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Editorial Board
We’re gonna start!

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4th step
- editing the script
- choosing pictures
- casting

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Q: "How can we apply PBL if we have limited time and a strict curriculum to follow?"
A: maybe it could be helpful to practice that kind of collaborative teaching that achieve contemporary different levels of learning and performance, such as "station teaching" , "parallel teaching" and similar...

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ALUMNI GROUP - TodaysMeet - QUESTIONS PBL

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ALUMNI GROUP - TodaysMeet - QUESTIONS PBL

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How can PBL be presented to families as substantial part of the curriculum and of the assessment?

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- a peer - lesson, ending a jigsaw work on the topic of the project;
- peer assessment

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Hi, I'm from Italy. I'm a teacher in secondary level. My subjects are Italian and History. I started my PBL plan in an "inclusive class" with many Special Needs students. We're going great :-)

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- surfing the net for further documentation on the topic;
- making the storyboard.

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English transcription of the video-trailer

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English transcription of the video-trailer

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MY PBL PROJECT: 1st step - Project start

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MY PBL PROJECT: 1st step - Project start

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Video trailer to "capture" students

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FEEDBACK ON PBL COURSE - Silvana Antonia Sasanelli, Italy

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FEEDBACK ON PBL COURSE - Silvana Antonia Sasanelli, Italy

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I found this course really helpful and strictly connected to teaching and learning actual needs. I tried to internalize the most, to immediately try to put strategies and tools into practice. My PBL - plan started last week and my students are excited (so am I). I'm very grateful to the course moderators, to the experts and to all my colleagues who shared reflections, suggestions and also troubles, looking together for open-ended solutions. From this moment on, I will personally intend to disseminate what I have learned in my school and in my professional community.

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That's it: I completed the PBL course and I feel really enriched and enthusiastic to implement new strategies in my classes. Thank you dear colleagues, thank you Kornelia: I'm looking forward to meet many of you in the Alumni Group ;-)

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I found this EU abstract: very helpful :-)

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4.5 PBL - learning design attachment: final RUBRIC

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4.5 PBL - learning design attachment: final RUBRIC

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here's the my assessment rubric, 'cause direct attachment in the LD is not allowed

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The river molds the banks and the banks guide the river. (Gregory Bateson)

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Question of the week: What is your favorite tool for assessment, or an idea how to do assessment?

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Question of the week: What is your favorite tool for assessment, or an idea how to do assessment?

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I've been using "Twitter post" in the last 3 years, especially in final class that goes to national exam, where they have "short text" on 4 or 5 subjects...

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Formative assessment: you've heard about it, you've read the research, and you've probably tried it out in your classroom.

Whether you're a formative assessment newbie or a veteran, these techniques can help spice up how you check for understanding in the classroom. They range from the classics, like exit slips, to ideas you may have never thought to try.

This post was inspired by Todd Finley's big, printable list, " 53 Ways To Check For Understanding".

1.

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10 Fun-Filled Formative Assessment Ideas

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Whether you're a formative assessment newbie or a veteran, these techniques can help spice up how you check for understanding in the classroom. They range from the classics, like exit slips, to ideas you may have never thought to try.

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4.3 - Peer assessment for PBL - Antonella Sasanelli, Italy

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4.3 - Peer assessment for PBL - Antonella Sasanelli, Italy

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I found that emotional and relational aspects related to peer-formative-assessment are  essential for the awareness of their potential: so that, I have students peer-assess their knowledge about each one I think the main concepts of the learning unit.

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4.2 - simple formative assessment techniques that can be easily embedded into PBL

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4.2 - simple formative assessment techniques that can be easily embedded into PBL

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I usually start a new lesson with an anticipating brainstorming map, that gives value to previous knowledge students don't think they have, then I ask them to say what they aspect to learn more; one of the formative assessment I use more is similar to the one called "4 corners", but I use three lines: bright, faded, dark.

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going on gratefully :-)

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3.3 An Entrepreneurial Mindset - Antonella Sasanelli, Italy

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3.3 An Entrepreneurial Mindset - Antonella Sasanelli, Italy

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"Ask a child for advice": it is a very good way to think out of the box! :-)

'Aren’t you going to dry the floor?’ asked Annika.
‘Oh, no, it can dry in the sun,’ answered Pippi. ‘I don’t think it will catch cold so long as it keeps moving.

(Pippilotta Delicatessa Windowshade Mackrelmind Ephraim’s Daughter Longstocking)

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3.2 Developing Student Resilience - Antonella Sasanelli, Italy

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3.2 Developing Student Resilience - Antonella Sasanelli, Italy

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I practice cooperative learning since I was a trainee.
Then, as a teacher and trainer, my awareness has grown that collaboration is the key to harmonious growth: the first example to be given to students is in our attitude (more smiles) and in the collaboration within teachers-teams...

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3.1 Scaffolding for Student Ownership and Independence - Antonella Sasanelli, Italy

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3.1 Scaffolding for Student Ownership and Independence - Antonella Sasanelli, Italy

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Pedagogy as a lighthouse
When I was teaching in primary school it was simply clear that children DO need a challenge to learn like they need food to grow up.
we should have the great pedagogues like Dewey, Montessori and Vygotskij like headlights: "learning by doing" and "Zone of Proximal Development" are key concepts that we all should master.

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2.5 Collaboration tools - Antonella Sasanelli, Italy

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2.5 Collaboration tools - Antonella Sasanelli, Italy

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Teamup is very helpful.
I browsed through the padlet and I do not have to suggest anything more than the tools you have already posted...
I use mostly Google apps and cloud.

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2.4 Finding collaboration partners outside the classroom - Antonella Sasanelli, Italy

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2.4 Finding collaboration partners outside the classroom - Antonella Sasanelli, Italy

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We have regular collaboration with local professionals, 'cause my school is a vocational and technical one, that is very helpful for those who teach professional subjects, but not strictly for mine: Italian and History.  It was really inspiring for me finding in the video an example of outside-school collaboration with a museum, that I might try to replicate considering the historical topic of my PBL idea...

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Very funny and inspiring video :-)

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2.3 Effective Collaboration for PBL inside the Classroom: cooper-game

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2.3 Effective Collaboration for PBL inside the Classroom: cooper-game

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"Broken circles" >>> focus: positive interdipendence

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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2. Developing effective collaboration for PBL, Antonella Sasanelli, Italy

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2. Developing effective collaboration for PBL, Antonella Sasanelli, Italy

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In this picture my students (14) have settled the classroom (non very cosy ;-)) to work in groups on a common task: create class-grammar-wallpaper. They're all engaged, concentred, well disposed to mutual help. They do not have the ban to talking to each other, rather they HAVE TO! They're using all available resources and tools.
Within the class there are students with special educational needs: can you say WHO they are in this setting?!

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1.4 Components of Good PBL, Antonella, Italy

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1.4 Components of Good PBL, Antonella, Italy

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what I find most challenging is the key "real world connection", because all the other  potentially-critical-aspects can be overcome with "creative mindset" and lifelong lerning-predisposition, which  should be teacher qualities first than students ones. In other words,  obstacles inside school and teaching are solvable with self-and-team improving, not so for external accountability and effective collaboration with stakeholders.

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1.3 Optional P2P - Reflections on our current teaching practice

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1.3 Optional P2P - Reflections on our current teaching practice

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I use mostly facilitation strategies, that is to say I spend the longer time in my class giving instructions and clarifications on the task assigned, mostly in a collaborative work setting.

Students usually are enaged in quest activity, esercitations, “art and crafts” and/or multimedial activity related to the topic.

In the past years I used to work with older students, with whom I experimented debate and group investigation. Now I have the problem that many students, who have “special educational needs”, don't remember informations and base-knowledges of my subjects: Italian and History.

I'd like to focus on the last one in particular. I find that PBL is a good strategy I could incorporate in my History teaching.

I got inspiration from the approaches shown in the video and also from the “flipped taxonomy” coming out from PBL method:

“asking students to create an authentic product with a strong Driving Question. Doing this can help the teacher facilitate deeper learning of the content and skills we find at the lower level as students identify and pursue what they need to know, remember, and understand to create and meet the challenge of the project” (from: https://www.teachthought.com/project-based-learning/using-project-based-learning-flip-blooms-taxonomy-deeper-learning/).

At this point, I would like to try to plan a project of the historical domain (study of ancient civilizations) in my 1st class (aged 14) of a vocational school, which is an “inclusive class”, asking students to produce a video titled "The Long History of a Schoolboy" to be shown to younger pupils visiting during the school-orientation period in January.

So, the first “strong Driving Question” should be

1- “Do you think Are you treated better or worse than ancient students?”

Then it will run a waterfall of specific questions about historical informations, such as:

“How was the school working in ancient time and what was the role of... (punishments, humor, art, handcrafts, sport?)”

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resilience passes trough reading and writing

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Freedom Writers Diary Books As an idealistic English teacher at Wilson High School in Long Beach, California, Erin Gruwell confronted a room of "unteachable, at-risk" students. She and her students, using the treasured books Anne Frank: The Diary of a Young Girl and Zlata's Diary: A Child's Life in Sarajevo as their guides, undertook a life-changing odyssey against intolerance and misunderstanding.

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Another question of the week. It is important to develop resilience of our students, but what about teachers?
"My way" is a narrative mode:

"When we can say "I know that I'm so because that's what happened to me" and we can share what's happened with words, we're getting some of the masters of our past". Cyrulnik

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1. What is PBL and why use it1.2 Why use PBL

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1. What is PBL and why use it1.2 Why use PBL

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Why use PBL 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?

“Great expectations”

I think the biggest challenge we have to face is accepting that the “product” of teaching-learning process could be something very new and different, far from what we “performed” as students. In other words, switching to PBL means building up a learning process that could have un-expected results, if related to the rigid program that reigns in old-fashioned schools, but “great expectations” if related to a well-structured project and to the idea of future self-thinking citizens we want to educate.

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Open membership educational platform that encourages the access to the job market thanks to the acquisition of digital skills. It gathers different organizations specialized in education to bring the best and latest solution in the education of digital skills for employability and entrepreneurship.

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Outline of the six thinking hats theory of Edward de Bono.

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2nd Question of the week: What can you do to give your students a creative mindset? Do you have any activities or resources you can share with us?

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2nd Question of the week: What can you do to give your students a creative mindset? Do you have any activities or resources you can share with us?

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"Six Hats thinking" (by De Bono) and creative flashcard game (I-learn gateway) could be very helpful.

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Ready to start! 1st Question of the week

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Ready to start! 1st Question of the week

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I suggest the cooper-game "4 in - 1 out": one member of each group, in turn, goes sitting at another group's table and listen to The work's explaination. Then he/she Comes Back And shares information.

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My First point

To those who think that PBL could be not related enough to the “program” and its precious knowledges, I'd say that the "starting point" of PBL method, as well as any other related to constructivistic approach, is in "learning to learn" joint to "learning by doing". In other words: knowledges can be the "sugar", but method is what bakes the "cake" !

My Second point

About assessment and integration of PBL and exams-syllabus, I would like to share with you that in my school we used to ask the students an interdisciplinary report (with a guideline) on the project work related to "Alternanza Scuola Lavoro" and we evaluated it using subject-based rubrics or checklist, even in the last class preparing to National final Exam.

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I found this video very inspiring: about interdipendence between knowledge and competence based learning

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Essential Knowledge in a Competency Based Approach? Piece of Cake! - by Avi Spector

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Hi everybody!
My name is Antonella Sasanelli.
I'm a 13-girl-mom, in my free time... I DO My Work as a teacher of Italian and History in a commercial technical institute.
I live and I work in Castellana Grotte, in Southern Italy (Puglia).
I've known about this course attending to "CO - Lab" on European Schoolnet Academy and I'm ready to start!