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Hi! I'm Temi, a Spanish teacher of English very interested in improving as a person and as a professional as well.
I'm the coordinator of this Erasmus+ project recently approved by our National Agency:
First steps towards educational coaching
This course on Competences for the 21st century seems to be tailor-made for our Erasmus + project as  it's about the kew competence LEARNING TO LEARN.

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My school and our project Erasmus + for school years 2107-19.

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My school and our project Erasmus + for school years 2107-19.

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I work in Rio Cabe High School, a secondary, high and vocational studies school in Galicia, Spain.
All the classrooms in my school are equipped with at least one computer, a whiteboard and an overhead projector.
Last June we got an Erasmus + grant for our inspiring project on changing from just being teachers to teacher-coaches in order to help students learn how to learn

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-There is need for interconnected approaches and aligned reform in:
teacher training
students assessment
learning resources
school organization
It's rare in most countries.
-Keyconnect, the European policy network
_ Ireland is using a systemic approach to implement key competences in school education
-Irish junior cycle(12-15) competences:
1.-managing myself
2.-staying well
3.-communicating
4.-being creative
5.-working with others
6.-managing information and thinking
-Irish senior cycle (16-18) competences:
1.-being personally effective
2.-working with others
3.-critical and creative thinking
4.-information processing
5.-communicating
-Irish mathematics curriculum has been completely reformed in the way it's taught, learnt and assessed. It's called Project Maths. It focuses on improving:
*reasoning
*sense-making
*problem-solving
The purpose is the students think creatively, use maths to think critically, develop a set of transferable skills, use maths in real life contexts.
The idea is to adapt the teaching of maths to the real actual world: a world in continuous change, with technology evolving, people changing jobs, transformed workplace, new requirements in almost all professions.
The student will get long-term rewards:
*improved understanding
*thinking skills
*exam results
-Some parents and students don't agree with this initiative: change is never comfortable.
-It's not the traditional way of getting information passively, but students are actively engaged in the learning process, through discussion and investigation. They work collaboratively. They are allowed to be imaginative and creative.
-It's good for the teacher: a dynamic relationship with the students. He has to adjust the pace of learning sensitively
THE AIM IS TO EMPOWER STUDENTS IN DEVELOPING VALUABLE SKILLS FOR HIGHER EDUCATION AND ALSO FOR THE WORKPLACE

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TELL ME AND I'LL FORGET
SHOW ME AND I'LL REMEMBER
INVOLVE ME AND I'LL UNDERSTAND
Two methods:
1.-enquiry-based approach. e.g.: Are all humans born free?
In traditional teaching it's the teacher who makes the questions, here it's also the students. They are encouraged to go deeper and generate new questions.
STEPS:
-questions: request for truth, information or knowledge. Non-googlable driving questions. E.g: What's was the most important cause of our city's growth?
-exploration and investigation
-finding a solution, reasonable conclusion
THESE QUESTIONS HELP STUDENTS DEVELOP HIGHER-ORDER THINKING SKILLS.

2.-Problem-based approach: e.g. How to provide the best care for elderly people in their own home?Students are given a real-life problem to investigate. They have to come up with possible solutions, which will be discussed and tested.

BOTH METHODS ARE FOCUSED ON DEVELOPING PROBLEM-SOLVING, CRITICAL THINKING AND INFORMATION PROCESSING SKILLS. BOTH APPROACHES OFTEN OVERLAP. THERE ARE  NOT NECESSARILY ANY RIGHT OR WRONG ANSWERS, BUT THE STUDENTS HAVE TO ANALYZE AND JUDGE FOR THEMSELVES.
Very demanding but also very rewarding.

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Module1: Learning to learn competence: the foundation of all learning

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Module1: Learning to learn competence: the foundation of all learning

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KNOWLEDGE
-Knowing and understanding your preferred learning strategies
-knowing and understanding your weaknesses and strengths concerning skills and qualifications
SKILLS
- acquisition of basic skills: literacy, numeracy and ICT
-access, gain, process and assimilate new knowledge and skills
-persevere, concentrate and reflect critically on the aims of learning
-learn autonomously
-work collaboratively
-organize your own learning
-evaluate your work
-seek advice and support when needed
ATTITUDES
-motivation and confidence to pursue and succeed at learning
-problem-solving attitude
desire to apply prior learning and life experiences
-curiosity to look for opportunities to learn and apply learning

THIS IS WHAT YOU NEED TO BE A COMPETENT LIFELONG LEARNER

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-creativity
-critical thinking
-constructive management of feeling
-decision taking
-risk assessment
-problem solving
-iniciative

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Preliminary checklist before starting PBL:
1. the project idea
2. the time frame proposed
3. Is it manageable? (not overly ambitious?)
4. Is it going to be between you and your class or also other teachers/schools/countries?
5. working language
6. subjects integrated
7. what technical tools will you use?
8. how does the project fit in with the school planning

Steps:
1. Involve your students from the very beginning. LEARNING BECOMES FUN.
2. break down the topic into well defined tasks
3. plan well, set goals, define outcomes (be concrete for students to know what they have to do)
4. divide your class into groups with well defined tasks (take into account individualities, different strengths of students)
5. create a tangible artifact as an outcome
6. arrive at a conclusion
7. document and present the project to a public audience

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Objectives
1. Understand the principles behind project-based learning, including inquiry-based and problem-based methods;

2. Become 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. Become familiar with a range of project-based learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Design a project-based learning plan to effectively develop one or more of learners’ key competences or transversal skills.

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-Key competence: a combination of knowledge, skills and attitudes which contribute to personal fulfilment and development of individuals.
-Framework for competence based learning:
1.-ways of thinking, which include creativity and innovation, critical thinking, problem solving, decision making and learning to learn
2.-ways of living in the world: citizenship, life and career skills, personal and social responsibility and cultural awareness
3.- ways of working: collaboration and communication
4.- tools for working: information literacy and ICT literacy

-8 key competences:
communication in mother tongue
communication in foreign languag.
learning to learn
social/civic competences
sense of iniciative/ entrepeneurs.
cultural awareness and expression
digital competence
mathematics, science and technology competences

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Module 1: 8 key principles on teaching key competences

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Module 1: 8 key principles on teaching key competences

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1.-teaching should be task-based: the aim is problem solving
2.-teaching should be interdisciplinary
3.-learning should be both collaborative and individualised
4.-teaching should be both learner- and teacher-led: both are active participants (learning to learn competences is very important here)
5.-teaching should be technologically innovative
6.-teaching should take place both inside and outside of school(formal and non-formal learning)
7.-teachers should collaborate with the wider community
8.-teachers should pay attention to the social and emotional aspects of learning. SEAL:social skills, self-awareness, empathy, motivation, managing feelings

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Module 1. Competence-based education in Europe today. European framework: varied

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Module 1. Competence-based education in Europe today. European framework: varied

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-key capacities in Scotland
-basic skills in Spain
-key skills in Ireland
-several countries: new legislation on key competences (Spain, Portugal, Poland, Bulgaria, France
-most European countries: introduction of key competences into national curricula
-Finland and Sweden: competence-based education since the middle nineties. Recent reform reemphasized the centrality of key competences
-Norway: innovative partnership between educational and cultural sectors
-Portugal: developing teachers' digital competence to promote students' programming skills
-Global enterprise project: collaboration between students and business professionals. Romania, for example.
-Initiative involving professional development: for example Ireland
-Some countries have introduced tools for teachers to help implement a key competence approach in teaching and learning
(for example Spain): the idea is to help teachers work with students in an inspiring attractive way to motivate them to want to learn
-Online survey: stakeholders' experiences of competence education.98% teachers,97% parents and 87% students agree on the importance of key competence on helping people succeed in learning throughout life
-Progress has been made in Europe in defining and integrating key competences in national curriculum guidelines
-Improvement is needed in collaboration and communication

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Module 1: Key points on assessing key competences

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Module 1: Key points on assessing key competences

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1.- new approaches: tailored teaching
2.-meeting different students needs
3.-collaborative and multidisciplinary learning
4.-transversal skills: decision-taking, creativity and problem-solving(LEARNING TO LEARN)
ASSESSMENT HAS TO BE ALIGNED WITH THE PREVIOUS:
-summative assessment: it is the assessment of learning
-students self-assessment
-classroom-based formative assessment
-interactive classroom discussions
-observe and talk to students working on projects
-scaffolding learning. offering the students as much help as needed
-assessment of transversal skills (focus on personal development, portfolios)

A BIG PROBLEM: external exams and/or exams to enter university are content-based, so they are not aligned with a competence-based method.