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Focusing children on a project it's a way to create a school more interesting and effective, connected with real world and real life.

In our life we have to solve problems, and not memorize concepts.

It's up to children to come up with a solution.
This involve:
- critical thinking
- collaboration
- communication

bie.org --> learn more about PBL

there is a difference between "doing projects" and PBL:
://academy.schooleducationgateway.eu/documents/24079/0/PBL-differences+to+projects.jpg/5e8b3a0c-3307-433a-a822-db609bdf51c3?t=1465051005843

http://www.bie.org/object/document/main_course_not_dessert

PBL IS ALL ABOUT THE PROCESS and the learning that happens as part of this process: the project is the main course.
There is not a project at the end of a topic. In this case the learning of curriculum content happens before the project work even starts.
In PBL project and learning walk together.

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21st century skills.

Authentic goal to achieve.

Motivate students.

Promote:
- Creativity and inovation.
Creativity is related with problem solving --> Growing of the society.

- Communication and collaboration.

- Information literacy.

- Media literacy.

- ICT literacy.

- Flexibility and adaptation.

- Initiative and self-direction.

- Leadership and responsibility.

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Reflection of my current teaching practice 

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Reflection of my current teaching practice 

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I usually ask questions to my pupils. I never give them answers.
We discover together asking and investigating.

I think that sometimes I lack concrete creations.
Students think, reflect and discuss.

I think that I could use PBL in my science class, with my children --> second year of primary school.
Topic: living organisms and our characteristics.

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- Real world connection: have an authentic problem to solve.

- Core to learning: the process of the learning is during the project; so the project is not at the end of a topic, to see if students have learned something (before a classic class); but they learning by doing.
This is the way that they learn the content.

- Structured collaboration: giving instructions to work together.
It's very carefully scaffolded.

- Student driven: they have more control; teachers are facilitators. --> he have to ask good questions to help students.

- Multifaceted assessment: different ways of assessment and during all the project

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One of the first steps in preparing a PBL approach is to identify a project question or problem.

This question should be the guiding principle for the entire PBL process.

The question should be open-ended, engage and inspire students by creating curiosity, and be aligned to the learning goals you would like to achieve.

http://www.p21.org/news-events/p21blog/1097-teaching-critical-thinking-skills-through-project-based-learning

A good Driving question is a non-Googleable question.

- Engaging
- Openended
- Alligned with my learning standard

- involve in solving a problem/task
- creating a product
- educating others
- convincing others
- a wide (broad) theme
- forming an opinion
- philosophical issues
- thinking divergently
- real-world or fictional scenarios

Take time to refine your question: your CQ will go through a series of drafts (bozze) until you will finally happy with how it sounds.

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COMING TOGETHER IS A BEGINNING,
KEEPING TOGETHER IS PROGRESS,
WORKING TOGETHER IS SUCCESS
Henry Ford

A key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration.

21th century Learning Design Rubrics: http://fcl.eun.org/documents/10180/14691/5.3x+-+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-06c12f00d8ad?version=1.0

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Effective Collaboration for PBL inside the Classroom

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Effective Collaboration for PBL inside the Classroom

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Collaboration does not just happen, it needs to be learned and we can provide our students with the environment and the scaffolding to help them become effective collaborators.

5 strategies for fostering a Collaborative Culture in a PBL classroom:
http://www.bie.org/blog/5_strategies_for_fostering_culture_in_a_pbl_classroom

Teach how to use each others. Children have to learn working together.
Encourage to keep the project moving.

Give choreographic instructions: we are conductors

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Finding collaboration partners outside the classroom

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Finding collaboration partners outside the classroom

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The link to the "real-world" can be established in different ways but one of the most powerful mechanisms to do this is by involving audiences or partners from outside of the classroom or even better outside of the school.

1. The first is about organising projects together with another class, where students collaborate not only with their immediate peers but with students at another school. For this type of collaboration there is  eTwinning network.

2. The second area to consider here is about involving people from the community in students' work. Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work.

http://www.bie.org/blog/get_your_community_on_board_with_pbl

http://www.bie.org/blog/going_public_the_power_of_local_community_partners

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The great thing about the web is that there are so many tools out there that can help us, as teachers or students, to collaborate in more effective or even entirely new ways.

Tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work: TeamUp (tutorial: https://www.youtube.com/watch?v=qIqxZJf-6I8).

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Scaffolding for Student Ownership and Independence

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Scaffolding for Student Ownership and Independence

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IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

Getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously.

https://www.youtube.com/watch?v=CTR_snb-0nQ&feature=youtu.be
Children
- learn in different ways;
- build new knowledge based on prior experiences and knowledge;
- need to be supported in learning when they cannot achieve on their own;
-became more indipendent.

Teacher:
- have to know their students;
- have to know what students can do indipendent;
- use descriptive feedback;
- give strategies instructions;
- use graphics organizer.

Building a share understanding for supporting every student.

https://www.youtube.com/watch?v=GExtTQytNNo
KEY 4: Facilitating learning in a student driven environment.
A PBL approach allows Relevant, Rigorous and Responsive teaching and learning.

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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.

Working in teams and pursuing a complex question or problem over a longer period of time as part of PBL will require student resilience. 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.

Tips to build resilience:
https://www.youtube.com/watch?v=kvsQBlUAycM
- ensure that every students gets a chance to be successful in your class;
- GIVE STUDENTS OPPORTUNITIES FOR MEANINGFUL CONTRIBUTIONS, THEY NEED TO SEE RELEVANCE IN THEIR LEARNING AND ACTIONS;
- encourage them to seek knowledge and be creative;
- SHOW STUDENTS THAT YOU CARE, create SUPPORTIVE ENVIRONMENT;
- support cooperative learning projects;
- AVOID FOCUSING ON FAILURE AND NEGATIVE BEHAVIOURS;
- PRAISE MORE THAN CRITICISE: praise for success can be given in public, but criticism should be given in private;
- enable students to be more OPEN-MINDED;
- encourage children to help each other,
- TEACH BY EXAMPLE, ENJOY TIME SPEND WITH YOUR STUDENTS.

A challenge is an opportunity to learn and grow!

Tips to boost your confidence:
https://www.youtube.com/watch?v=l_NYrWqUR40&feature=youtu.be
- Try a quick fix (ex. listen to music);
- Believe in your ability to improve;
- Practice failure (different strategies, ask for advices, persevere)

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https://www.youtube.com/watch?v=HK1mVSAULoI
It's a positive attitude :)
It's about initiative and making things happen.

Improve, innovate, solve a problem, work in team....
See things for different angols.
THINK OUTSIDE THE BOX!

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THE ROOT OF THE WORD "ASSESSMENT"

IS FROM THE LATIN "ASSIDERE"

WHICH MEANS "TO SIT BESIDE"

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.
http://academy.schooleducationgateway.eu/documents/653721/654032/summative+vs+formative+assessment.png/45939c82-a53a-4bcf-9104-676c589f1935?t=1466312776000

20 ASSESSMENT STRATEGIES
https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/

KEY 5: EMBEDDING ASSESSMENT THROUGHOUT THE PROJECT
- build assessment into the project flow;
- build in chances for self and group assessment;
- end project with a product or performance;
- present work to audience beyond the class.

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The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee. But such a form of assessment is not just useful in the context of teachers working with each other but it is equally useful for using with students in the classroom and in particular in a PBL context.

http://academy.schooleducationgateway.eu/documents/653721/654032/2_SATC_AssessTools_PeerAssessment_042913.pdf/424e9654-d1aa-4ea7-a1db-60c41fa5951f

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Creating & Using Rubrics for PBL Assessment

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Creating & Using Rubrics for PBL Assessment

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Create a rubric: http://rubistar.4teachers.org/index.php

Ready-made rubrics: http://www.bie.org/objects/cat/rubrics

Rubric examples: https://de.slideshare.net/cedecite/documents