el cómo y la evaluación

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Sergio Fernández Sixto, profesor en la Ikastola Begoñazpi de Bilbao nos ofrece su visión sobre el Aprendizaje Basado en Proyectos (ABP) y cómo está transformando el proceso de enseñanza-aprendizaje en su escuela. Está más que demostrado que el Aprendizaje Basado en Proyectos (ABP) amplía los conocimientos de los alumnos y desarrolla sus habilidades para hacer de ellos personas más competentes.

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steps to PBL according to Gold standard PBL by www.bie.org

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El ABP es una metodología centrada en el aprendizaje, no en la mera transmisión de conocimientos fomentando por lo tanto la autonomía y el pensamiento crítico en todo el alumnado. El ABP parte de una realidad, de un contexto real con un contenido significativo y cercano para el alumnado, permite además que se trabajen todas las áreas de forma integrada, no fragmentando el saber como venimos haciendo y permitiendo que la transferencia del conocimiento sea algo natural. Desarrolla las competencias del siglo XXI y está basado en el currículo, citando el artículo The Main Course, Not Dessert de John Larmer y John R. Mergendoller, del Buck Institute for Education (2010), el ABP es un plato principal rico en contenidos curriculares y en competencias clave para la sociedad del siglo XXI, no puede ser por lo tanto un postre en el que aplicar los contenidos vistos en clases anteriores.

El ABP permite al alumnado crear algo, construir un producto, desarrollando en este proceso habilidades de pensamiento de orden superior como diseñar, producir, inventar, resolver, concluir, revisar, defender... Un producto que presentarán ante una audiencia, aumentando no solo la motivación, sino dando realidad al trabajo efectuado. Ejemplos de productos relacionados con las inteligencias múltiples serían:

Este aspecto favorece el uso de herramientas que permitan la integración de la tecnología como aprendizaje para el conocimiento. Robert Swartz acuñó en 1987 el término infusión ( infusion en inglés) para referirse al modo de abordar la enseñanza directa del pensamiento de una forma natural dentro del currículo.

Utilizando el mismo término, podríamos decir que el ABP permite "infusionar" el uso de las TIC poniéndolas al servicio del aprendizaje, permitiendo en nuestro alumnado adquirir conocimiento y competencia digital a la par. De forma que si por ejemplo el producto final es una entrevista y queremos hacer un poscast podemos utilizar el editor de audio libre audacity, la plataforma ivoox o incluso hacer la radio en vivo con spreaker o mixlr.

Pero por encima de todo el ABP es una metodología inclusiva que permite personalizar el aprendizaje, dar voz y voto a todo el alumnado y trabajar de forma colaborativa enriqueciendo el aprendizaje de todos y cada uno de nuestros alumnos.

Para saber más sobre el Aprendizaje Basado en Proyectos he preparado este symbaloo donde además de ejemplos de ABP en distintas etapas, se puede profundizar sobre contenidos teóricos con vídeos, cursos de formación o libros.
https://www.symbaloo.com/embed/parasabermassobreabp?
Os animo a seguir a los docentes que ya están trabajando en esta línea: @rosaliarte, @juanjovergara, @arrukero, @alazpita, @cpalpartir, @yoinfantil, @aliena242, @AlfonsoCortesA, @ftsaez ..., entre otros.

Y por supuesto a participar en los proyectos colaborativos como "El sonido que habito" @proyectoESQH; "Maderas que son violines" @maderasqsonv ...

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En palabras de Fernando Trujillo @ftsaez, "El Aprendizaje Basado en Proyectos NO es una innovación en el sistema educativo, aunque pueda serlo para un centro o para un docente en particular: el ABP es una estrategia metodológica con más de un siglo de historia, cuyas fortalezas y debilidades son bien conocidas y que ha sido utilizado...

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school projects | high school projects | school project ideas

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School Projects | High School Projects | School Project Ideas

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Explore School Projects | High School Projects | School Project Ideas,Science Projects Fair Ideas Experiments, Kids Project Experiment Ideas, science experiment projects, simple, cool, fun and easy science fair experiments, topics for science experiments, and also for Middle school, Elementary School for class 5th Grade, 6th, 7th, 8th, 9th 10th, 11th, 12th Grade and High School, MSC and College Students.

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Artistic creation and/or game project ideas

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Artistic creation and/or game project ideas

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Are you a teacher, parent, or student looking for a creative project idea? You should find this list of 62 project ideas to be a great resource for designing activities and projects.

When students create projects, they are the active agent in the learning process; the classroom is centered on the student rather than the teacher and the role of the instructor evolves to that of the facilitator. This list should give you great ideas to create projects for any topic of study. Leave a comment below to share how you've applied these ideas in your home or classroom.

1. Advertisements: create an advertising campaign to sell a product. The product can be real or imaginary. Try using this to teach persuasion, as an assignment for speech class, or to reinforce skills learned in a consumer class.

2. Album Covers: create artwork for an album. The album may be connected to a skill (such a multiplication) and should demonstrate or explain how that skill is used. Or the album cover may be connected to a novel and the art work might present a relevant theme in the story. Another use would be to have students create natural disaster album covers in a science class where the cover would depict and explain the event.

3. Autobiographies: write the story of your life. This assignment may help you teach autobiography or reinforce a broad range of writing skills.

4. Awards: create awards to present to historical figures, scientists, mathematicians, authors, or characters from a novel.

5. Banners: create an informational banner. Students could create time lines of the American civil war or the Spanish alphabet.

6. Bar Graphs: create illustrated bar graphs. These may be used to explore data sets, use statistics to support a point, or illustrate a growth or change in a market.

7. Biographies: write the life story of someone else. It could be a friend, family member, historical figure, or a fictional character.

8. Blogs: create blogs for literary characters or historical figures. Create an actual blog for free at blogger.com or just have students write and organize articles on white printer paper if the internet is not available.

9. Blueprints: create blueprints or floor plans of a scene described in a novel, an historic setting, or an earthquake proof bridge or structure.

10. Boardgames: create boardgames where students review course concepts. Game play should be based around answering review questions correctly.

11. Book Clubs: Students read either novels or selections from the text book and discuss the readings in small groups. Students might be required to take notes about the discussion or provide an audio recording of the discussion as the artifact to be evaluated. Students might also create discussion questions beforehand and have these approved by the instructor. This activity may be applied to reading selections in any subject.

12. Booklets: create an informational booklet. In the past I've had students create booklets showing comma rules, narrator's perspective, genre, figurative language, and more. Booklets can be applied to almost any unit of study and all they require to make are some blank white printer paper folded in half, one of my favorites.

13. Bookmarks: create illustrated bookmarks with relevant information. A bookmark might summarize previous chapters or contain the definitions of challenging vocabulary words.

14. Brochures: brochures can be made as either tri-fold or bi-folds. Students can create informational brochure's about geographic locations, a story's setting, or a natural event such as how a tidal wave is formed or how the food chain works.

15. Calendars: create a calendar charting the dates of key events. This can be applied to an historical event (like a famous battle), a scientific event (such a the path of Hurricane Katrina), or the sequence of events in story.

16. Casting Calls: select people (fictional, famous, or otherwise) to play the role in a movie version of story or historic event. Explain which character traits were considered in each selection.

17. Cheers: create a cheer explaining a scientific or mathematical process. Alternately, a cheer could summarize the events of a novel or an historic episode.

18. Classified Ads: create classified type ads as seen in newspapers. It could be a wanted ad or a M4F type ad depending on the age of your students. Update the concept and have students create Craigslist ads or Ebay listings. Example applications include covering vocabulary words, introducing multiple characters in a drama, examining figures in an historical event, or studying endangered and extinct plants and animals.

19. Coat of Arms: create a family coat of arms for a character from a novel or a person from history. A good activity for teaching symbolism.

20. Collages: create a collage or collection of images related to a topic. Images can be hand drawn, printed, or clipped from a magazine or newspaper. These work best with large thematic ideas that give students the ability to maneuver, like a collage representing slavery, the 1920s, or an entire story.

21. Comic Strips or Books: create an illustrated comic strip or book representing events from history or a work of fiction.

22. Crossword Puzzles: create a crossword puzzle to review definitions of challenging vocabulary words. Great for science, social studies, reading, and even math terms.

23. Diary Entries: create a diary entries for a person from history or a fictional character who experienced an historic event. Can also be applied to characters in a story or survivors of a disaster.

24. Dramas: create a play. Students might adapt an existing story or create original works and plays can be centered around any event in history.

25. Editorials: provide an opinion about a hot topic in history or science. Should the space program be reduced? Is US military intervention in current conflicts appropriate? Is global warming a concern?

26. Fables: create fables that teach a lesson. Students may create illustrated story boards of their original fables or even dramatic adaptations which they then perform. A good character building activity.

27. Flags: create a flag representing either an actual county (like Libya) or fictitious place (like Narnia). This project should be accompanied by a brief report explaining what ideas the colors and images on the flags represent.

28. Flash Cards: create cards helpful for study and review. Flash cards can be created for any subject and topic.

29. Flowcharts: students create flowcharts analyzing and representing a mathematical process, a natural event, or an event in history or literature.

30. Glossaries: If students need to understand a large array of vocabulary words, consider having them construct glossaries to help them study and review.

31. Hieroglyphics: create pictures that represent vocabulary words. Alternately, students could retell the events of a story or historical episode in simple pictures.

32. ID Badges: create identification cards for characters from a work of literature or for people involved in an historical event. Include relevant details on the badges.

33. Illustrated Quotes: Have students choose a meaningful quote from a text that they are reading. They should explain why the quote interests them and then write the quote on a blank sheet of paper and draw related images.

34. Instructions: write instructions on how to perform an operation or experiment, diagram a sentence, or start a World War.

35. Inventions: create and illustrate your new invention that address a problem in nature or society. Address environmental or sociological issues.

36. Limericks: write limericks about events from history or scientific discoveries such as, "There once was a man named Sir Newton..."

37. Magazines: create magazines covering large units of study such as the Industrial Revolution or Darwin's Theory of Evolution, that way many articles can be written. Images may also be drawn or printed and added to the publication.

38. Maps: create maps based on actual geographic or national boundaries and landmarks or maps illustrating the setting of a story and the journey of a character.

39. Merit Badges: create vocabulary merit badges where the term is defined in three or fewer words and a small image is drawn to represent the definition.

40. Movie Adaptations: plan a movie version of a novel, scientific discovery, or historical event. Pick who will play what role, plan scenes, write dialog, even create a soundtrack.

41. Murals: create a mural or a large drawing of many images related to a larger idea. A mural about the Harlem Renaissance might contain images of Langston Hughes,Â Countee Cullen, and W.E.B. DuBois.

42. Myths: write creation myths to account for scientific or historic events or for a creative writing assignment.

43. Newscasts: deliver important information from literature, history, science, or math in the form of a newscast. Newscast can be prerecorded or presented live.

44. Pen-pals: write letters to and from important people from history or the characters in a story.

45. Poems and Raps: write a poem or rap reviewing any topic.

46. Postcards: similar to the pen-pals assignment above, but postcards have illustrations representing thematic concepts.

47. Posters: create posters to review skills. As a bonus, many of these posters can often be displayed during state tests, so if your students create high quality posters, the posters may be a useful resource during the test.

48. Questionnaires: create a questionnaire and survey students to gather an understanding about thematic issues from a text or social problems for a speech or presentation.

49. Radio Broadcasts: create a script for a radio program covering any appropriate field of study.

50. Reader's Theater: silently act out the events of a story or text alone or with a group of people while someone reads the text aloud. Students should be given time to prepare their acting.

51. Recipes: students can create recipes about how atoms combine to form molecules (H2O), or how to create events like the French Revolution or World War I (add one Arch Duke).

52. Scrapbooks: create a scrapbook of your favorite poems or important events from a decade.

53. Skits: create a short skit to bring an historical event to life.

54. Slide Shows: if you have access to enough computers and a projector, I suggest having students create PowerPoint presentations. With just a little instruction, students should be able to create pretty flashy presentations, and you can combine this project with a research paper as a culminating activity.

55. Soundtracks: create a soundtrack for a movie version of a novel or historical or natural event. Use actual songs or just describe the mood of each song if you do not know song titles. Explain why you feel that each song matches the event. A good activity to review mood.

56. Stamps: students create commemorative stamps honoring people, depicting elements from the periodic table, or challenging vocabulary terms.

57. Storyboards: create story boards summarize a short story or to plan a narrative, movie, or presentation.

58. Tests: write a test to help you review unit goals and objectives. Questions can be multiple choice, matching, and true or false. Answer keys should be provided.

59. Vocabulary Quilts: create quilts with badges representing the meanings of vocabulary terms. Badges should have an image and a few words.

60. Websites: design websites that historical figures, scientists, mathematicians, authors, or characters from novels would have had. Also, student can create websites for historical movements, scientific theories, or literary concepts.

61. Worksheets: create review worksheets. Worksheets can be applied to any subject and topic of study.

62. Yearbooks: create yearbooks reviewing the characters and events from several stories that the class read or containing information about many important figures from history.

I hope this list of project ideas will prove to be a valuable resource in creating projects for your students or children. Feel free to share any of your ideas below in the comments and thank you for visiting.

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62 School Project Ideas | Ereading Worksheets

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Are you a teacher, parent, or student looking for a creative project idea? You should find this list of 62 project ideas to be a great resource for designing activities and projects. When students create projects, they are the active agent in the learning process; the classroom is centered on the student rather than the teacher and the role of the instructor evolves to that of the facilitator.

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Lemonade Day teaches children entrepreneurial skills through the tradition of setting up a lemonade stand.

Entrepreneurship can be an important skill to teach students in school. Entrepreneurship can be taught to a variety of age groups and there is a growing interest at various levels in activities to teach this skill. Many organizations around the country are dedicated to teaching children entrepreneurial skills which are becoming increasingly relevant in the job market and workplace.

Lemonade Day

Lemonade Day started in Houston, Texas and now takes place in many cities across the country. Children are given workbooks that help them learn about starting a business. They are then encouraged to choose their own location to sell lemonade on Lemonade Day. The activities are centered around schools and community groups.

Marketplace for Kids

Marketplace for Kids is an organization that teaches entrepreneurial skills through classes and activities. Marketplace offers free activities and seminars at schools. This program is free to any school that wishes to participate. Marketplace teaches children skills like networking and brainstorming and how to create projects of their own. The program meets the National Content Standards for Entrepreneurship Education and students learn about creating business plans, critical and innovative thinking, team work and using creativity to achieve real-world goals.

Network for Teaching Entrepreneurship

The Network for Teaching Entrepreneurship is dedicated to teaching entrepreneurial skills, particularly to low-income students. The NFTE teaches students to recognize and take advantage of business opportunities. The NFTE arranges programs in schools where at least 50 percent of the students are eligible for free or reduced-price lunches. Schools that meet these criteria are eligible to participate in the program. In the program, students create business plans and compete in school, citywide and regional competitions. Students interact with professional entrepreneurs who have volunteered to work with the program.

School Activities

Schools often arrange their own entrepreneurial activities and competitions like bake sales, selling wrapping paper and stock market simulations. Even a science fair can be turned into a lesson in entrepreneurship by assigning students to invent products and write a business plan for selling the products. For a bake sale, split students into competing groups and ask each group to submit a business plan beforehand.

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Lemonade Day teaches children entrepreneurial skills through the tradition of setting up a lemonade stand. Entrepreneurship can be an important skill to teach students in school. Entrepreneurship can be taught to a variety of age groups and there is a growing interest at various levels in activities to teach this skill.

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Are you interested in getting your students involved in service learning? The teachers we've talked to agree that the key to making service learning work is to encourage students to come up with their own project idea-or find one that they truly support-and to connect that project to the curriculum in multiple ways. To inspire you, here are seven cool service learning projects that teachers have shared on our site:

1. Invite students to research a local landmark, such as a historical site or community park.

After researching the history of the site and touring it in person, encourage students to brainstorm ways your class could improve the landmark for visitors while maintaining its historical integrity.

2. Sponsor a service learning craft club.

Members can put their talents to work making decorations for school events as well as for the wider community. Invite club members to share any special skills-such as sculpting or needlepoint-with the rest of the group.

3. Make measurement practice meaningful.

Have students put together coffee, tea, or hot chocolate mix for local workers who make a difference in your community, such as nurses, firefighters, or police officers.

4. Beautify your school.

Encourage students to study the origins and key players of an artistic movement, such as street painting, and then inviting kids to create their own works of art inspired by the movement.

5. Take your recycling program to the next level.

Ask students to create video or audio podcasts discussing the importance of recycling and waste reduction. Post the podcasts on your school website for the wider community to learn from.

6. Study the art and culture of an impoverished nation or one that is in crisis.

Invite students to make their own artwork inspired by that country, then auction off the pieces and donate the proceeds to a charity in the struggling nation.

7. Start a gardening project with a younger classroom.

Have your students take the lead on planning and researching the garden and then presenting the information to the younger kids. Your students will learn leadership skills in addition to creating a spot to promote relaxation and nutrition at your school.

Question for you: What kind of service learning projects do you do in your school?

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7 Creative Service Learning Projects - WeAreTeachers

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Are you interested in getting your students involved in service learning? The teachers we've talked to agree that the key to making service learning work is to encourage students to come up with their own project idea-or find one that they truly support-and to connect that project to the curriculum in multiple ways.

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Aprendizaje basado en proyectos y su aplicación en eTwinning

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Aprendizaje basado en proyectos y su aplicación en eTwinning

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Lo admito: me gusta eTwinning. Es una manera altamente efectiva de participar en proyectos europeos con un interesante componente TIC, con una carga burocrática mínima y bastante sencilla y con un amplio recorrido de proyectos de éxito que pueden servir a quien esté interesado como referentes para nuevas iniciativas.

El pasado día 12 de noviembre tuve la suerte de participar en un workshop de desarrollo profesional de docentes participantes en eTwinning. Esta se celebró en Madrid y tuve la suerte de abrir el workshop con una ponencia (bueno, algo parecido a una ponencia) sobre aprendizaje basado en proyectos. En este sentido, antes de que veas el vídeo que te adjunto abajo, creo que es interesante que visites los kits de proyectos de eTwinning para que puedas ver el potencial de eTwinning y entender cómo enfoqué mi ponencia. Y después de visitar el enlace de los kits de proyectos te animo, si te apetece, a que veas el vídeo de la ponencia: tus comentarios son siempre bienvenidos.

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Aprendizaje basado en proyectos y su aplicación en eTwinning

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Lo admito: me gusta eTwinning. Es una manera altamente efectiva de participar en proyectos europeos con un interesante componente TIC, con una carga burocrática mínima y bastante sencilla y con un amplio recorrido de proyectos de éxito que pueden servir a quien esté interesado como referentes para nuevas iniciativas.

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https://v.gd/ApI77h

Comparing my Learning Design to the Buck Institute Project Design Rubric  it should include features of effective PBL:
1. Rigorous driving question, activities and assessment and display the key strengths identified in the rubric.
2. It includes clear learning outcomes and most are also explicitly addressed throughout the design.
3. Assessment of most outcomes should be embedded in the activities or there should be an assessment activity linked to the group work of students.
4. Adds reflective self- and peer-assessment activities focusing on effective group work after each day. For your peer assessment activity, I would suggest to add a practice self-assessment exercise for the students.
5. Includes students driven TLAs  to help them become increasingly independent as they prepare their project.
6. Work with partners (local, audience, professionals, ... )
7. Use rubrics from the beginning. That could give more meaning to the assessment.

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You can see the responses to this form and the rubrics here: https://goo.gl/rOgZQ6

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Creating & using rubrics for PBL assessment

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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. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselves especially well for PBL because they can capture a complex range of criteria in an organized and clear way.
Visit Rubistar Webpage.
You can also find quite a number of ready-made rubrics that are relevant for PBL here.
On this page you can find some more rubric examples, mostly in Spanish but also some in English.

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Austin's Butterfly: Building Excellence in Student Work

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Ron Berger from EL Education demonstrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. First-grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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The Ladder of Feedback is a good tool to help promote effective peer feedback between students. It involves four steps. It is sometimes helpful to have one group member “police” the ladder to make sure the rungs are climbed in order. After a student shares a work-in-progress with peers, his peers will: 1. Ask clarifying questions they have about the work. Some ideas may seem unclear, or information may be missing. This step helps peers gather relevant information before they give feedback. 2. State what they value, or comment on the strengths of the work. Expressing appreciation for ideas is fundamental to the process of constructive feedback. Stressing the positive points of the work sets a supportive tone during the feedback session, and helps people to identify strengths in their work they might not have recognized otherwise. 3. Raise any concerns they may have about the work. During this step, honest thoughts and concerns are raised in a constructive, non-threatening way. “What I wonder about is . . .” and “Have you considered . . .” are examples of how concerns may be framed. 4. Make suggestions about how the work could be improved. Give suggestions, based on problems identified in the concerns step, that can help the student use the feedback to revise his work and make improvements. There is no guarantee the learner will use the suggestions, nor need there be a guarantee. Suggestions are just that—suggestions, not mandates.
http://academy.schooleducationgateway.eu/documents/24079/0/2_SATC_AssessTools_PeerAssessment_042913.pdf/c0f8e8d2-611d-4915-9910-8369c31e05c7

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More concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach. 

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More concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach. 

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Peer Assessment: Reflections from Students and Teachers

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The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee. But such a form of assessment is not just useful in the context of teachers working with each other but it is equally useful for using with students in the classroom and in particular in a PBL context.

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22 Simple Assessment Strategies & Tips You Can Use Every Day

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22 Simple Assessment Strategies & Tips You Can Use Every Day

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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 journals, teachers can identify class and individual misconceptions and successes.

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

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; adapted image attribution flickr user tulanepublicrelations

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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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"quick-check" technique which simply uses a thumbs up approach to assess if students are progressing.

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"quick-check" technique which simply uses a thumbs up approach to assess if students are progressing.

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

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How the engagement of an outside audience can be used as part of the assessment process. 

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How the engagement of an outside audience can be used as part of the assessment process. 

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Community Partners: Making Student Learning Relevant

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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.Such type of assessment is known as formative assessment.

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"
Assessment should not only be about giving a grade at the end but it should be an on-going process, where teachers and students alike assess their learning as they work on the projects.
We are free to assess students in any way we want though we have to take into account given evaluation criteria  standardized for all Canarian schools and, like in all Spanish schools, standardized tests are compulsory in year 3 and 6 (Primary). Though it is not compulsory to have  tests every few months, most teachers do as we have to give reports three times a year. Continuous evaluation is a common way to assess pupils but when it comes to tests, teachers share ideas so that all children are given the same tests.
I normally trust continuous evaluation and sell assessment.
I love Sugata Mitra´s suggestion for Self  Organized Learning Environments and I agree with him about assessment.

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We believe that the best way to change schools all over the world is through ambitious, validated and scalable innovations. In HundrED we are interested in how the rapid changes taking place in the world are shaping the structure of schools, surrounding societies and every child's daily experiences - and then sharing these insights with the world.

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https://padlet.com/teacher_academy/va3irzikz1uh
Entrepreneurship in education, eTwinning group : https://groups.etwinning.net/7616
What is Resilience?
It comes from Latin resilire “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situation.

It is ability to cope with problems and setbacks, to adapt and bounce back when things don´t go as planned. Resilience does not erase life's difficulties. Instead, it gives people the strength to tackle problems head on, overcome adversity and move on with their lives.

Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth.

According to many experts, resilience is actually quite common and people are very capable of learning the skills that it takes to become more resilient. Where should our children foster those skills? This is in our hands.

We have to use our school programs, our teaching strategies, our methods of classroom organization and tools for teaching, to build resilient mind-set of our children.

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Ako budovať odolnosť a životaschopnosť žiakov a učiteľov

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I tried to create a TLA that gives opportunities to my young pupils to identify questions they would like to pursue, make choices on project related aspects (What to learn and how to do it), take a significant responsibility  and work independently from the teacher though with guidance and to reflect during the project about their own work and learning. I hope I did!
http://learningdesigner.org/designer.php?uri=/personal//designs/fid/782b9e1c15a3764bdfb7a0a14e226db80d9f3fde3e70093ddd30c3d3266f8995#exportToLDJ

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"Design Thinking" approach in our teaching to support entrepreneurial skills development

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"Design Thinking" approach in our teaching to support entrepreneurial skills development

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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. But few schools have the time or wherewithal to integrate these processes into the school day.
To see more here.
Basically Design thinking consists of four key elements.

1: DEFINE THE PROBLEM
2: CREATE AND CONSIDER MANY OPTIONS
3: REFINE SELECTED DIRECTIONS
4: PICK THE WINNER, EXECUTE
Teacher´s resources:
http://www.tesguide.eu/
http://www.designthinkingforeducators.com/
https://canvanizer.com/

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Design Thinking with Elementary Students (1st Grade)

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For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset.
Entrepreneurship, is a mindset, not an academic discipline, it´s about a positive attitude, initiative and making things happen. Activity, take risks to do things that haven´t been done before, curiosity, persistence, failure, love to challenges, the sky is the limit, improvement, change, innovation.
Entrepreneurial mindset: being able to solve problems, being creative, being able to take a risk, having a team and the ability to influence, it´s all about positive attitude. Be initiative and action oriented, be creative and innovative, be courageous and accept risks, embrace lifelong learning, don´t mind failure, be self confident and independent, have a strong sense of commitment and passion, keep a positive attitude, be curious.
Can we cultivate entrepreneurial mindset in our students? PBL, giving students a challenge that is relevant for them, let them work in teams, take decisions, solve problems, give them freedom of choice and responsibilities. HAVE HIGH EXPECTATIONS!

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View the interactive image by Kornélia Lohyňová

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Developing student-driven activities for PBL

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Developing student-driven activities for PBL

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Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop.

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

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

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Getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL and at the core of developing a student-driven environment.To describe a situation in my professional or personal life where I was first unsuccessful but because I stuck with it you succeeded in the end.
In 2013 I started coordinating Once Upon an Island as a Comenius+eTwinning partnership while I was teaching a very spoilt and disruptive group of 5th-6th levels in Primary. My school was the coordinating school and that made it a bigger responsibility for me. It was the first European partnership of the kind at school and not all the teachers believed it would succeed due to the social background of most pupils, so I could only count on a few of them for collaboration and our Comenius assistant at that time.
I am, generally,  very stubborn and determined in  my things so everything was very carefully planned and integrated in the school curriculum, visible in every school document I had to give in, planing, evaluation, reports, ... My planning was shared with the community as well as every result, specially with parents, who were very soon enthusiastic about it.
My group of pupils got engaged easily as well as the ones with teachers committed with the project, though we had a lot of other difficulties. One of the activities was to learn a song in all partner languages, which most teachers thought to be useless and impossible task. I really believed it was useful and possible and children were really challenged with the idea, we had two years to do so and we did more than expected, we learnt the song in English, French, Greenlandic, Polish, Italian, Greek, Spanish, Lithuanian and Croatian (our Erasmus student´s language on our second year of the project).

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If You´re Happy in all partner languages and Croatian

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This is "If You´re Happy in all partner languages and Croatian" by on Vimeo, the home for high quality videos and the people who love them.

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http://learningdesigner.org/index.php

And my learning design: http://learningdesigner.org/designer.php?uri=/personal/maricecicanti/designs/fid/090ad57b0b5ed4a93249d5a0da0e4b8f3b34a6a033f661be3f79494f85950b08#exportToLDJ

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An Introduction to the Learning Designer

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I´ve used Flashmeeting for video conferencing for years, it allows many partners be connected at the same time, it gives turns so that there isn´t a lot of noise while one partner speaks and it stays recorded allowing children, teachers and parents to review by just following the link http://flashmeeting.e2bn.net/fm/fmm.php?pwd=7b6ef2-1879
Here is 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 1 | Tool for Teaching: TeamUp

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The second way to involve partners from outside of the classroomnvolving 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.
For some further inspiring ideas about community engagement make sure to also check out these two blog entries, here and here.

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Community Partners: Making Student Learning Relevant

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A key part of PBL is establishing a link to the "real-world". This link to the "real-world" can be established in different ways but one of the most powerful mechanisms to do this is by involving audiences or partners from outside of the classroom or even better outside of the school, one of them is organising projects together with another class (eTwinning)

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Collaboration partners outside the classroom

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Collaboration partners outside the classroom

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Thinking about if my contacts or knowledge of networks of local professionals, I´ve experienced working with some in my class and I am sure to get them on a regular basis: Amigos de las pardelas, the school parents association organizes art and sport activities,
My school is in a small town center, by the Town Hall, Post Office, library and shops where it is not difficult to find some collaboration as well as asking pupils about their families and friends who can be able to do or know certain things.
My last collaboration was with a Heriberto Cruz, a singer who has written seven songs inspired by the work of a local painter, Antonio Padrón, whose museum has collaborated with activities during a school trip. Children watched the paintings and listened to the songs, read them as poems and created new poems and paintings as well as learnt some of the songs. At the same time they learnt about local landscapes, animal, jobs, food, traditions... As part of an eTwinning project, (Colorful Songs) this was also happening in other schools around Europe.

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A collaborative activity in my Primary year 1 classroom

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A collaborative activity in my Primary year 1 classroom

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The last group activity I´ve done in my classroom was a collaborative story in the form of a lap book or poster. I split the group in teams of 6 and each child had to write a sentence and draw a picture according to the story´s sequence. Two lap-books and a big wall poster was the result of a joint work of 18 6-7 years old kids.

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Effective collaboration for PBL in the classroom

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Effective collaboration for PBL in the classroom

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Collaboration does not just happen, it needs to be learned and we can provide our students with the environment and the scaffolding to help them become effective collaborators.
If the classroom has a strong culture of collaboration students will be more successful when working together, even absent the watchful eye of their teacher:
1. Make sure team members know what is expected of them
2. Create norms and roles where appropriate
3. Monitor progress constantly
4. Celebrate even little successes
5. Give students ways to informally develop cohesion: Offer them opportunities to interact in low-stakes ways, such as icebreakers, group challenges, or games. These activities can even be linked to standards or content learning goals while still being fun. Once they can interact with each other in less formal ways it’ll be that much easier when it is time to get down to business.
Creating a culture of independent learning, like the planting of a garden, is something that takes time and constant attention. Don’t expect to see results immediately. Don’t expect everything you try to work immediately the first time.

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Teaching Group Work: Building Student Collaboration and Agency

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Module 2: Developing effective collaboration

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Module 2: Developing effective collaboration

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford
All course learning diaries and designs here.
(I´ll put my links here when ready: https://docs.google.com/forms/d/1k7C1fV4yz9fAIboEQSR2wKifH9dZz_voyCamy672-c0/viewform?c=0&w=1)
Feelings about PBL here.

A key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration.
Rubrics to assess if there´s real collaboration here. Children require to work in paris or groups, share responsibilities, make substantive decisions when working together (that will impact the result of the joint work) and they can only succeed together (their work is interdependent).

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Differences between PBL and doing projects"

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About online reputation: http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/professional-reputation
Bringing e-safety into eTwinning projects: https://groups.etwinning.net/7617/home
Better Internet for Kids: https://www.betterinternetforkids.eu/web/portal/policy/better-internet
Web We Want: http://www.webwewant.eu/
e-safety Label: http://www.esafetylabel.eu/web/guest
Safer Internet Day: https://www.saferinternetday.org/web/sid/home

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Useful too!
To understand complicated law statements related to terms and conditions of use of certain materials, take a look at http://www.childnet.com/resources/downloading/home
To share it with other fellow colleagues but protect it from any misuse take a look at
https://creativecommons.org/
Learn about different licenses and what they mean: https://creativecommons.org/licenses/
Help to choose the type of license:
https://creativecommons.org/choose/
To download it in high quality and different formats:
https://creativecommons.org/about/downloads/

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Very useful, I think.

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My children will be in 2nd grade of Primary next year, they are only 18 pupils with lots of mixed abilities and their curriculum includes Maths, Spanish and English languages, Natural Science and Social Knowledge, Art and Emotional Intelligence and Creativity, with standards that can be achieved through PBL approach.
I intend to organize a classroom space to create a supermarket/shop with toy food, empty boxes, tins, bottles, children art work,  ....  Children will role-play shopping as in real life.
My driving question is:
"Where does the food we get in our local market/shops come from?"
Children will be given key language in Spanish and English related to shopping,  food origin, places, ... Specially in English they need to be given a model or use scaffolded language. They´ll be organized in teams who will be in charge of different departments: groceries, meat, fish, drinks, bakery,  ... One child per team will be leading the group and specially taking care of a others being polite in their discussions.
They´ll have to find food labels, make enquiries, surveys involving their parents, ir order to get enough information and  organize it in a lap-book they´ll use to show the rest of the class group.

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Colegio Hispano Inglés- PROYECTO EL SUPERMERCADO - 5 años

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En los cursos de cinco años, aprovechando la motivación que tenían los niños con un programa infantil de cocina, se decidió trabajar todo lo relacionado con el supermercado. Formando equipo con los profesores de inglés, se montó un supermercado en cada clase para practicar la compra de alimentos y por equipos eligieron cómo se iba a llamar.

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We need to identify a question or problem to prepare a PBL unit.
How do we find the right question?
1. Think of the big project idea and learning standards, products or performances students will come up with,
2. Find out interest of students and find connections between them and the challenging question. Brainstorming ideas with other colleagues and students, to find a question that is
engaging, open-ended and alined to our learning standards.
Challenging questions sometimes involve solving a problem or task, creating a product, educating others, convincing others, a broad theme, forming an opinion, philosophical issues, thinking divergently, thinking of real world or fiction scenarios.
Convenient use of a rubric to evaluate the driving question and involve peers in seek of constructive criticism,  use input from professional networks on social media,

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This is my first grade class at the beginning of the year doing a two week Project Based Learning unit on rules. They researched rules by interviewing various teachers in the building. The group project was to deliver a presntation on the rules of a certain class at school.

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There are a lot of different ways to approach and to implement PBL but there
five key components we need to get right in order to make PBL a success:
1. Real world connection: having an authentic problem that drives the curriculum.
2. Core to learning: standards to be covered.
3. Structured collaboration: allow students to work together in a very carefully scaffolded way.
4. Student driven, the teacher becomes a facilitator and the students takes more control. the teacher needs to be able to ask good questions, give hints but not answers.
5. Multifaceted assessment, integrated throughout the whole PBL unit, formative and self assessment.

The most challenging for me are core learning and structured collaboration:
Our system has so many subjects to teach and standards to  achieve that it seems impossible to work all of them through PBL, specially when it´s not the methodology of the whole school but only one teacher.
Due to the young age of my pupils they are very spontaneous, which is not a bad thing but plans need to be very flexible and ready to make changes. My children really need to learn how to work in teams and I need to have set of expectations about what kind of language to be used, roles and responsibilities of each child in the group, process for asking clarification, they have to be taught how to use each other, how to talk to one another.

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Structuring Collaboration for Student Success: Keys to PBL Series Part 3

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Teaching first grade in Primary in a context of a school with a few groups of the same level and set up text books before my arrival would sound much too boring to me at first so I made some improvements:
1. I introduced and eTwinning project to keep up children using their 100 languages and collaborate with other creative schools: Colorful Songs
2. I organized the classroom space in different corners where different activities are ready waiting for kids to do on their own or in pairs or teams: Languages & theatre, Maths, Natural Science and Social Knowledge, eTwinning (art&technology). Another space is whole group assembly (for introducing and displaying work) and library. Desks keep moving according to the needs.
3. Some time is used in activities where I have to explain something, give instructions or they all have to listen or watch video or audio, the rest they can work by themselves while I check their work, help the ones who need individual attention. Most children engage as they feel free to choose in a wide variety of things to do (read, write, count, draw, puzzles, games, building blocks, clocks, Cuissenaire rods, puppets,..)

It could easily be complimented by PBL approach if change these corners into interdisciplinar project corners.

I have used some PBL tips with older students in the past and it really works. It was amazing the way they made Moway robots work and write instructions by themselves (I don´t know anything about robotics). I think PBL doesn´t work when we want all pupils to do the same thing at the same time, they need to be interested and prepared, not all of them are interested in the same things at the same time. This is hard for some teachers to accept.

Working with smaller children, if I am to continue with my group next year I would like to have a shop/supermarket corner where children will have to buy and sell things, count their money, go to the bank when they need change, attend people in Spanish but also in English.

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Moway robots came to our classroom for one month; children investigated about what to do with them, used Maths to calculate distances and angles, Languages to search in the web and write instructions about how to use Moway robots, Geograpgy to find out where La Route Du Rhum leads the sailing ships, Art to design a route for Moway robots.

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Why is PBL not used more widely in our education systems?

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Why is PBL not used more widely in our education systems?

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Working in a school with a few groups of the same level, expected to be doing the same thing at the same time, to be learning the same program,  using the same text books (anti PBL tools), with the bell ringing every 45 minutes, considering any life experience as extra-curricular activity like school trips, doing a play, singing in a chorus, cooking, or anything that is not reading or writing on a piece of paper ...
Teachers clearly need a lot of training in PBL, and not only veterans but also the just arrived ones. This causes a lot of insecurities in teachers when explaining parents and other community members, when children grow up to the next stage with a different teacher colleague who uses a different approach,  children will be supposed to know things because the "program"  ... The lack of technology is another important issue, Internet connection at schools is usually not good enough and we don´t have much to do experiments or hands-on activities, but this is a minor problem having parents and community collaboration.

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I like this idea very much: creating something different and teaching significant content:
http://bie.org/object/document/main_course_not_dessert
I would like to see some successful PBL with little children, how literacy is considered in this approach to be effective, I mean when children start learning to read and write, they can´t do a lot of written research and feedback and we can´t be talking all day as they have to learn to read and write. They need a lot of help from adults at these stages, though they are willing to learn which is very positive, idea that takes me to another question:
Why do they normally loose their interest in learning after a couple of years or there at  primary school?
Possibly because they need a challenge, do work that really matters, solve their real problems, learn something they need, show their work to an audience, have a life experience instead of memorizing other people´s experience and ideas!

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Module 1: Reflect on your own teaching strategies, classroom setup, students' needs

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Module 1: Reflect on your own teaching strategies, classroom setup, students' needs

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I really believe that working as a CLIL Primary teacher makes things easier to implement Project Based Learning. Our curriculum has some restrictions but it also allows some flexibility as far as we fulfill the evaluation criteria. Any topic can be worked through projects, big or small ones giving children the opportunity to brainstorm together, discuss and solve problems together according to their interests. Not all children have to be doing the same thing at the same time, though all of them must and can reach the same aims in different ways, using their hundred languages. We can look for information on the Internet but also bring interesting books, posters and magazines, invite experts on the materia (parents are usually available if given the chance, sometimes professionals are available), watch/record videos, do role plays,  sing songs, solve problems,  create poems (like the one in the attached video), work in groups to put into practice anything they´ve learned. They love showing off  their work!

Students involved in things they like, are more willing to work and learn. Collaboration, sometimes, is hard, but if children understand that the work of all is valued and we need everyone's contribution, different abilities are welcome as positive. The final product is always the best reward. Especially, when we work in an eTwinning project, students are more willing to work and work well as they know that their work will be seen by other students and they do everything for a purpose!

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I work at CEIP Juan del Río Ayala, quite a big Infant and Primary school (around 400 pupils). The school is located in a beautiful natural environment as next to a rural park where we can grow our own vegetables and see some farm animals, crops and local vegetation. At the same time we are located right in the centre of the town, near the town  hall, Post Office, library, sports center, small art gallery and shops.
There are three groups of same level which makes it very necessary to have a lot of coordination, not always possible due to lack of time and lots of bureaucracy, PBL is not the rule but an exception with a lot of text books.
The good relationship with the local community facilitates local authorities and parents collaboration.

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I have quite a big room for 18 Primary year 1 children, it allows movement and varied activities. I have organized a few corners where children work on different projects: languages & theatre, Maths, Natural Science and Social Knowledge, library and etwinning (art, creativity and technology). Chidren feel so comfortable and happy that most of them preffer staying in tan going outside to play.
We don´t have much technology, only a small notebook provided by myself, very bad Internet connection and a projector with no electronic board. But we have a computer lab that we can use once a week, though it doesn´t seem to be as interesting for the children as being in our classroom. We have an etwinning project: Colorful Songs

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My name´s Cecilia Cantizano, I am an eTwinning ambassador, teaching at Primary school. I´ve been teaching  year 1 this year and need to learn more about how to deal with  PBL with so  young learners.
I have experienced European projects (eTwinning, Comenius and Erasmus+) you can see at my classroom blog.