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4.2 Embedding Assessment into PBL
Formative Assessment Techniques Identify simple formative assessment techniques that can be easily embedded into PBL

I use Brainstorming et the beginning of the topic. Et  the end of the topic students , write or select words which best summarizes the topic  with colored paperboard and create exit cards write to three separate statements:
3 things their didn’t know before
2 things that were difficult about this topic
1 thing  they would use right away in their practice on the topic
I like KWL technique by Victoria Carceller (Spain)
One assessment technique I use very often is KWL, (what I Know, what I Would like to know, What I Learned) At the beginning of a new topic I give to my students a paper sheet divided into three rectangles labeled I Know, I Would like to know, I have Learned, the first day they write into the two first rectangles, I  keep the sheets and I give them back at the end, when they fill the last one. This technique allow them to reflect on their own learning process, and it gives me important and useful  information.

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4.5 P2P - Your PBL Learning Design
This is the link to my updated Learning Designer:
https://v.gd/HAEx15

http://learningdesigner.org/designer.php?uri=/personal/Dafinka/designs/fid/5d0683d72fab46ca576e17547aaa860c7d64217fcf711d50f3aa7ee4edcaa1ff#exportToLDJ

I would like to thank my colleagues about their positive and inspirational feedback on the my Learning Designer in the modules 2.6 and 3.4
Thanks a lot to the  David Navarro,Giuseppe Pio Orazio Previtera,  Beatriz Bou Llau

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4.4 Creating & Using Rubrics for PBL Assessment
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.
What is a Rubric?
https://www.youtube.com/watch?v=2vEldvPK6rc
Rubistar website: http://rubistar.4teachers.org/index.php
Rubistar website which is a great tool that can help you create a rubric for your PBL activities. It already features a lot of pre-determined rubrics that you can adapt or translate into your own language
Ready-made rubrics that are relevant for PBL
http://www.bie.org/objects/cat/rubrics

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4.3 Peer Assessment for PBL
Professor of Educational Assessment at the Insitute of Education in London, explains why and how peer assessment is a very powerful assessment technique.
https://www.youtube.com/watch?v=5P7VQxPqqTQ
Video which features more concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach. In the video the students use the Ladder of Feedback, a useful tool to help you structure peer assessment with your students. https://www.youtube.com/watch?v=DqWCJZH8ziQ
I think that peer assessment is very useful. In my group projects I use peer assessment. In my lessons I usually I use both peer assessment and a self assessment.  With several criteria in the Rubrics my students review  their classmates activities, provide a feedback and can grade their peers. So they become very responsible and committed. The peer  review in the PBL course is very inspirational and helpful.

https://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf

http://uimagine.edu.au/qltonline/tag/peer-assessment/

https://teachingessentials.wordpress.com/2014/12/02/how-to-peer-assess/

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4.2 Embedding Assessment into PBL
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. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment.
The formative assessment process provides information needed to adjust teaching and learning
1. The process serves as practice for the student and a check for understanding during the learning process.
2.The formative assessment process guides teachers in making decisions about future instruction.
Tools for Formative Assessment:
http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf
Formative assessment strategies
https://globaldigitalcitizen.org/10-innovative-formative-assessment-examples

http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Annual_Meeting_and_Exposition/03Mathematics%20Formative%20Assessment%20Techniques.pdf

http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf

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Are you free to assess students in any way you want? Or do you have to follow a strict testing system with regular standardised tests every few months? What types of assessment are common at your school/in your country? Do you collaborate with colleagues when it comes to assessment?
In my country the school year is divided into two parts  At the end of each part the students receive a term assessment and at the end of the year an annual assessment on the marks from 2  ( weak) to 6 (excellent ). At the end of the school year the knowledge of 7th and 12th grade students is evaluated by the Ministry of Education with specialized tests and text writing text. The  national exams  provide objective and systematic information about the level of students’ knowledge acquired through the academic years. During the year In my school we use both diagnostic, formative and summative assessmant. We have some criteria for final evaluation established by law . During the year I use standard tests, oral answers, presentations, project works, group works, classroom works. I assess my students of the end of each unit. Students can participate in the evaluation. I am collaborate with my colleagues, we exchange common criteria for students monitor progress during the year.

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Assessing PBL
HE ROOT OF THE WORD "ASSESSMENT"
IS FROM THE LATIN "ASSIDERE"
WHICH MEANS "TO SIT BESIDE"
The learning objectives for this module are:
Understanding the difference between formative and summative assessment
Understanding how assessment can be embedded into PBL activities
Understanding what a rubric is and why it can help us assess PBL
Develop a finalised and rigorous PBL implementation Learning Design

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3.4 OPTIONAL P2P - Building your PBL Learning Design
This is a link to my updated Learning Designer
http://learningdesigner.org/designer.php?uri=/personal/Dafinka/designs/fid/5d0683d72fab46ca576e17547aaa860c7d64217fcf711d50f3aa7ee4edcaa1ff#exportToLDJ

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3.3 An Entrepreneurial Mindset
Some of the additional resources highlighted by Kornélia Lohyňová

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View the interactive image by Kornélia Lohyňová

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3.3 An Entrepreneurial Mindset

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.

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Confidence and independence in our students
Dangerous!!!
Some of the way teachers can weaken student`s confidence are:

1. Public criticism and discouragement

2. Pupils to be listeners only and not to have their own opinion

3. Difficult activities for pupils who do not have fun and can not see their progress

4. Focusing only on mistakes and failures in activities

5. No supportive environment in the classroom

6. One of the most dangerous situations is when the teacher shows that he does  not believe in the abilities of  the  students

Nothing can be done without belief that someone could do it.

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3.2 Developing Student Resilience
What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth.
Self-assessment test
How Resilient Are You?
You got: You are quite resilient!
Your answers indicate that you have many traits and thinking habits that are associated with greater levels of resilience, which is a very good thing. You are likely more able to handle life's crises – both major and minor – and turn difficulties to your advantage, or at least weather them optimally.
https://www.verywell.com/quiz-how-resilient-are-you-4008851
A series of strategies to develop student resilience developed by course moderator Kornélia Lohyňová
How to build resilience of students

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3.1 Scaffolding for Student Ownership and Independence

Some concrete tips on how to scaffold for a student-driven environment in PBL
KEY 4
FACILITATING LEARNING IN A STUDENT-DRIVEN ENVIRONMENT
Ideas for empowering your students to work independently
https://www.edutopia.org/blogs/tag/pbl-planning

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

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3.1 Scaffolding for Student Ownership and Independence
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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3. Developing student-driven activities for PBL
IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER
Albert Einstein
I teach Bulgarian Language and Literature in my school. It is very important for me to prepare students for the compulsory national examination, but I want my students to develop international competencies. I believed that this would be done through cooperation with students from Europe. Some years  ago I started to learn English.  It was difficult for me to combine the important school activities, responsibilities like home mother and additional English language coursework. I made efforts and after one year we participated in an Erasmus + KA2 project. Now my challenge is to improve my English language skills.  I would like my school to be able to apply for an Erasmus + KA1 project because I am convinced that international cooperation will improve teaching in the school. It will make students learn the languages easier

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This is my learning design link:
https://v.gd/HAEx15
I deeply believe that using PBL in the lessons is a a necessary and modern way to teach.
Comments by DAVID NAVARRO
Hello Dafinka, I have found your learning design “How do we create school newspaper to present the activities of school life?” really useful. I think that is an excellent activity to apply PBL methodology. It’s a great idea introducing a real journalist to start the activity and give your students an opportunity to explore a future career. Then, it’s important that students be aware of what is happening at school and spread the news to improve communication and feel the school as part of their daily life. Finally, it’s important finishing evaluating our task and discuss about its impacts on the community.
I'm glad to have seen your learning design because you have done a great job. Thank you!

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The Jigsaw Method is a great way to get students cooperatively learning a large amount of reading materials or research in a short period of time.

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2.6 Optional P2P - Building your PBL Learning Design
In Module 1 you identified a class you could use to experiment with a PBL approach and defined a driving question. Make sure to revisit your driving question and possibly refine or change it based on the feedback of your peers. As a next step we use both of this forgetting started on our Learning Design. As a reminder, the final output of this course should be a Learning Design that outlines a PBL approach that you can implement in your classroom.
In the Course Introduction you will have already come across the Learning Designer, the tool that we ask you to use for this activity. As we will be reviewing each other's work and to ensure some consistency it is important that you use the Learning Designer tool to present your PBL approach.

1. As a first step, if you haven't done so yet as part of the Course Introduction,create an account on the Learning Designer and take a browse through the tool to familiarize yourself. For an introduction to the tool see here.

2. Next comes the first step of creating your PBL Design: Create a new Learning Design and at the top you will see some general fields to be completed.

3. In the field "Name" add your Driving Question or a shorter title representing your PBL approach. In the field "Topic" add the curriculum topics that you would like to address as part of the implementation.

4. In the field "Learning Time" fill-in your anticipated time for what you are planning. Don't fill-in the "Designed Learning Time" field as this is automatically completed as you add TLA's (Teaching and Learning Activities) later on.

5. In the field "Description" again add your driving question together with a short and general overview of what students will be doing as part of the investigation of the question.

6. In the field "Aims" outline what you anticipate to achieve with your PBL approach and what you hope will be the final product of students' work.

7. In the field "Outcomes" you can add a selection of pre-defined learning outcomes by clicking on the + sign and then adding a short description for each. You should have already defined these as part of your driving question in Module 1.

8. Finally, add your first TLAs to your Design. These should focus on collaboration and could be about setting up groups using the TeamUp tool (see section 2.5) and then helping the groups to become a team through a team-building activity such as the Chop-Stick Challenge (see section 2.3). These TLAs don't need to be the first TLAs of your Design. Later on, as you add more TLAs you can still move them around.

9. Once you have completed the above steps, click the Share button to receive a shortened URL (the technical error that prevented this before has now been fixed), paste it into the peer review text box below, add the link to your Learning Diary for some context as well as some contact details in case your reviewer has some questions, and then make sure to submit your work before Deadline 1 which is Wednesday 15th November at 23:59h CEST.

10. Finally, once you have been assigned another participant's work, provide some feedback to them before Deadline 2, Wednesday 22nd November 23:59h CEST. IN ORDER TO ACCESS YOUR PEER'S LEARNING DESIGN, MAKE SURE THAT YOU ARE FIRST LOGGED INTO THE LEARNING DESIGNER. Please provide feedback to your peers using the following questions:

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2.5 Collaboration Tools
In my shcool I use
Padlet  https://padlet.com ( it is my favorite tool )

Google Drive https://drive.google.com

Power Point

MoveMaker

Youtube

Wiggio https://wiggio.com

Facebook

Edmodo https://www.edmodo.com/
Printing Press http://www.readwritethink.org/files/resources/interactives/Printing_Press/

Thank you so much all colleagues for the shared tools. I would try some of them

In my school I usually use

https://www.mindomo.com/
https://www.posterini.com/en
ttps://edu.google.com/k-12-solutions/classroom/?modal_active=none

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2.5 Collaboration Tools
TeamUp
I very like this tool and I would use it  in my practice

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FCS | Module 1 | Tool for Teaching: TeamUp

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2.4 Finding collaboration partners outside the classroom
International collaboration with eTwinning and Erasmus+
Students do make substantive decisions together about the content and product of their work. This video presents an international collaboration on the following topics: BOOKS, FILM, MUSIC, ART AND CRAFTS, FOOD AND LIFESTYLE.

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Video presenting the most important parts of our Erasmus+ Project.

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2.4 Finding collaboration partners outside the classroom
My school successfully cooperates with local institutions – City Hall, Regional Library, State Archives, Local Organizations. People from different  professions  are Involved in the cooperative work in the lessons.  Parents also participate in many activities.We have a partnership with University.  I am a mentor of university students and we have joint activities. Students work in  groups  include people from outside the classroom, students in other classes and students  from other European countries. My students work on an eTwinning  and  Erasmus+ KA2 projects. Project work is opportunity to integrate knowledge from various areas of learning, and critically and creatively apply it to real life situations.

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2.3 Effective Collaboration for PBL inside the Classroom
Collaborative learning from my own practice into lessons
Role-playing  games in Literature lessons
Before  starting a collaboration work I and my students set an agenda. Discussion – students talk for a few minutes about the authors and their works.
Students work together in small groups  to recreate a short episode.  Groups can be teacher-selected or student-selected. I prefer mixed  groups because  the stronger students can help the weaker ones. Each group member  has a specific role to play in a group - manager, monitor, and leaders for each.  Respect is given to every member in group.
Stages: Groups have 40 minutes to research this trend or topic and create the one-act play  for Scenario - suggestions and comments  connected to the  selected short episode, students in the group write a dialogue,  students work on the end product, practice the dialogue in the group, present the end product to the class, students evaluate their own participation and that of each team member.

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MODULE 2 Developing effective collaboration for PBL

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MODULE 2 Developing effective collaboration for PBL

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2.2.The nature of collaboration in my classroom
In my classroom I use collaborative work debates,  or pupils in the groups create paper posters and presentations on the topic : "Favorite writers and heroes ", „Folklore traditions” -  create scenarios related to a topic.  Before pupils start a collaborative work we together comment an agenda, time for work and task.  The class is divided into 4 qroups of five students. The pupils chooses a student who leads the debate or  introduces the group's performance.  Pupils know that every shared thought on the subject has value. The most important piece of collaboration is the ability pupils to communicate, listen others from the team as share their ideas. They write text, share views, give arguments, choose pictures.  Each pupil in the each group has a certain role - one is a presenter, another is responsible for the time, third is showing pictures, another reads or several students make a dramatization. Each group presents the product in front of the class and receives a feedback. In my classroom work I use  Jigsaw and Snowball groups - students first work  in pairs, then in 4th or 5th , and so on. In most cases, after working in 5th, students come together for a session in which their conclusions or solutions are pooled.

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Developing effective collaboration for PBL
2.2 What is effective collaboration?
Students work together when the activity requires them to work in pairs or groups to:

discuss an issue

solve a problem

create a product
Collaboration Is Key for Problem-Based Learning

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1.5. Driving Question
Driving Questions are Provocative.
Driving Questions are Open Ended.
Driving Questions go to the heart of a discipline or topic
Driving Questions are challenging.
Driving Questions can arise from real world dilemmas that students find interesting.
Driving Questions are consistent with standards (Objectives).

My driving questions is:
How do we create school newspaper to present the activities of school life?

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1.4. Component of Good PBL. Five Keys to Rigoros PBL

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1.4. Component of Good PBL. Five Keys to Rigoros PBL

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Real world Connections: Authentic problem that drives the curriculum. The students explore different learning paths.
Core to Learning: Incorporate standards and objectives through relevant projects that provide core learning at higher levels to strengthen skills for college and career.
Structured Collaboration: Facilitate a structure for students to gain abilities in collaborative work. Collaborations are carefully scaffolded for success.
Student Driven: Students are given choice in the problem and process. The teacher supports learning by guiding students and skillfully asking questions to continue the inquiry process. Teachers give hints not answers.
Multifaceted Assessments: Assessments are constructed to support learning and include formative assessments, small check-ins with students, student self-assessments. Student involvement is an essential part of the assessment process for meaningful reflection, goal setting, and ongoing learning.

In my opinion all the 5 keys very important. For me the most challenge it is extensive curriculum and difficult bring all together. I like video and I will try integrate 5 keys as soon as possible!

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5 Keys to Rigorous Project-Based Learning

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According to me the main reason why PBL is not used in all classes in our school is the largest curriculum and all the topic of lessons must be studied for specified time. In the PBL students work for larger period of time to to respond  an  engaging or complex question, problem or challenge.
WHY it is necessary to apply the PBL?
Most students are using technology and apps almost every day. With those tools and apps, teachers and students can find the right resources, information, create products and collaborate more effectively.
PBL promotes lifelong learning and students learn how to interact with adults and organizations.
PBL encourages imagination and creativity.It shows the student’s ability to apply skills such as doing research. Feedback is very important. Encourages students to be more engaged and to learn actively

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Enjoy!

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Спиращо дъха видео на Смолян от птичи поглед - Vbox7

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Гледай Спиращо дъха видео на Смолян от птичи поглед, видео качено от viksata94. Vbox7 - твоето любимо място за видео забавление!

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My lesson plan:
Cultural and educational range: Humanities, Public Disciplines and Literature, subject: Bulgarian Language and Literature, applicable to students from V to XI grade
General Objective: Summarizing knowledge of literature, creating own thesis and arguments, public speaking

Dear  Viktorija Markevičienė and Giuseppe Pio Orazio Previtera,
thank a lot for your pasitive review and feedback!

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PROJECT BASED LEARNING - LESSONS PLAN - Dafinka

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I teach Bulgarian Language and Literature from 5th to 12th grades. My students are between 12- 17 years old. My classes sizes are 20- 25 students. The students in 7th and 12th grade have a important national examination in May. In these classes, for the most part, I ask questions, students ask questions to each other and evaluate through a standard test and written and answer reasoning. With students of 5th, 6th, 8th 9th and 10th grade I  have the opportunity to work more on projects. In my classroom I have a 1 computer and Multi-media. I use in the lessons digital technology, debate and problem solving learning.

Language learning is never a linguistic phenomenon only.  It is affected by several sociolinguistic and psychological factors which are all intertwined in unique ways in the case of each learner. In my teaching practice I use a few strategies depending  curriculum and time lessons.

A card for worksheets I use to reinforce and review  literary and linguistic students skill. The task cards include definitions, activity to comlete, ask a question.

Brainstorming is a thinking strategy that involves students in free association of concepts.  Students share ideas and opinions on a topic and create a thought tree.   They may then be used as the basis for another activity such as writing or discussion. It is often very productive as a whole-class activity by inviting students to associate concepts with a selected topic. In the classroom brainstorming encourages learners to think more freely and creatively than if they were doing a more controlled planning exercise. It allows learners to remember what they know, and to teach each other. It is a dynamic and stimulating way to lead learners into a topic.

Creative writing: I write a sentence on a color sheet. The sheet is passed from student to student and each completes the sentence with a new sentence. There is a common story that we read and comment. The other type of writing is under the influence of art picture and music.

Class/group projects: My Students work in groups on different literary and linguistic tasks, they choose the topic and decide what the final outcome is going to be like.  I  help  students distribute the tasks so that they become responsible for the activities. There are some stages while working on project: collecting materials, searching for  information, doing the surveys/ questionnaires, taking photos, working on written texts etc. The students create posters, presentation or reading review. One of the example of class project is journal. While publishing the paper students use their language and artistic skills. They publish their pictures, photos, short stories, crosswords, puzzles, comics. Class or group projects certainly improve cooperation among students.

I think that I will use successfully  PBL in 5th, 6th, 8th and 10th classes.

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PBL methodology is very useful. This teaching practices is a wonderful way students to develop fundamental skills for living – knowledge, time management, teamwork, research gathering, critical thinking, , use high tech tools. The students are at the center of learning and learn by doing - this is successful. Thanks to the educators and to all colleagues!

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PBL -  Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological Society

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PBL -  Helps Students Develop Skills for Living in a Knowledge-Based, Highly Technological Society

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TELL ME AND I FORGET,

TEACH ME AND I REMEMBER,

INVOLVE ME AND I LEARN

Benjamin Franklin

Course introduktin:
Main points to remember
1- Modules,  Activities, Workload
2- Peer Review Activities & Deadlines & "Blackout" period
- end  22nd November 2017
3- Discussions & Exchanges
4- Assessment & Certification
Course Introduction

Test done
Your result in the test was: 100%
You have passed the test.

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My students are between 12- 17 years old.

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I teach Bulgarian language and Literature in secondary  school  named "St. St. Cyril and Methodius ". School is the biggest one in region Smolyan  having  students from 1st to 12th grade. Teachers  work on various National an European projects - eTwinning and Erasmus+  projects

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Overviev of our wonderful town - Smolyan, Bulgaria

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Overviev of our wonderful town - Smolyan, Bulgaria

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Smolyan is a  town in southern part of Bulgaria near the border of Greece. The town is situated in the Rhodope Mountainsл. It is mostly known as a ski resort with a beautiful natural landscape and a popular tourist destination.Our region is famous for  tourist attractions, culture, folklore, caves, lakes and waterfalls and skiing.

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Hello everybody!

I am Dafinka I live in beautiful town Smolyan in southern part of Bulgaria. I teach Bulgarian language and Literature in „St. St. Cyril and Methodius” secondary school. Working with other teachers and schools from Europe enriches my work and gives a lot of extra motivation. I love learning new things, travelling, meeting people from other countries. I am interеsting  for new ideas, methods and skills about  educational process. This is my first training course for PBL I  happy to learning a lot with educators and  all participants in the PBL.  Pleasure for me to be part of this inspiring and useful course !