# data[].attributes.headline
Competences for 21st century schools    

# data[].attributes.subject
Competences for 21st century schools    

# data[].attributes.body
course certificate

# data[].attributes.headline
3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

# data[].attributes.subject
3.5 The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

# data[].attributes.body
Challenges Adopting the changed approach to teaching maths brought with it a number of challenges. These can be summarised as: • Teaching to develop skills as well as procedural fluency • A change in the role of the teacher and the student • Continued impact of the exam • Heavy reliance on tests in the classroom

# data[].attributes.attachment_link.title
The Irish Experience of Assessing Mathematics Using a Competence-Based Approach

# data[].attributes.attachment_link.description
This video conclude the course's Irish case study, by explaining the assessment approach taken in Project Maths. The video outlines the changes made to Mathematics assessment so that it would support the development of key competences in the classroom. Finally, the speaker explains the challenges and successes which arose along the way.

# data[].attributes.headline
a clear and well organized Tackkle about this course

# data[].attributes.subject
a clear and well organized Tackkle about this course

# data[].attributes.body
it's from a collegue Marko Brajković from Croatia

# data[].attributes.attachment_link.description
Bâche voiture : Comment acheter une bâche de voiture qui vous plaît et vous convient ? Le comparatif Batterie cigarette électronique : comparatif pour tout comprendre Barre de traction murale : On vous donne toutes les explications pour vous aider dans votre achat Cuit vapeur : quels conseils pour bien le choisir ?

# data[].attributes.headline
3.4 Assessing Collaborative Problem Solving

# data[].attributes.subject
3.4 Assessing Collaborative Problem Solving

# data[].attributes.body
In this interview, Professor Patrick Griffin, of the University of Melbourne, describes the social and cognitive skills teachers need to observe in their students whilst they carry out collaborative problem solving tasks. He explains how teachers can use tools such as rubrics or developmental progressions as a way of tracking their students progress in these skills over time, and to help identify where students need instruction, support and guidance in order to reach the next level of competence in a particular skill.

# data[].attributes.headline
3.3 Good Practice in Assessing Key Competences

# data[].attributes.subject
3.3 Good Practice in Assessing Key Competences

# data[].attributes.body
Video Talk 2: Good Practice in Assessing Key Competences

This video outlines good practice in assessing key competences, by explaining what should be measured and which tools are most effective, depending on the purpose of the assessment and the competences being assessed. The use of innovative tools such as portfolios and e-assessments are discussed, and the importance of classroom-based formative assessment is highlighted.

# data[].attributes.attachment_link.title
Good Practice in Assessing Key Competences

# data[].attributes.headline
3.2 The Key Principles of Assessing Key Competences        Video Talk 1: The Key Principles of Assessing Key CompetencesThis video explains the three major approaches to assessment, including summative, formative and self-assessments. Effective assessments of key competences need to be valid, reliable and fair, and capture students’ reasoning processes and problem-solving skills.

# data[].attributes.subject
3.2 The Key Principles of Assessing Key Competences        Video Talk 1: The Key Principles of Assessing Key CompetencesThis video explains the three major approaches to assessment, including summative, formative and self-assessments. Effective assessments of key competences need to be valid, reliable and fair, and capture students’ reasoning processes and problem-solving skills.

# data[].attributes.attachment_link.title
The Key Principles of Assessing Key Competences

# data[].attributes.body
Learning Objectives:

1. Be familiar with the three major approaches to student assessment (summative, formative and self-assessment) and understand that all types of assessment of key competences need to be valid, reliable and fair;

2. Understand that the assessment of key competences needs to measure students’ reasoning processes, understanding of interconnections, and problem-solving skills;

3. Be familiar with a range of innovative tools and approaches, both ‘low-tech’ and ‘high-tech’, which are effective at measuring students’ reasoning processes and ability to solve complex problems;

4. Understand the importance of classroom-based formative assessments for assessing key competences;

5. Be familiar with the evidence required for assessing collaborative problem solving, and how teachers can use rubrics and developmental progressions to interpret their observations of learners’ skills and behaviour.

# data[].attributes.headline
Competences for 21st Century Schools Course Badge

# data[].attributes.subject
Competences for 21st Century Schools Course Badge

# data[].attributes.body
The owner of this badge has successfully participated in the Competences for 21st Century Schools course. The badge certifies that the course participant has reflected on the importance of developing learners’ key competences, as well as the key principles for teaching and assessing them effectively in school. This course badge certifies that its owner has explored various tools and methods, including project-based learning and collaborative problem solving tasks, to help make competence-based education a reality in the classroom.

# data[].attributes.headline
really well done learning designer about cooking, how to create a  book....

# data[].attributes.subject
really well done learning designer about cooking, how to create a  book....

# data[].attributes.headline
My learning diary for "Developing Digital Skills in your Classroom " course (EUn)

# data[].attributes.subject
My learning diary for "Developing Digital Skills in your Classroom " course (EUn)

# data[].attributes.body
the course organized around thematic areas of digital skills that are relevant at all levels of schooling

# data[].attributes.headline
My learning diary for "Introducing Technology-Enhanced Teaching " EUN course

# data[].attributes.subject
My learning diary for "Introducing Technology-Enhanced Teaching " EUN course

# data[].attributes.body
the MENTEP to support the project’s goals to: - Boost teachers’ competence and confidence to use ICT in the classroom - Increase the number of teachers able to innovate using ICT - Enhance the uptake of ICT in teaching and learning - Strengthen the professional profile of the teaching profession - Improve data on teachers’ digital competence and training needs - Promote stronger coherence between EU and national approaches to the assessment of Technology-Enhanced Teaching competence

# data[].attributes.headline
My learning diary for "Creative use of tablets in schools"

# data[].attributes.subject
My learning diary for "Creative use of tablets in schools"

# data[].attributes.headline
Flip your student's role in Project Based Learning ( a suggestion from Nair Carrera)

# data[].attributes.subject
Flip your student's role in Project Based Learning ( a suggestion from Nair Carrera)

# data[].attributes.body
Module 2 is about Teaching Key Competences through Project Based Learning, and being able to be familiar with a range of Project Based Learning examples. For this reason, we had thought that it could be useful for you to have a look at the following webinar, which happened in the Teacher Academy last July as a part of the Project Based Learning course. In this great webinar, MJ Gsm explains how to flip your student's role in Project Based Lessons, and gives some great advices for this.

# data[].attributes.attachment_link.title
Flip your student's role in Project Based Learning

# data[].attributes.attachment_link.description
This video is the second webinar of the Project Based Learning course from the Teacher Academy Platform. The webinar was about "Developing entrepreneurial skills". For more information, visit the website: http://www.schooleducationgateway.eu/

# data[].attributes.body
interesting map .. about Key competences in Europe

# data[].attributes.attachment_link.description
Key competences in Europe: this is something that I found at http://www.partnershiptool.eu/?page_id=80 and I wanted to share it with you

# data[].attributes.headline
our recent E- twinning experience,  we got the quality label for the project named Tell me your story (2016)

# data[].attributes.subject
our recent E- twinning experience,  we got the quality label for the project named Tell me your story (2016)

# data[].attributes.body
https://www.facebook.com/Liceo-Scientifico-Statale-AVolta-996473250440251/?fref=ts

# data[].attributes.attachment_link.description
Liceo Scientifico Statale "A.Volta", Reggio Calabria. 2.3K likes. Qui troverete tutti le informazioni riguardanti il Liceo Scientifico Statale " A.Volta" di Reggio Calabria.

# data[].attributes.body
in Calabria in front of Sicily, Italy

# data[].attributes.body
It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.

The P21 Framework represents both 21st century student outcomes (as represented by the arches of the rainbow) and support systems (as represented by the pools at the bottom.

# data[].attributes.attachment_link.readable_text
Our mission is to realize the power and promise of 21st century learning for every student-in early learning, in school, and beyond school-across the country and around the globe.

As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning.

Now Creating Even Greater Impact

And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

# data[].attributes.headline
interesting approach to build a learning diary - I like

# data[].attributes.subject
interesting approach to build a learning diary - I like

# data[].attributes.attachment_link.description
Bâche voiture : Comment acheter une bâche de voiture qui vous plaît et vous convient ? Le comparatif Batterie cigarette électronique : comparatif pour tout comprendre Barre de traction murale : On vous donne toutes les explications pour vous aider dans votre achat Cuit vapeur : quels conseils pour bien le choisir ?

# data[].attributes.headline
Module 2 Learning Activity: Design your own project to develop your students’ competences

# data[].attributes.subject
Module 2 Learning Activity: Design your own project to develop your students’ competences

# data[].attributes.body
OBJECTIVE: To design a project which you can implement with your students can be focused on a topic .ensure your project is designed to effectively develop a range of higher order skills, including collaborative problem solving.

# data[].attributes.headline
Module 2: Teaching Key Competences through Project Based Learning

# data[].attributes.subject
Module 2: Teaching Key Competences through Project Based Learning

# data[].attributes.body
2.5 Examples of Project-Based Learning from across Europe
Video Talk 4: Examples of Project-Based Learning from across Europe
examples of European projects involving teachers and learners across various countries, and aimed at developing a wide range of competences and transversal skills

# data[].attributes.attachment_link.title
Examples of Project-Based Learning from across Europe

# data[].attributes.body
This is me with  a group of sts from the first year 2016-2017

# data[].attributes.headline
Module 2: Teaching Key Competences through Project Based Learning

# data[].attributes.subject
Module 2: Teaching Key Competences through Project Based Learning

# data[].attributes.body
2.3 How to Develop Learners’ Collaborative Problem Solving Skills
Professor Patrick Griffin from the University of Melbourne, about the nature of collaborative problem solving tasks, and the cognitive and social skills learners need to apply and teachers need to observe. The concrete steps teachers need to take to set-up collaborative problem solving tasks in the classroom are also explained.

# data[].attributes.attachment_link.title
How to Develop Learners’ Collaborative Problem Solving Skills

# data[].attributes.headline
2.2 How to Design Project-Based Learning ActivitiesVideo Talk 1: How to Design Project-Based Learning Activitie

# data[].attributes.subject
2.2 How to Design Project-Based Learning ActivitiesVideo Talk 1: How to Design Project-Based Learning Activitie

# data[].attributes.headline
2.2 How to Design Project-Based Learning Activities                                                     Video Talk 1: a preliminary checklist: 

# data[].attributes.subject
2.2 How to Design Project-Based Learning Activities                                                     Video Talk 1: a preliminary checklist: 

# data[].attributes.body
 What is your project idea?
 What is the time frame proposed?
 Is the project idea manageable?
 Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries
 If it involves partners from other countries, what is the language proposed?
 What subjects could be integrated into this project?
 What technical tools, if any, will you use?
 How does your project fit with the school planning and calendar?

# data[].attributes.attachment_link.title
How to Design Project-Based Learning Activities

# data[].attributes.headline
2.2 How to Design Project-Based Learning Activities     Video Talk 1: How to Design Project-Based Learning Activity

# data[].attributes.subject
2.2 How to Design Project-Based Learning Activities     Video Talk 1: How to Design Project-Based Learning Activity

# data[].attributes.headline
Module 2: Teaching Key Competences through Project Based Learning 

# data[].attributes.subject
Module 2: Teaching Key Competences through Project Based Learning 

# data[].attributes.body
Learning objectives:

1. Understand the principles behind Project Based Learning, including inquiry-based and problem-based methods;

2. Be familiar with the preliminary checklist, basic steps and strategies recommended to design a Project Based Learning activity;

3. Understand how to set-up a collaborative problem-solving task;

4. Understand the cognitive and social skills learners need to apply and teachers need to observe during a collaborative problem-solving task;

5. Be familiar with a range of Project Based Learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Be able to design a Project Based Learning Plan to effectively develop one or more of learners’ key competences or transversal skills.

# data[].attributes.headline
Module 1: Introducing Competences for 21st Century Schools

# data[].attributes.subject
Module 1: Introducing Competences for 21st Century Schools

# data[].attributes.body
my self-assessment on module 1

# data[].attributes.headline
Module 1: Introducing Competences for 21st Century Schools                                   1.5 Competence-based Education in Europe

# data[].attributes.subject
Module 1: Introducing Competences for 21st Century Schools                                   1.5 Competence-based Education in Europe

# data[].attributes.attachment_link.title
Competence-based education in Europe today

# data[].attributes.headline
Module 1: Introducing Competences for 21st Century School                                     1.4 Key Points on Assessing Key Competences

# data[].attributes.subject
Module 1: Introducing Competences for 21st Century School                                     1.4 Key Points on Assessing Key Competences

# data[].attributes.headline
Module 1: Introducing Competences for 21st Century Schools                                    1.3 Key Points on Teaching Key Competences

# data[].attributes.subject
Module 1: Introducing Competences for 21st Century Schools                                    1.3 Key Points on Teaching Key Competences

# data[].attributes.headline
Module 1: Introducing Competences for 21st Century Schools

# data[].attributes.subject
Module 1: Introducing Competences for 21st Century Schools

# data[].attributes.body
1.2 The Importance and Definition of Key Competences

# data[].attributes.attachment_link.title
The importance and definition of competences

# data[].attributes.headline
Module 1:                                             Introducing Competences for 21st Century Schools

# data[].attributes.subject
Module 1:                                             Introducing Competences for 21st Century Schools

# data[].attributes.body
Learning Objectives:

1. Understand what is meant by ‘key competences’ also often referred to as ‘21st century skills’, and why developing them at school is so important in today’s world;

2. Understand that the definition of competences as well as national and international frameworks vary but share common points;

3. Be familiar with the basic key principles for teaching and assessing key competences, and self-assess your current practice and identify areas for improvement;

4. Be familiar with how various countries across Europe have implemented a key competence approach in school education, particularly in Ireland which is the case study country used throughout the course.

# data[].attributes.body
from pinterest

# data[].attributes.attachment_link.description
This is the new buzz world this year in our schools. But, is it really new or is it just integrating the computer lab into the classroom? Or is it doing what so

# data[].attributes.headline
Recommendations for the Integration of 21st Century Competences in School http://keyconet.eun.org/recommendations   

# data[].attributes.subject
Recommendations for the Integration of 21st Century Competences in School http://keyconet.eun.org/recommendations   

# data[].attributes.body
http://keyconet.eun.org/c/document_library/get_file?uuid=5036c5ba-6abd-4081-b504-a7b9ff9b0197&groupId=11028

# data[].attributes.attachment_link.title
Recommendations for the Integration of 21st Century Competences in School