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1.3 Introduction to project-based learning (PBL)

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1.3 Introduction to project-based learning (PBL)

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Critical thinking
Collaboration
Communication
To learn more about: bie.org

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«STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.»
source:  https://www.livescience.com/43296-what-is-stem-education.html

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«When we integrate arts in STEM, it becomes STE(A)M. So STE(A)M is the integration of Science, Technology, Engineering, Arts and Mathematics.»
1.) Real-World, authentic problems, and contexts
2.) Interdisciplinary approach
3.) Skills needed for success in the workplace

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I'm from Lisbon, Portugal, but I live in thr beautiful  Terceira island, in Azores.
I teach  Portuguese Language and Literature in a secondary school. I'm also belong to a collaborative team named REDA. This is a plataform to share free pedagogical resources among teachers and students according to the Portuguese Educational System. You can learn more in:
https://reda.azores.gov.pt

This MOOC is an excellent opportunity to acknowlegde  important perspectives of teaching and of learning in a non-stopping world.

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2.2 Write what did you learn in the video in module 2.2 "The Four C's: Making 21st Century Education Happen:"?

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2.2 Write what did you learn in the video in module 2.2 "The Four C's: Making 21st Century Education Happen:"?

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Answer: The importance of sharing these skills and apply for activities which promote the four Cs. Bringing them together seems to be the key answer.

21st-century skills are also known as 4C’s of 21st-century skills. Please watch the following videos to learn more about the 4C’s.

Introduction to the 4C’s: https://youtu.be/lNVQNz2Hto8

I add

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2.3 How School Trains Us To Fail In The Real World:

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2.3 How School Trains Us To Fail In The Real World:

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How School Trains Us To Fail In The Real World:
«The best thing about school preparing us to fail in the real world, is that while you can “flunk out” of school, you only flunk out of life if you give up. And even better than that, it only takes one great “A” to succeed. »
Q3 -Write at-least three skills other than the 4 C's, which you think are crucial to teach today's students in order to prepare them for college and workplace.
Answer - Be simpathetic, quietly and a good listener.
Share information freely.
Connect knowlwdges.

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How School Trains Us To Fail In The Real World

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Originally published by Stephen Guise on his personal website.

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What are the 21st-century skills? Do you think these are just about computer and technology?

The answer depends on who we ask.

But a Hanover Research report, A Crosswalk of 21st Century Skills, sort out the answer. The research analyzed some major educational frameworks (around 6 frameworks) which are designed to improve the development of these skills.

Each research has a slightly different list of skills. However, all are agreed that four skills are necessary to teach.

Collaboration and teamwork

Creativity and imagination

Critical thinking & problem solving

Communication

Answer to question 1:

21st century skills must provide tools to "survive" in the real world. That means solving problems, analyse critically situations, being creative to find news ways to solve issues or reasons for the use of objects, for instance. Besides that, it is important to communicate and to collaborate with others.

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2.4 Why aren’t life skills taught at school?

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2.4 Why aren’t life skills taught at school?

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It misses that issue in education.

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A lesson or a project which is designed as per the interests or the nature of children will inspire them to learn.
Somewhere inside us, we still have our childhood alive. Bring it back in your imagination and learn what was there that you wanted to learn? Or how you wanted it to be taught to you? Any lesson or any project that only meets the criteria of what adults want to teach can never be a good idea to teach.
Title of the project can also help you to set goals for the project. It can be brainstorming the ideas for project activities. If you can align the project idea to the project title, you will get massive results.

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Look for a new idea:

- Our world is full of problems and challenges. If you look around you will find many problems that need to be resolved.
- For a better idea look at the problems that are neglected. The project idea must be about a problem or challenge in the real world.
- Make a list of problems and challenges within your community and see what can be solved or at least spread awareness in the community to solve those problems with the solution that your students find out after working on the project for an extended period.

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A PBL project must be integrated and multidisciplinary. Minimum 2-3 subjects are recommended to be included and if you can include more subjects in a project, it will become more interesting. But here is a pitfall to avoid as a beginner; start with a small project and don't go for a bigger project at once. Designing and implementing small projects will help you more to understand the effectiveness of project-based learning.
Ex: https://www.facebook.com/iyd2019/

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Before going to more information about PBL projects and designing a project, please watch these tips in the video by Justin Howard. We will keep adding the contents in this module during next two weeks. Elements of the project planner will also be discussed before giving you the task to design a project.
https://www.facebook.com/Khurram.Whiz/videos/10213978381608104/?t=19

Tips for building projects:
1. Choose a topic & time frame: it is important the quality and not the quantity of learning.
2. Pick your concepts - no more than 5
- Bloom's taxonomy level
3. Level ofTechnology &  product
Use several stages
4. Develop your rubric - rating points
5. Planning projects quickly

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3.5 How to Get Projects Off to a Good Start

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3.5 How to Get Projects Off to a Good Start

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Project kick off must be an exciting day. The more excited it is, the better will be the result during and after the project. Unlike a traditional project or a unit, in project-based learning we introduce the project with an entry event. Entry event is a dramatic approach to introduce the project and it should be brief and memorable.

Once the project is designed, find some interesting idea for the entry event. It could be a video, a picture, or teacher can tell a story. Moreover, it can be a real-world exposure related to the project. In the video we will watch some entry events that how teachers present the problem or challenge to the students to work on during the project for an extended period of time to find the solutions.  After presenting the entry event, tell the driving question. (Module 3.6) Watch this video to learn more about the entry event and the driving question.

https://www.facebook.com/Khurram.Whiz/videos/10213984641244591/?t=76

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3.6 Understand that driving questions are for the teachers and the students.

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3.6 Understand that driving questions are for the teachers and the students.

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Driving questions (DQ) can be a beast. When I train teachers, they say the same thing, "Writing the driving question is one of the hardest parts of an effective PBL." I agree. When I am constructing a DQ for a PBL project, I go through many drafts. It's only now, after implementing many projects and having coached countless teachers that I consider myself adept.

Our Driving Question Now Is: How to Write an Effective Driving Question?

First, we need to understand why we have them. Driving questions are there for two entities, the teacher and the student.

For the teacher: A DQ helps to initiate and focus the inquiry. Remember the project shouldn't be trying to solve the world's problems. Instead, it should be a focused action, and focused inquiry; the goal is to ensure the students are focused. The teacher needs to help focus the teaching and learning, and the driving question help with that.

It also captures and communicates the purpose of the project in a succinct question. When reading the driving question, the teacher and student should be clear on what the overall project is as well as its purpose. Also for the teacher, it helps to guide planning and reframe standards or big content and skills. I will say more about this later, but the driving question should not sound like a standard reimagined in the form of a question. Instead, use the driving question to reframe the standards in ways that are accessible to both you the teacher and the student.

For the student ultimately, the driving question is for the students. It creates interest and a feeling of challenge so that even the most reluctant student thinks, "Hmmm, I guess that sounds kind of cool."

It guides the project work. All work for the project, including the culminating project and daily lessons and activities, should be trying to help students answer the driving question. Whether it's a lesson on commas, or implementation time, or drill-and-skill with math problems, the work needs to connect to the driving question. Why? The seemingly "boring" activities of the day-to-day have reason, relevancy and purpose, and then guess what? They aren't boring anymore.

This relates to my next point. It helps student answer the question: "Why are we doing this?" This is the Golden Question that many administrators ask students when they are visiting. If your driving question is good, it can help connect that work so that students can articulate the reason behind daily lessons and activities.

My driving question is posted all over my classroom. It's on worksheets, the project wall, and the online blog. It is continually referred to while we are working on the project so students are reminded of the purpose of the project and daily work.

(Ask some questions in the comments below and give answers to each other).
Q1 - Paula Cotter Cabral Living in the Azores during the summer, one of the most important thing is to preserve the ocean. What kind of advice and tasks would you provide for both children and adults in order to avoid pollution?
Q2 -

Paula Cotter Cabral Imagine that you can change the curriculum at school in order to drive students to protect the planet. What would you do?

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In module 2, we have discussed importance of teaching skills. Instead of teaching skills separately, it is more effective to integrate 21st-century and other skills in a PBL project. Infact, a project which is missing skills cannot be a PBL project.

Make sure that your project design has enough opportunities for students to experience skills. At-least 2 or more skills from 4C's should be integrated in a PBL project.
In module 2, we have discussed importance of teaching skills. Instead of teaching skills separately, it is more effective to integrate 21st-century and other skills in a PBL project. Infact, a project which is missing skills cannot be a PBL project.

Make sure that your project design has enough opportunities for students to experience skills. At-least 2 or more skills from 4C's should be integrated in a PBL project.

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It is necessary to describe learning outcomes of a PBL project. The teacher must be clear about his/her project idea and its objectives.

Look at all aspects of the project. Discuss with the colleagues or with relevant people about your project idea. Ask them for suggestion. Think about all involved subjects and your target learning outcomes. If a teacher cannot describe learning outcomes clearly, it is because the idea of the project is not well understood. After successfully writing the learning outcomes, move towards designing tasks/activities.

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Designing tasks/activities for a PBL project can be effort-full land challenging.

It’s important that the activities your students are completing during project-based learning include the elements of PBL. They should have a clear purpose that aligns with the driving question and learning outcomes. While designing activities, please keep these elements in mind:

21st century skills – critical thinking, collaboration, communication, and creativity/innovation

In-Depth Inquiry – extended, rigorous process of asking questions, using resources, and developing answers

Need to Know – gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create final products

Voice and Choice – students make some choices about the products to be created, how they work, and how they use their time

Critique and Revision – students give and receive feedback on the quality of their work, leading them to make revisions

What activities can students do during project-based learning?

1. Mini lessons

2. Workshops

3. Discussions

4. Written responses and reflections

5. Research

6. Creating a model

7. Labs

8. Experiments

9. Simulations

10. Creating/Adding to a final product

When you will go for designing a project for your class in the next week. Choose some of the above or all for your project design.

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The final product is made by students to present the learning to an authentic audience at the end of the project. There are various types of final products. Keep students' interest at first for choosing a final products. There can be more than one final products in a PBL project. Check the list of final products below.

Written Products

Research report

Narrative

Letter

Poster

Brief

Proposal

Poem

Outline

Brochure

Blog

Pamphlet

Essay

Graphic novel

Editorial

Movie script

Presentation Products

Speech or debate

Public service announcement

Skit or play

Song/lyric

Musical piece

Oral report

Panel discussion

Dramatic reenactment

Documentary

Newscast

Discussion

Dance

Proposal

Exhibition

Media Products

Photo essay

Data display, infographic

Website, blog, wiki

Podcast - Audio & Video

Audiotape

Slide show

Videotape

Create an App

Voicethread

Go Web2.0

Glogster

Drawing

Painting

Sculpture

Collage

Map

Scrapbook

Oral history

Jing – Screencast instructional video

Construction Products

Physical model

Consumer product

System

Machine

Scientific instrument

Museum exhibit

Diorama

Planning Products

Proposal

Estimate

Bid

Blueprint

Flow chart

Timeline

Concept mapping

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In order to facilitate assessment, a PBL project ends up on presentation of learning. There is a difference between presentation and presentation of learning, as we learnt earlier about the difference between a project and a PBL project. Choose an authentic audience for presentation of learning other than the school students and teachers.

Presentations of learning should include what students learned about:

the subject matter content.

planning, organizing, and implementing a project.

how they learn.

how their group functioned.

how they work in a group.

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Please download a copy of project planner to design and submit your project for certificate. Please click "I am done" after submitting your project plan. We will choose ten best projects to publish on www.eddreamglobal.org

https://bit.ly/2TIA4dN
Project plan - submited on 4th september

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Humans are incredibly visual and powerful, moving images help us find meaning…
video helps capture and contextualize the world around us’. Dan Patterson

´ Elementary school students generally have short attention spans. Video projects are a great way to engage younger students for longer. If a video is produced by their peers, students are more engaged and motivated.

´ Why use video projects?

-  to motivate students to learn

- to inspire and engage students

- to develop 21st century skills

- technology skills

- critical thinking

- problem solving skills

- cooperative learning

- to offer a new way for students to explore their creative side.
Some apps that might help
Biteable

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Types of video projects:

commercial

documentary

music video

reality show

storytelling

animation

story/poem

class movie

soap opera

parody

interview

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PRE-PRODUCTION stage

1. Set up a topic

2. Who/Where/When/What?

3. Prepare a script

4. Costumes/props

5. Actors – talents

6. Engage all students

7. Team leader

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- Moovly

- Dvolver

- Kizoa.com

- iMovie

- Video

- Openshot.org

- Wevideo.com

- Get-puppet.coiosApp

- Windows Movie Maker

Free mobile apps for special effects

Creature FX

Action Movie FX

Quo Movie FX

Creating photo slideshow with music for free using freemake.com

´ 1. Download free slideshow maker
2. Add photos
3. Add music
4. Set final settings
5. Make a slideshow with music

´ Watch the final product together in class

´ https://www.freemake.com/how_to/how_to_create_photo_slideshow

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Download here free Freemake slideshow creator. Kindly note that it can be installed only on Windows-based PCs with Win Vista or higher versions. Save the installation file in any browser and launch it. To install the tool correctly, you should be connected to the Internet.

Choose a folder where you want to install the software and wait till the installation process completes. By default, the app will start automatically. In case you want to use it later, deselect the option to run the utility at the end of the installation.

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Make Photo Slideshow with Music + Free & Fast Maker & How-to

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Download here free Freemake slideshow creator. Kindly note that it can be installed only on Windows-based PCs with Win Vista or higher versions. Save the installation file in any browser and launch it. To install the tool correctly, you should be connected to the Internet.

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1. Bring a story/poem

2. Read it to your students

3. Work on vocabulary

4. Group work

5. Scenario

6. Time: 2 weeks

7. Engage all students

8. Facebook group/Edmodo group

9. Youtube/Vimeo

10. School film festival

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Warm up questions:

1. Do you like      spending time outdoors?

2. Do you enjoy      riding a bike/jogging/walking?

3. Where do you      usually go?

4. Who do you      usually go with?

5. Have you ever      experienced anything unusual during your bike ride …?

LINK 2: Bike ride video

https://www.youtube.com/watch?v=_VLqgJ-wmhg

Lesson procedure – bike ride

1. Lead-in – your      personal story.

2. Warm-up questions.

3. Video watching –      what happened next?

4. Group work –      students think about the plot.

5. Group      presentation – speaking/vocabulary extension.

6. Grammar review – narrative      tenses.

7. Story reading.

8. Video project:      students record their own videos.

9. Time: 1 week

10. Group presentations.

11. Students vote      for the best videos.

12. Group work –      writing a story: What happened next?

Cyberbullying – music clip

´ Choose a song with meaningful lyrics

´ Set up a video project

´ Divide students into groups

´ Students prepare a scenario of a video which is based on the music clip

´ Help students with the scenes

´ Organise a film festival in your school and watch the final products together

Avril Lavigne – Skater Boy

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=8s

https://www.youtube.com/watch?v=OPdMJEIp-Ds&t=6s

ETpedia blog post – VIDEO PROJECTS

Read Magdalena’s blog post on using video projects with her students here:

https://www.myetpedia.com/10-ways-to-use-videos-in-elt

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By Magda Dygala
Using technology in the EFL classroom has become widespread in today's educational environment. Belonging to a fast-paced generation, students can become dependent on electronic devices, such as tablets, mobile phones or digital cameras. So why not make use of them in the classroom?

A good way to motivate your students to learn a foreign language is to involve them in video projects. These not only foster their critical thinking and enhance their language skills but also increase students' efficacy. After a 2-year-long evaluation of using video projects with my secondary school students, I've noticed that they have a great influence on students' grades, motivation and engagement in problem solving tasks. Here are my 10 ideas for how you can use video cameras with your students.
1. Addictions

You can start your class with a video on addictions (or any other topic you choose).
A good idea is to choose videos available online which depict problems of addictions.
Students watch the video and answer the following questions:
- Who is involved?
- What is the problem in the video?
- Do you know anybody who has experienced the problem?
- What might be the causes of addictions? etc.
After watching the video divide students into groups of 4-5 and ask them to prepare posters illustrating the problem and giving a solution. Next all the groups present their posters and students vote for the best one. You can record your students giving presentations of their posters and later on watch the video together and give feedback. As homework ask students to prepare a scenario of a short spot (3-4 minutes) presenting the topic discussed during your class. Give them 2 weeks to prepare. Help them with the plot and language (e.g. set up a Facebook or Edmodo group).

You can see my students' video here.

The video was awarded 3rd prize in the video contest 'Say NO to drugs' organised by the local authorities.

2. A Band Interview

If you want to personalise your classroom and teach your students 21st century skills such as critical thinking, collaboration and creativity assigning a 'music video project' is the solution. Divide your students into groups and ask them to prepare a scenario for the video entitled: 'Band interview'. A music project can have a direct connection to your students' interests outside school. Introduce some funny objects that your students can use in their video, like a bucket, a pot or a broom which can serve as musical instruments or whatever they think of. My students' ideas far surpassed my expectations.

You can see my students' video 'Band interview' here.

3. A Story

Bring a story/poem to your classroom and read it to your students. Help students with any new vocabulary from the poem. Next divide your students into groups of 4-5 and ask them to think about the scenario of the video which is based on the poem. They are given 2 weeks to record a video illustrating the meaning of the poem. Encourage them to use costumes and realia. Students can also include a brief comment at the end of the video telling others what they have learnt from the experience.

You can see the poem 'Left on the shelf' from Jamie Keddie's 'Videotelling' book here and my students' video based on the poem here.
The video - 'Left on the shelf' - was awarded 2nd prize in the international contest 'Make a film' organised by ETprofessional.

4. A Coursebook Adventure

Ask students at the end of a school year about the topics they liked the most from their coursebook. They can choose one topic or several.
Students work in small groups and think about a scenario of a short video based upon these topics - 'A coursebook adventure'. Before their videos are produced, students can watch other students' videos as an example (if you do not have any videos, you can use mine).
While working on the project, encourage your students to communicate and exchange their ideas on a class Facebook or Edmodo group. Monitor students' work and give them any help needed in preparations for the video projects.

You can see my students' video on a 'coursebook adventure' here.
The video was awarded 1st prize in the international 'Headway Scholarship' competition.

5. A Magic Box

If you want your students to respond with their senses, bring a magic box to your classroom.
Put different objects into a bag or a box. They can be connected with the previous lesson, for example holidays, food etc. You can also choose noise-making items like a keyring or aromatic things like peppermint. Students close their eyes and go through every single item in the magic box. Next they work in small groups and discuss the objects. Students develop a story with the items from the box. You can play some background music (e.g. jazz or blues) to make them enjoy the activity more. Then open the magic box and show the items one by one to your students. Give them 20-30 minutes to prepare their stories and then record their presentations. Involving students in such activities allow them to spark their imagination and activate their emotional states.

You can see my students telling a story here.

A picture of the items from my Magic Box

6. Film Soundtracks

Start your class playing different film soundtracks. You can choose three different genres of music/film. Ask your students to listen to them and imagine the type of films they are from. Students are to write what they have imagined and share it with their partner. Next you can watch the original scenes from the movies.

Students work in small groups, choose a soundtrack and think about a plot of the video. They prepare the dialogues between the characters to match the type of music they have chosen. You can use your mobile camera or a digital camera to record their role-playing and later on watch the videos together to give them feedback and simply make them enjoy seeing their final products.

7. Advertisements

Bring some objects to the classroom and ask your students to work in pairs or small groups. Students choose one object and prepare a TV commercial of it. Record your students videos which can serve later on as a resource for other students to use in the future.

You can see my students' video here.

8. Mystery Skype Game

You can immerse your students in another culture by connecting with a school from a different country on skype. Students ask YES/NO questions in order to guess where the other students come from. When they guess the name of the country, they can exchange their ideas, talk about their hobbies, interests, school life, cultural differences etc. You can use a digital camera or your mobile to record them talking with other students. During the next class you can watch the video with your students to provide feedback and work on possible language problems that occurred during speaking.

Mystery Skype Game with Ukrainian students.

9. Pair Improvisations

If you want your students to stop being a class of clock-watchers waiting imaptiently for the end of the class then make them act spontaneously and improvise. You can give each pair a task and ask them to react spontaneously and use their imaginations to act out a dialogue.
Such activities expand creativity as well as boost communication skills.
Here are some examples of tasks:
- two friends who haven't seen each other for 5 years meet at the concert
- a girl/boy meets her ex-boyfriend/ex-girlfriend in the pub etc.
You can record your students performing the dialogues and later on watch the videos together.

10. Parody

As a start to the lesson you can engage your students by playing for example 'Romeo and Juliet' movie with sound only. Students listen to it and imagine who is involved. Stop the video at some point and ask students to work in pairs to share their ideas. Next ask students to listen to the next part of the film but this time they are to predict what happens next. As a follow up set up a video project, for instance 'A parody of Romeo and Juliet' and give your students some time to prepare it. Engaging students in video production not only fosters their problem-solving skills but also gives them the opportunity to collaborate with their peers.

You can watch my students' video here.

The most important thing: PRAISE YOUR STUDENTS on their hard work!

Magda Dygala works at the Kazimierz Pulaski University of Technology and Humanities in Radom, Poland and is also a teacher of English at the ZSO 7 Secondary School. She has written several other ETpedia blogs: take a look at '10 ways to teach English through music' and '10 ways to teach and revise vocabulary'.

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Using technology in the EFL classroom has become widespread in today's educational environment. Belonging to a fast-paced generation, students can become dependent on electronic devices, such as tablets, mobile phones or digital cameras. So why not make use of them in the classroom?

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Some people confused project-based learning with traditional project. Here are some differences to learn whether it is a traditional project or a PBL project.