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Hello I'm Imen Tekya
I'm a Computer Science teacher at the Pioneer Middle School of Sfax ( Collège Pilote de Sfax)  from Tunisia.
We have no advanced technology in my schools labs, but we are doing a good job with the available ressources.
we are trying to innovate mainly in pedagocila approaches because it costs nothing!
We barely have an Internet connectivity, teachers use personal 3g connexion to do online activities or to go on Live Events. Administrative staff and especially the school headmistress belong to the 19th century, they are change reluctant, don't help at all more over  she always try to stop us ( directly or indirectly) this make me sad but I got used to it! we just go forward .
PBL is a strange thing, my pedagogical ways and approaches are oftenly put under questionning , but international and Ministrial recognition of my innovative ways have shut it them up ( of course only in my face)
Now I lough and just carry on doing what I have to do!

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the PBL corse's time line

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I'm a computer science teacher. 16 years ago in my second year at university , it was a very hard year because of coeficients of Mathemathics and statistics and other subjects based on calculations, I hate maths , sorry :it gives me migraines, real ones. No one thought I could make it in computer science, but I have worked very hard to get very high marks in the other subjects like programming and Data Base management ... to pass and I disapointed every one who thought I won't make it; especially , my high school CS teacher who said to me that I'm dumm. I challenged him, and I told him back then that I will be far way better teacher, and I do now.

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start your replies but No! that's not correct! negative formulations! undermine, bilittle theire ideas, don't give attention to their identities and uniqueness, they have different needs, neglect them, left some behind , don't look into their eyes, say you are not going to be able to do it! your mates are better than you!

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Next to developing collaborative skills of students, another key part of PBL is for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students.
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. It is essential that students don't become frustrated and demotivated but rather excited and motivated to try again and improve, again and again
The learning objectives for this module are:

Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks
Understanding the importance of a positive environment and mindset for building student confidence and resilience
Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills

Life is like a game, it's a sequence of game overs; you don't stop from the first time, you just keep trying until you make it to the next level

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.
We know that it is possible to develop resilience in our students through a combination of setting out the right environment, building positive relationships, and offering space for independent decisions.
An Entrepreneurial Mindset

The characteristics explored in the previous sections, such as resilience, initative and ownership, are all part of an entrepreneurial mindset. be curious, take a risk, get out of your confort zone, think out of the box, have the courage to bounce back after failures, be positive !
with a focus on scaffolding for student independence and ownership, building resilience and an entrepreneurial mindset in general.  Building your PBL Learning Design that provides opportunity for students:

to identify the questions they would like to pursue (within the context of your Driving Question)

to make choices on all key project-related aspects such as resources used, products created, use of time, etc.

to take significant responsibility and work independently from the teacher, but with guidance if necessary

to reflect during the project about their own work and learning