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Happy to see that :)

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I am very happy that I've enrolled and completed this online course. It has been a very useful process for me.

Many thanks to dear Reyhan Güneş and School Education Gateway Teacher Academy.

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The RISE Model was developed to guide peer-to-peer critiques and instructor-to-student feedback. Aligned with Bloom's taxonomy for higher order thinking, the four tiers of the model prompt students to reflect, then build their constructive analysis through inquiry, providing suggestions to help elevate each others work.

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Feedback should be focused on the task at hand rather than the learner’s self-esteem.

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The Changing Role of Education and Schools

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The Changing Role of Education and Schools

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Patrick Griffin, Esther Care, and Barry McGaw

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What is Continuing Professional Development (CPD)?

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What is Continuing Professional Development (CPD)?

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CPD stands for Continuing Professional Development. It refers to the process of tracking and documenting the skills, knowledge and experience that you gain both formally and informally as you work, beyond any initial training. It's a record of what you experience, learn and then apply. The term is generally used to mean a physical folder or portfolio documenting your development as a professional.

Click on to read the full text.

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4 levels of Kilpatrick Model.

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Module 3 Video Talk 4: The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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Module 3 Video Talk 4: The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

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Changes to assessment

We had two major aims in mind when it came to assessment:

1. That formative assessment would be more of a feature of the day to day practice in the classroom and it would support the development of mathematical proficiencies.

2. That the final examinations would be less predictable than they were in the past and they would include a section on problem-solving and applying knowledge to unfamiliar situations.

Aoife Kelly

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A framework of cognitive skills for collaborative problem-solving

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A framework of cognitive skills for collaborative problem-solving

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A framework of cognitive skills for collaborative problem-solving

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A framework of cognitive skills for collaborative problem-solving

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The cognitive domain collaborative problem-solving is a complex, coordinated cognitive activity among two or more people. It is evident that efficient problem-solving does not rely on any single or uniform skill, but rather a set of distinguishable sub-skills or capabilities, some of which are deployed in accordance with situational needs. The evidence of these capabilities being deployed can be accumulated in a number of ways. And it is beneficial to identify how well each of these capabilities and indicative behaviours are being demonstrated.
-Patrick Griffin

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The teacher, acting as an observer, becomes the most important assessment instrument. So even in the absence of a formal and standardised measuring instruments the derived scales for collaborative problem solving provide a useful framework for the teachers to interpret their observations of student behaviour when their operating within a collaborative environment.
-Patrick Griffin

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The role of collaboration in collaborative problem solving

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The role of collaboration in collaborative problem solving

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Collaborative problem solving however may be a facilitating factor that enables the student’s to collaborate through problems that enable them to learn higher- order skills in science, mathematics, history or even physical education. In other words is collaborative problem-solving a target non-cognitive skill of its own or is it a facilitating skill to enable other domain specific discipline, cognitive based skills to be acquired. If it is targeted as a non-cognitive skill in its own right we must presume that the capability `can be taught.
-Patrick Griffin

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The OECD PISA problem solving framework closely followed the Polya process and specifies four processes -(Recognising and Understanding, Formulating, Selecting a Strategy and Solving, Reflecting and Communicating).
-Patrick Griffin

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Collaborative problem solving tasks challenge the participants to locate information, identify patterns (as part of the inductive process), and then establish rules for content and procedure, test ideas and check solutions (as part of the deductive process).

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The stem involved in designing a collaborative problem based task or project:

1. Define the problem or collaborative project.
2. Identify project elements and components in detail;
3. For each component identify the resources that are essential. These can be;
a. materials
b. equipment
c. strategies
d. knowledge
e. experience
4. Allocate to each participant non-overlapping, unique sets of resources necessary to be contributed to the project completion or problem resolution. Divide the resources amongst the participants with no shared or common resources.
5.Clearly state the goals of the task or problem solution and observed to students procedure in the task.
6. Explain to the participants that they must identify the problem, sort out a strategy to resolve the problem or complete the task.
7. The students also need to develop a means of keeping records of their decisions and discussions. For face-to-face attempts at collaborative problem-solving or collaborative project work keeping records is an essential aspect of the assessment process.

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What do assessments of key competences need?

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What do assessments of key competences need?

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Assessments of key competences need, for example, to measure students’ reasoning processes, understanding of interconnections, and ability to perform complex tasks. A number of new assessments, including portfolios and e-assessments provide more effective measures of students’ key competence development. However, more work is needed to support reliability of these kinds of assessments.

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I can see the importance of formative assessments, especially the classroom-based ones. This is something important but mostly we can choose the easy way for assessments because we have lots of paper works in addition to teaching works. Is this an excuse? No, it mustn't be. Yet, it is something common :(

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Module 3 Video Talk 2: Good Practice in Assessing Key Competences

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Module 3 Video Talk 2: Good Practice in Assessing Key Competences

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Innovative tools, such as portfolio assessments, ICT-based assessments and simulations may be more effective at capturing students’ reasoning processes or ability to solve complex problems.

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Module 3 Video Talk 1: The Principles of Assessing Key Competences

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Module 3 Video Talk 1: The Principles of Assessing Key Competences

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There are three major approaches to assessment. These include summative assessments – or assessments of learning; formative assessments – or assessment for learning, and self-assessments tracking progress against prior performances. These assessments need to be valid, reliable and fair. They also need to be able to capture students’ reasoning processes and problem-solving skills.

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valid

reliable

fair

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Comparing Formative and Summative Assessment

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Comparing Formative and Summative Assessment

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Three major approaches to student assessment:
-Summative
-Formative
-Student self-assessment (also known as ipsative assessment)

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Project Maths is an exciting, dynamic development in Irish education.

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Project Maths - A fresh approach for changing times

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Project Maths is an exciting, dynamic development in Irish education. It makes maths relevant to the everyday lives of teenagers, and helps them understand it better using interesting and practical techniques. Students are empowered in developing essential problem-solving skills for higher education and the workplace.

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Module 2 Video Talk 3: Four tips from Sandra Fay

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Module 2 Video Talk 3: Four tips from Sandra Fay

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1. Use project-based learning
2. Create an environment where students can make connections across the subject
3. Create rich tasks and encourage students to use different strategies
4. Encourage students to discuss maths and justify their solutions.

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Five strategies to embrace challenges in a school project

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Five strategies to embrace challenges in a school project

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Here are some important points that Sandra Fay has mentioned to embrace major challenges:
-collaboration among the department
-intensive school support
-supportive leadership
-team teaching
-the use of IT to support learning

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Video Talk 3: A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

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Video Talk 3: A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

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Sandra Fay is a second level maths teacher at St Marks Community School in Ireland, and teach students aged between 12 and 18. She talks about her experience of the Irish initiative Project Maths.

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Collaborative problem solving is therefore defined as a joint activity where two or more people work together to contribute knowledge, skills, materials and procedures and move through a series of cognitive states that involve collection and analysis of information and the formulation of hypotheses that they jointly set out to test.

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Comparisons of approaches to problem-solving and collaborative problem-solving

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Comparisons of approaches to problem-solving and collaborative problem-solving

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Collaborative problem solving is a complex skill requiring both social and cognitive competencies. It was rationalised by the ATC 21S project team as a composite skill arising from the links between critical thinking, problem solving, decision making and collaboration.

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1. critical thinking,

2. communication,

3. creativity,

4. collaboration

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KSAVE: knowledge, skills, attitudes, values and ethics

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KSAVE: knowledge, skills, attitudes, values and ethics

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These four sets of skills be recognised as essential for adjustments to the effect of technology on life, learning and work. The skills were identified as those which would enable people to demonstrate new ways of thinking, ways of working, tools for working and living in the world that had emerged as a result of technology.

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Developing learners’ collaborative problem solving skills / Patrick Griffin & Esther Care

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Developing learners’ collaborative problem solving skills / Patrick Griffin & Esther Care

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Skill, competence, competency - which are we talking about? ... For our purposes in the ATC21S project, we regarded a skill as an action a person can perform. Competence encompasses the quality and transferability of that action over time and context. No one performs a skill at the same level every time. No one operates at their maximum all the time. We adjust our performance according to the demands at the time. Competence therefore can be regarded as the ability of the person to adjust the skill performance to the demands of the context.

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7 steps to a successful PBL

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A preliminary checklist before starting a project

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A preliminary checklist before starting a project

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Here are a few pointers we need to think about before implementing the PBL approach in our teaching.

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‘Tell me and I forget, show me and I remember, involve me and I understand’.

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Project-based learning is an approach which uses methods such as inquiry-based learning and problem-based learning to develop students’ competences.

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Ask, Investigate, Create, Discuss, Reflect

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Inquiry-based learning starts with questioning, continues with exploration and investigation and ends with finding a solution, drawing a reasonable conclusion, making a substantive decision or applying new knowledge or skills.

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Video Talk 1: How to design project-based learning

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Video Talk 1: How to design project-based learning

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Anne Gilleran
Pedagogical Manager at European Schoolnet.

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How to Design Project-Based Learning Activities

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IMAGINE
EXPLORE
LEARN
THINK
KNOW

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Module 2:Teaching Key Competences through Project-Based Learning

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Module 2:Teaching Key Competences through Project-Based Learning

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Project-based learning is an approach which uses methods such as inquiry-based learning and problem-based learning to develop students’ competences.

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There is almost universal agreement among respondents in all stakeholder groups that key competences are important for helping young people to succeed in learning and life (98% of teachers, and head teachers, 97% of parents and 87% of students agree or strongly agree).

Most respondents indicated a need for greater collaboration within and beyond schools.

Student respondents indicated that teaching that incorporates open class discussion and dialogue, project-work, games-based learning (particularly for primary school students), and other methods considered as more innovative were helpful for learning key competences.  96% of head teachers and 91% of teachers agree or strongly agree that even if it is not easy, it is necessary to teach and assess transversal skills. 85% of parents and 74% of students agree or strongly agree with this statement.

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European Analysis of KeyCoNet’s Online PublicConsultation of Stakeholders

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European Analysis of KeyCoNet’s Online PublicConsultation of Stakeholders

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In early 2014, the European Key Competences Network (KeyCoNet) implemented a series of short informal stakeholder surveys on policies and practices for teaching and learning of key competences. More than 5,600 individuals responded to the surveys, including 3,451 teachers, 468 head teachers, 768 students, 652 parents and 276 other stakeholders (including for example representatives from ministries, universities, teacher training organizations, inspectorates, Non-Governmental Organizations etc.). The results of these surveys highlight views on the relevance of key competences for young learners, as well as opportunities and challenges for implementation. This report summarizes the key findings from these surveys.

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Module 1 Video Talk 4: Competence-based education in Europe today

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Module 1 Video Talk 4: Competence-based education in Europe today

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This year, we have new curriculums for primary and secondary school in Turkey. As it is mentioned in these curriculums, the key competences framed by the European Commission integrated into school education.

The skills in the program are: *Traditional Skills (Communication in mother tongue, Communication in foreign languages)
*Digital Skills (Literacy, Basic skills in math and science)
Horizontal Skills (Learning to learn, Social and civic responsibility, Initiative and entrepreneurship, Cultural awareness and creativity)

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Module 1 Video Talk 3: Summative vs. Formative Assessment

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Module 1 Video Talk 3: Summative vs. Formative Assessment

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I think both of them are necessary, it depends on the needs.

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Module 1 Video Talk 3: Summative vs. Formative Assessment

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Module 1 Video Talk 3: Summative vs. Formative Assessment

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"The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. This contrasts formative assessment where the purpose is to monitor student learning to provide feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessment helps students identify their strengths and weaknesses and helps teachers and trainers support student progress. Learning outcomes should be written in ways which also support formative assessment."
SOURCE:  CEDEFOP,  Defining, writing and applying learning outcomes A European handbook

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Module 1 Video Talk 3: Transversal skills

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Module 1 Video Talk 3: Transversal skills

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While watching, I have met something new to to me:  Transversal skills. I searched and tried to understand what those skills are. Here is a definition: According to the European Training Thesaurus, Transversal skills are the skills that individuals have which are relevant to jobs and occupations other than the ones they currently have or have recently had. Here is another explanation: These skills may also have been acquired through non-work or leisure activities or through participation in education or training.
More generally, these are skills which have been learned in one context or to master a special situation/problem and can be transferred to another context.

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Module 1 Video Talk 2: Maltese Core Curriculum Programme 

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Module 1 Video Talk 2: Maltese Core Curriculum Programme 

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Here is the Maltese Core Curriculum Programme mentinoned in the video.

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Eight key principles for teaching key competences effectively

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Eight key principles for teaching key competences effectively

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Firstly, teaching should be task-based.
Secondly, teaching should be interdisciplinary.
Thirdly, learning should be both collaborative and individualised.
Fourthly teaching needs to be both learner- and teacher-led.
Fifthly, teaching and learning where possible should be technologically innovative.
The sixth principle is that teaching and learning of key competences should take place both inside and outside of school.
The seventh teaching principle is that teachers should collaborate with the wider community including the social, cultural and business sectors:
Lastly, the teaching of key competences requires teachers to pay closer attention to the social and emotional aspects of learning

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Module 1 Video Talk 2: Key Points on Assessing Key Competences

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Module 1 Video Talk 2: Key Points on Assessing Key Competences

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Instead of teaching a subject by explaining, we should create a classroom environment and design challenges based on real life problems to the students.When they engage in these kinds of inquiry-based tasks; are more likely to search and find their own ways to solve the problems. I think it is an important necessity to improve creativity.

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The 21st Century Skills Early Learning Framework (ELF) 

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The 21st Century Skills Early Learning Framework (ELF) 

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The 21st Century Skills Early Learning Framework (P21 ELF) was developed to encourage educators, providers of services to young children, administrators, and policymakers to include early learning as they develop strategies for full integration of 21st century skills into their learning programs. The examples provided in the P21 ELF should help to build an understanding of how to support these skills in both formal and informal learning environments. P

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21ST CENTURY SKILLS EARLY LEARNING FRAMEWORK

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21ST CENTURY SKILLS EARLY LEARNING FRAMEWORK

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This is a framework that I have heard about while watching the video talk 1.
When I read The Partnership for 21st Century Learning (P21) Framework, it is seen that the same skills they emphasize in early learning experiences for young children : critical thinking, collaboration, communication, creativity, technology literacy, and social-emotional development. I think not only students but also teachers should have these skills.

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Module 1 Video Talk 1: The importance and definition of competences

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Module 1 Video Talk 1: The importance and definition of competences

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I totally agree that 'learning to learn' is the key of all competences. Instead of building fixed mindsets or framing the ways of thinking of students, teachers should  create a learning environment  to develop a growth mindset and boost skills for this century.

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Module 1 Video Talk 1: The importance and definition of competences

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Module 1 Video Talk 1: The importance and definition of competences

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I think "learning to learn" is the key competence, not only for 21st century, for centuries.

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Module 1 Video Talk 1: The importance and definition of competences

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Module 1 Video Talk 1: The importance and definition of competences

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"ATC 21st century skills framework includes four dimensions: ways of thinking; ways of living in the world; ways of working; and tools for working."

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Module 1 Video Talk 1: The importance and definition of competences

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Module 1 Video Talk 1: The importance and definition of competences

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"More transversal and higher order skills, such as collaborative problem-solving are increasingly valuable for citizens to be able to effectively take part in life today." Of course!

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Module 1 Video Talk 1: The importance and definition of competences

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Module 1 Video Talk 1: The importance and definition of competences

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The European Union Framework includes
8 Key Competences: Communication in the mother tongue, Communication in foreign languages, Mathematical competence and basic competences in science and technology, Digital competence, Learning to learn, Social and civic competences, Sense of initiative and   entrepreneurship,
Cultural awareness and expression

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This course is intended for teachers and other educational professionals interested in competence-based education.

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Please note that this course has concluded, although its content remains available for perusal. It is no longer possible to receive the course badge, the module badges, or the course certificate, and support for this course is no longer provided by the course instructors or the Teacher Academy team.

This course is intended for teachers and other educational professionals interested in competence-based education. The course aims to provide you with a thorough introduction to the topic, as well as make you aware of the issues and challenges related to making competence-based education a reality in the classroom. Furthermore, teachers will be given concrete tips on how to implement project-based learning, a particularly suitable method for delivering competence-based education, as well as on how to assess this type of collaborative learning.

Module 1 will provide you with an introduction to the topic, looking at the importance and definition of competences as well as international frameworks; how competences are understood, expressed and implemented in various countries across Europe; and the main teaching and assessment methods associated to this approach.

Module 2 will look at practical ways in which teachers can use project-based learning techniques in the classroom and beyond to develop their pupils' competences across a variety of subjects and skills. Inspiring examples from across Europe will be provided, and possible solutions to challenges explored. There will be a special focus on how to best develop students' collaborative problem-solving skills within project-based learning.

Finally, Module 3 will help you understand the assessment methods which are most suitable to competence-based approaches to learning, and will provide you with concrete advice on how to implement these various methods and in which contexts. An Irish case study will provide participants with an inspiring example of how Ireland introduced competence-based assessment in Mathematics. This module will also give participants the opportunity to learn more about assessing an important transversal skill explored in module 2 - collaborative problem solving.

This course has been designed to improve your competences, so that you can in turn develop those of the young people you teach, work with or on behalf of.

The course is entirely free and is organised as a MOOC-type course, allowing anyone to join. The course was developed for the European Schoolnet Academy, Europe's first MOOC platform for teachers, and will be offered in a 2nd iteration on the School Education Gateway.

Rate & review

Reviews only come from verified course participants via the European Commission's Mobility Tool+. If you participated in this course, use the Mobility Tool+ to submit a review. If the course is not listed in the Mobility Tool+ yet, please provide to your project coordinator the following course ID: 42578.

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Please note that this course has concluded, although its content remains available for perusal. It is no longer possible to receive the course badge, the module badges, or the course certificate, and support for this course is no longer provided by the course instructors or the Teacher Academy team.