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Here the link to my Learning Design

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4.4 Creating and Using Rubrics for PBL Assessment

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4.4 Creating and Using Rubrics for PBL Assessment

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Link to my first attempt to use Rubistar tool (grading tool)

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Students benefit the self and peer assessment. They fix each other's strengths and weaknesses and this way they get more involved. Feedback is the first step towards peer assessment. Use for example the Ladder of Feedback

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Difference between formative assessment and summative assessment. I know this way of working beacuse in my school we usually do this way. The formative assessment comes from observation and small check-ins with students. Another way could be the self/group assessment.

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My Learning Design work in progress. Have changed something

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This is non a discipline, it is a mindset, a positive attitude that helps us doing something innovative, helps us achieving goals. Curiosity is a very important attitude as well helping to improve, change and innovate. Think outside the box.

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RESILIENCE= Capacity to return to good mental health after challenging and difficult situations.

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3.1 Scaffolding for Students Ownership and Independence

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3.1 Scaffolding for Students Ownership and Independence

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The teacher should plann the activities and should support the students without telling them what they need to know. Steps:
Introducing the topic
Build curiosity
Find answers to questions
Tracking Learning process
Feedback and reflections

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I'm working on my LD , it this an activity for students of spanish but it could be opened to students of english as well beacuse the aim of the actitiy is to build a website on Picasso masterpieces. Here is the link to my LD, work in progress of course...

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The TeamUp tool could be very useful. I also suggest linoit.com here each group can create its own wall or various groups can work on the same wall. Here is a link to a wall of my last year students , it was a work about Tulum .http://linoit.com/groups/2A%20Radice2017/canvases/2A%20Tulum

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2.4 Finding collaboration partners outside the classroom

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2.4 Finding collaboration partners outside the classroom

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E-Twinning seems to be a great activity to develop PBL projects. It works also with younger pupils and with children with special needs. It motivates the children, they feel important because there is a real audience for their work

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2.3 Effective Collaboration for PBL inside the classroom

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2.3 Effective Collaboration for PBL inside the classroom

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Collaboration is something to be learned. The teacher helps to scaffold the collaboration process. The teamwork does not come naturally and the teacher should guide students in organizing roles and responsibilities of each person of the group, students have to learn how to talk one another in a respectful manner also when they disagree. Collaboration should continue also with different opinions. The teacher should give directing instructions to the groups, should move among the tablet.

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Once the students work in groups I as a teacher have to help them to develop the following skills:
Responsibility, Negotiation, Feedback, Listening,
Consensus.

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2 Developing effective  collaboration for PBL

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2 Developing effective  collaboration for PBL

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As a teacher of Foreing Language ( Spanish) I'm thinking about a driving question to start a PBL activity in one of my classroom. I'm thinking about someting like How would be a Don Quijote nowadays....but may be it is too abstract. Or How would you organize an exposition of Picasso masterpieces. While thinking about it I found in the internet this video, here a professor of Spanish as a foreign Language explains the advantages of PBL. His school is the Punhau School in Honolulu, Hawaii.

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Project-Based Learning in Spanish Class (Punavision - May 2013)

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Spanish teacher Jose Gigante has changed the way he teaches his Spanish One class by drawing from his experiences teaching Spanish Five. Punavision visited his classroom to learn more about this new approach. Produced & edited by Kimi Mesick '14

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1.3 Reflection on our currrent teaching practice

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1.3 Reflection on our currrent teaching practice

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I'm teaching Spanish in a secondary School. Thinking on my current teaching practice  I guess I mix different ways ....depending on the situation, on the students and on the item. Sometimes I worked in groups and I would increase this PBL approach in my classes. The problem is the lack of time. I have few hours per week with each class and often the school burocracy occupies time that I'd prefer to dedicate to plan new Lissone and to learn, as a teacher, new approaches and modern ways such es the PBL.

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The first step is to find a driving question or problem that can spire curiosity in the students.  It is not easy.  It is a process that  may require the help and collaboration of the other teachers. Also a brainstorming activity with the students may help to find the right question.
QUESTION/PROBLEM > SOLVING TASK OR PROBLEM> PRODUCT/PERFORMANCE

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The teacher-centered instruction, that is the old way of teaching is far from he real world. On the contrary
developing a project, working to reach established learning goals, allow students to adquire a life-long learning way of working.
The 5 key words for PBL are:
Real world connection ( for example having an authentic problem)
Core to Learning
Structured collaboration
Student Driven ( the teacher ad a sort of facilitator)
Multifaceted assessment.

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Working in groups implies collaboration, respect of the other human beings. PBL develop problem-solving skills and creativity which are highly requested also by the labour market. The use of technology is as well another important item. The students are motivated because they have to reach a goal and because they will receive a grade for their work. While the groups are developing their projects the teacher should open his/her eyes and ears in order to avoid piggybacking
of the lazier students, and at the end of the activity
not all the participants will receive the same grade.

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This is a link to the web site of my school
http://www.islombardoradice.gov.it

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I'm Italian and I'm teaching Spanish in a Secondary school in Rome, Italy. My students are between 14 and 16 years. In my classes usually I don't have any refugees or migrant students but I often have sons of migrants, comin from North Africa, Romania , Albania, or South America.

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Knowledge....how to get it, how to manage it and what to do with it. It is part of a process of self Learning process. Critical thinking, communication,, collaboration are the key words. It seams that PBL approach increases the motivation of students.