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4.5 P2P - Step 3. Review of my Learning Design with
assessments

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4.5 P2P - Step 3. Review of my Learning Design with
assessments

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Review carried out by Pefkoula Stagia data 02-07-2016 07:27

Dear Nuno Gaspar

What an inspiring and coherent project on sustainability! Indeed it is a project that can improve student scientific literacy and critical thinking skills. Your learning design is absolutely focusing on the role of science and technology in everyday life. The aims and learning outcomes are rich and well aligned with your description. The driving question – so inspiring and challenging – is authentic, involves a real world task and activates a  unique problem-solving procedure. Throughout the project the students can  be quite independent and make choices of their own, although it is not very clear if they have the opportunity to make some questions of their own.  I very much liked your rubrics that  support group work and the development of collaborative skills, and gives your students the opportunity for meaningful assessment of their team’s collaboration level. I can make some good use of them myself. Your students are very lucky to have you. May you have a great summer and a very productive new school year.

Greetings

Pefkoula Stagia

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Self-assess your own work as part of the course.

You have already done the survey

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4.5 P2P - Step 2. Review your colleagues Learning Design with assessments

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4.5 P2P - Step 2. Review your colleagues Learning Design with assessments

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Review of the Learning Design made by Daniela Lanzo

Hello

I like the idea, always loved the discipline of history and try to understand the relationship between the past and what moves us in the future is very interesting.

Keep up the good work.

Nuno Gaspar

Daniela Lanzo learning diary

https://spark.adobe.com/page/KUkWN/

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4.5
P2P - Step 2. Review your colleagues
Learning Design with assessments

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4.5
P2P - Step 2. Review your colleagues
Learning Design with assessments

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Review of the Learning Design made by Maria Petrescu

Hello

I liked your idea and how it is structured. I only additional comment, not knowing what is the age of your students. Your project can be done in interdisciplinarity with the Department of Visual Education because the contents of a few years, are similar.

If you need here is my contact:
ngaspar22@hotmail.com

Keep up the good work.

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To imagine and organize a renovation of the classroom, using Mathematics for doing this: measurements, scale plans, costs estimations, decisions to make costs lower.

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4.5 P2P - To provide feedback of their final Learning Designs 

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4.5 P2P - To provide feedback of their final Learning Designs 

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See:
the Project Design Rubric by the Buck Institute of Education
http://bie.org/object/document/project_design_rubric

Example PBL Design Peer Review Text
http://academy.schooleducationgateway.eu/documents/24079/0/PBL+Design+Example+Review+Text.pdf/2b34c056-543e-4209-b0e3-2b28f2c60749

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.

The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL. Teachers who are new to PBL can see how to move from beginner to expert.

You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

Log in to get this resource...

To view or download this resource, log in here.

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The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with PBLWorks' Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension. The rubric helps educators understand the difference between a simple "project" and rigorous Gold Standard PBL.

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Hello,

I just finished 4.5 P2P - Your PBL Learning Design

My PBL Learning Design whit assessment activities

http://learningdesigner.org/viewer.php?uri=/shared/fid/047bb4b4b5e639572c5a05af266780a972ced1461792d622fdc7aa5fd3b2adc6

My e-mail is:
ngaspar22@hotmail.com

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This PBL is intended for students in the 9th grade, between 14 and 15 years in the discipline of Visual Education. The learning goals to be achieved is the development of a three-dimensional model of a mobile home where there are concepts of sustainability.

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4.4 Creating & Using Rubrics for PBL Assessment

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4.4 Creating & Using Rubrics for PBL Assessment

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Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment.

See:
http://bie.org/objects/cat/rubrics

PBL Course Participant Rubrics (Responses)
https://docs.google.com/spreadsheets/d/1ABSZAZ2WWqb2JqJJOWI_hT5L9WOFvbrTWt3tFYZYXqQ/edit?pref=2&pli=1#gid=396408685

http://de.slideshare.net/cedecite/documents

What is a Rubric?

https://www.youtube.com/watch?v=2vEldvPK6rc

Create Awesome Rubrics using Rubistar
https://www.youtube.com/watch?v=3vsxrKLeUeY

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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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Self and Peer Assessment

Self and Peer Assessment is interesting, but we have to take into account that we must work, the students, the ability to receive a negative review. That is, not all students are able to process a negative review of a colleague. �" ��V��s-�

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Take a look at the first video below where Dylan Williams, Professor of Educational Assessment at the Insitute of Education in London, explains why and how peer assessment is a very powerful assessment technique.

Self and Peer Assessment Dylan Wiliam
https://www.youtube.com/watch?v=5P7VQxPqqTQ

Then check out the second video which features more concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach

Peer Assessment: Reflections from Students and Teachers
https://www.youtube.com/watch?v=DqWCJZH8ziQ

see also the sits
Welcome to Dylan Wiliam’s website
http://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html

PEER ASSESSMENT
http://academy.schooleducationgateway.eu/documents/24079/0/2_SATC_AssessTools_PeerAssessment_042913.pdf/c0f8e8d2-611d-4915-9910-8369c31e05c7

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Dotstorming
Formative Assessment Techniques

For example, in the discipline of Visual Education I use such evaluation criteria in each of the projects that I do with students. Which can then be applied to group work or other situations in the classroom.

in the example that is in my Learning Diary, the project was the realization of a floor plan of a school library.

On the other hand students have to make a record of the evolution of the group or individual work.

This registration can be done in a Learning Diary or in quizes and forms (surveys). �dR T߫l*V

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20 Simple Assessment Strategies You Can Use Every Day

The ultimate goal of teaching is understanding. But sometimes it’s easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we’ve done our job. The problem is, we often rely on these tests to measure understanding and then we move on. There isn’t always time to address weaknesses and misunderstandings after the tests have been graded, and by that time it’s too late for students to be interested.

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20 Simple Assessment Strategies You Can Use Every Day
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They will undoubtedly reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially - types of learning journals that help students think- teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned . If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually not aware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first publish by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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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.
Take a look at the video below which gives you some nice and simple examples of how you can formatively assess learning throughout the PBL implementation. The video also identifies the opportunity of inviting outside audiences to be part of the assessment process, something which unfortunately we don't have enough time to look at in more detail.

Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)
https://www.youtube.com/watch?v=JBK4C6agqAA

remember back to this video here from Module 2, it provided an excellent example of how the engagement of an outside audience was used as part of the assessment process.

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TeachMeet PBL Course
A TeachMeet is an informal way of sharing ideas amongst teachers. It's similar to a webinar except that you, the participants, are the speakers. Take a look at the video below to get an impression of how a Teachmeet works.
YOU CAN NOW SEE THE RECORDING OF THE TEACHMEET HERE

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In Portugal, in most disciplines, including the discipline of Visual Education, was concept the Curriculum Goals in which the expansion of knowledge is one of the differentiating factors was implemented. Provide enriching content presented in the syllabus, being framed in the cultural context concerning the beliefs, customs and habits acquired by man as a member of society.

These goals are structured in 3 areas parameters of reference, objectives and performance descriptors that the student should reach the end of each school year.

The evaluation of students is according to the parameters of the curriculum targets and were achieved: Normally not perform tests.

For example:

DOMAINS OF REFERENCE:

technical T5

GOALS:

GENERAL PURPOSE (1):

Knowing plotters materials and respective physical supports.

PERFORMANCE KEY WORDS:

1.1: Distinguishing characteristics of various plotters materials (graphite pencil, colored pencils, crayons, markers, oil pastels and dry, gouache, watercolor and Chinese ink).

1.2: Analyze characteristics of various media (paper "horse", tracing paper, different paper).

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Educação Visual | Direção-Geral da Educação

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Have finished the module 3 and now I will take a rest until the module 4 is available, because I have the feeling that this last module will be more difficult.

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3.5 P2P - Step 2. Review your colleagues Learning Design

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3.5 P2P - Step 2. Review your colleagues Learning Design

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Review of the Learning Design made by Petra Bozikovic

Good Morning

I was very pleased to see the Learning Design. As I teach of Arts liked that the theme was to create something for the students. I just thought that the time was too little to carry out a careful and presentable work, but as I do not know the age of the students can not say that is wrong.
Good job.

http://learningdesigner.org/viewer.php?uri=/shared/fid/aaadeef8d637d14aa43af60660b3d6a4ec03b202d03f796d3e955e1c5a2bd6e7

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Define and describe characteristics of the four seasons, sketch and design clothes according to weather and season, identify measurements used in clothes, discuss value of designed clothes, value each others work

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3.5 P2P - Step 2. Review your colleagues Learning Design

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3.5 P2P - Step 2. Review your colleagues Learning Design

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Review of the Learning Design made by ΝΙΚΟΛΑΟΣΝΙΚΟΥΔΗΣ

Good job.

But I do not think you followed the most appropriate structure for you present your learning designer. It's a little confusing because not referes times for the task or how you divide the students. From what I understand the first part of the speech on how to work in groups, but at this stage, you should have noted the strategies you'd use to be able to answer your question driving.
Give a look to my learning designer:

http://learningdesigner.org/viewer.php?uri=/shared/fid/047bb4b4b5e639572c5a05af266780a972ced1461792d622fdc7aa5fd3b2adc6 U ��

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3.5 P2P - Building your PBL Learning Design with TLAs 

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3.5 P2P - Building your PBL Learning Design with TLAs 

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Hello

Here is my Learning Design with TLAs (Teaching and Learning Activities) about "How to create a sustainable and mobile home?"

http://learningdesigner.org/viewer.php?uri=/shared/fid/047bb4b4b5e639572c5a05af266780a972ced1461792d622fdc7aa5fd3b2adc6

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To get an overview of entrepreneurial skills and prepare for the webinar take the survey further below. For more information about "Design Thinking" take a look
here
What Does ‘Design Thinking’ Look Like in School?
http://ww2.kqed.org/mindshift/2013/03/04/what-does-design-thinking-look-like-in-school/

and here
Design Thinking... What is That?
http://www.fastcompany.com/919258/design-thinking-what

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Entrepreneurial mindset and can think out of the box.
Think of as many different uses for a plastic bottle

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Create fun and interactive presentations for your meeting, event, conference or classroom. Mentimeter is a free, easy-to-use software that you can use online.

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Famous Failures
If they had given up, they had achieved nothing

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I was desperate because I was totally unable to use computers and ICT in my personal life  and  in my classrooms. Anyway I’m curious and interested in changing my personal and professional style according to innovation. My strong motivation helped me so  I tried and tried and  I have finally succeded in gradually improving skills and competences in this field.

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For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset.
Clear overview of what such mindset entails and how it links to PBL

watch the video:

Entrepreneurial mindset

https://www.youtube.com/watch?v=HK1mVSAULoI

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3.2 Student Resilience - Reverse Brainstorming

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3.2 Student Resilience - Reverse Brainstorming

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"There are several situations that can undermine confidence and autonomy of students. One is if we opt for a critical, where constantly denigrate the work and the posture of a student without adequately explain him his error. Criticizing is not just saying what was wrong but how wrong and how to correct form.
Often, in the discipline of Visual Education and before students with many difficulties, a sentence may be sufficient to say that the project is going well."

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Series of strategies to develop student resilience.

see the video:
How to build resilience of students
https://www.youtube.com/watch?v=kvsQBlUAycM
And
3 tips to boost your confidence - TED-Ed
https://www.youtube.com/watch?v=l_NYrWqUR40&feature=youtu.be

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3 tips to boost your confidence - TED-Ed

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Quiz: How Resilient Are You?

If you are curious about your own resilience, take this self-assessment test or even use it with your students.

the result I got was:
"You got: You are quite resilient!"

See the Sit
http://stress.about.com/qz/Quiz-How-Resilient-Are-You

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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Dotstorming

"Throughout the school context, we have to take into account the diversity of learning of each student.
In the discipline of Visual Education, we can verify that the information overload may lead to a too-oriented work, not leaving much room for creativity. On the other hand, if we do not give enough information, we can create a deadlock, where the student does not realize what is asked or what he has to do.
For some students, the project may be more rewarding if held with the least possible influence. For others, we find that they need more information and guidance throughout the process.
As I mentioned earlier, it depends on the level of learning of each and the applications projects."

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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We cannot simply give students independence and hope they wil just take charge of the process.

Some concrete tips on how to scaffold for a student-driven environment in PBL.

Scaffolding for Student Success

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3. Developing student-driven activities for PBL

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3. Developing student-driven activities for PBL

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Resilience - staying with problems

In my professional life, I was already confronted with situations where initially felt frustrated but insistently and commitment managed to complete the project.
Usually this situation occurs when students are faced with different designs that are usually used to do, or do not have enough motivation to be in the classroom and complete learning.
To try to resolve this situation, usually show movies and images of identical work in order to motivate and inspire their work. At the same time, I ask students to perform something to identify, using materials you like to work or pose a theme dear to them.
In order to create an extra motivation, I to know that their works will be exhibited to the whole school community get to know the work, and whenever possible realize exhibitions outside school, with partners, particularly in shopping centers to give visibility to the work carried out.

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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Review of the reflection made by  Massimo Bidotti

Good Morning.

Idea very interesting for the students in question. I give only a suggestion, ask the teacher of Visual Education in order to develop the project in class because their syllabus covers the design.
Good job.

Nuno Gaspar

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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Review of the reflection made by Annalisa Tosi

Good Morning.

Interesting idea, considering that today's students do not usually have far-reaching expectations.

Its design learning is very complete and well organized. Just one question, already applied, ever, this idea with your students?

The end result achieved its expectations, and it was gratifying to you?

Good job.
Nuno Gaspar
nunogaspar@escolaglobal.org

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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2.6 P2P - Step 2. Review your colleagues  Learning Design

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Review of the reflection made by Annalisa Tosi

Good Morning.

interesting idea, considering that today's students do not usually have far-reaching expectations.

Its design learning is very complete and well organized. Just one question, already applied, ever, this idea with your students?

The end result achieved its expectations, and it was gratifying to you?

Good job.
Nuno Gaspar
nunogaspar@escolaglobal.org

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2.6 P2P - Learning Design for How to create a sustainable and mobile home?

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2.6 P2P - Learning Design for How to create a sustainable and mobile home?

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See my PBL Learning Design

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This PBL is intended for students in the 9th grade, between 14 and 15 years in the discipline of Visual Education. The learning goals to be achieved is the development of a three-dimensional model of a mobile home where there are concepts of sustainability.

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I'm not sure if already spoken but I let this sit:
http://www.mcourser.com/
Easy and intuitive mobile oriented LMS. Perfect for individual students, tutors and teachers.

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mCourser - mobile eLearning Platform - LMS - Learning Management System

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Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...

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A tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work.
Sit
http://teamup.aalto.fi/
Form teams based on skills and interests, record teams' progress.

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A tool that can help you not only for forming teams but also for ongoing assessment of students' PBL work.

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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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Inspiring ideas about community engagment.

Blog:
"Get Your Community on Board with PBL"
http://bie.org/blog/get_your_community_on_board_with_pbl

"Going Public: The Power of Local, Community Partners"
http://bie.org/blog/going_public_the_power_of_local_community_partners

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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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Inspiring ideas about community engagment.

Blog
Get Your Community on Board with PBL

http://bie.org/blog/get_your_community_on_board_with_pbl

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The geographical area of the school where I teach there are many cork processing plants. This type of business can be a great ally to serve as partners in the development of projects in the field of visual arts.
In particular, recently, at my school, a project in partnership with a paint factory and a cork processing plant was designed. The initial question asked the students was: How to create an ink with higher acoustic insulation capacity?
The end result was the preparation of an ink with a denser texture and an improved sound insulation.
Already realized a project in the discipline of Visual Education, in partnership with a pencil factory. Students were challenged to elaborate ornamentation of a pencil box, inspired by an artistic plastic chain.

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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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As part of this we explore two different types of collaboration with outside actors. 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 simply no way around the eTwinning network, an online network of more than 400,000 teachers in Europe and beyond, designed so that you can easily find project partners and organize joint projects.
https://www.etwinning.net/pt/pub/index.htm

Life cycle of an eTwinning project
https://www.youtube.com/watch?v=3pC6guQJ65U&feature=youtu.be

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2.3  Ideas for activities to develop effective collaboration

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2.3  Ideas for activities to develop effective collaboration

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Join the students group. Give a ball of yarn to a student who then would have to pass the ball to a colleague saying his name an element you can use in the project that will do. After the ball has passed by all students, we can see that there is a wire crossing between him and this way they can see that the final design only makes sense if it is also an intersection of all ideas.

https://dotstorming.com/topic/575da671990a91083ccf3e99

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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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Ideas and activities that i use to build team spirit, better communication amongst groups, etc.

- Students should integrate knowledge between different content

- Tell them you have to be precise they can.

- They must be motivated and have fun with what they are doing

- Do not let the students establish group with the best friends (the work as a whole, not ground, embrace everyone)

- Attractive and interesting activities (didactic films, puzzles, quizzes, songs, games, contests, role plays.)

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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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Some useful tips to help scaffold the collaboration process for the students in the context of PBL.

See the Blog:
"5 Strategies for Fostering a Collaborative Culture in a PBL Classroom"
http://bie.org/blog/5_strategies_for_fostering_culture_in_a_pbl_classroom

And the video.
Teaching Group Work: Building Student Collaboration and Agency
https://www.youtube.com/watch?v=-Mb9-At2Ss0&feature=youtu.be

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2.2 What is effective collaboration? (survey)

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2.2 What is effective collaboration? (survey)

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Think about a typical lesson you teach and answer the four questions in the self-assessment questionnaire below.

- Are your students required to work in pairs or groups most lessons?
- Yes.
- Do your students have shared responsibility for tasks?
- Yes.
- Do your students have to make substantive decisions when working together (decisions that will impact the result of their joint work)?
- Yes.
- Is the students' work interdependent of each other (in other words can they only succeed together)?
- Yes.

Use your answers to the questionnaire to draft a Learning Diary entry reflecting about the nature of collaboration happening in your classroom.

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Self-assess if our learning activities are truly collaborative or not.
"Are students required to share responsibility and make substantive decisions with other people? Is their work interdependent? "

21CLD Learning Activity Rubrics

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Collaboration is the ability of students to interact in a group, know listen, knowing organize and especially get to accept the difference of opinion in favor of a common goal.
In the image that showed, students were faced with the question: How can I improve the school garden?

The final projects were presented on models built with reutilized material.

See more in this page
https://padlet.com/teacher_academy/iegmgpb2pgy0

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1.6 P2P - Step 2. Review your colleagues driving question

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1.6 P2P - Step 2. Review your colleagues driving question

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Review of the reflection made by Sérgio Leal

Hello Sergio Leal
Your point of view is set, however, we can not limit students to part of the problem, but rather provide them with the largest possible amount of information so they can choose the course they most identify.
We can not think that all students choose another area just because it is easier or more difficult. Often they opt for lack of knowing more accurately the available areas.

Nuno Gaspar

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1.6 P2P - Step 2. Review your colleagues driving
question

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1.6 P2P - Step 2. Review your colleagues driving
question

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Review of the reflection made by TEODORA BUICĂ

Hello TEODORA Buica

On your driving question, I can not help much, because unknown to the educational context in which it operates.
In a simple way I can answer yes, because having foreign language skills may be beneficial in the global society of the context in which we operate.

To be able to help, I would like to better understand the context.

Nuno Gaspar

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1.6 P2P - Your PBL Design: Formulating your driving question

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1.6 P2P - Your PBL Design: Formulating your driving question

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My driving question is:
How to create a sustainable and mobile home?

This PBL is intended for students in the 9th grade, between 14 and 15 years in the discipline of Visual Education.

Within the context referred in paragraph 1.3, the students are not familiar with the PBL methodology and was not been trained to undertake a project of this size and with this structure.

The project objectives are:

Explore the basic principles of engineering and its methodology.

Apply basic principles of engineering in solving problems.

Recognize the role of research and action in the development of the project.

Develop action-oriented research and project activities that interpret signals and exploit hypotheses.

Develop creative solutions in the field of engineering, applying the basic principles in creating a model of a nomadic housing, valuing sustainable materials.

The learning goals to be achieved is the development of a three-dimensional model of a mobile home where there are concepts of sustainability. For the implementation of the project, students will have to realize the usefulness of sustainable concepts and friends of nature, and will have to explore the basic principles of engineering and its methodology.

It is intended to implement, in the students, a more ecological culture and environment friendly as well as a critical spirit and operationalization of concepts and content of professional fields and social knowledge. �C

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Non-Googleable Question 2: “How are airplane wings constructed?”
Turn the question into a non-Googleable question.
My question is:
How to understand the influence of Leonardo da Vinci projects on current airplanes?

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How to Write Effective Driving Questions for Project-Based Learning

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How to Write Effective Driving Questions for Project-Based Learning

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Driving questions (DQ) can be a beast. When I train teachers, they say the same thing, "Writing the driving question is one of the hardest parts of an effective PBL." I agree. When I am constructing a DQ for a PBL project, I go through many drafts. It's only now, after implementing many projects and having coached countless teachers that I consider myself adept."

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How to Write Effective Driving Questions for Project-Based Learning

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Good driving questions are written to help guide the teacher and the student.

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The 5 Minute Lesson Plan to help the PBL

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The 5 Minute Lesson Plan to help the PBL

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Anyone can now create, more workable and user-friendly lesson plans online. Now for free!

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If you use the 5 Minute Lesson Plan, how do you gauge its success?

I am currently in my third term of the Graduate Teacher Programme at Northumbria University and well on my way to becoming a fully qualified Teacher of History. I joined Twitter in August last year, but it wasn't until around November 2012, that I discovered the fantastic opportunities that Twitter provides for teachers to share advice, experiences and resources.

Since this revelation, the Twitter community has helped me with all sorts of advice! Most recently, thanks to the advice and support of several 'tweeters', I have been offered my first teaching job to start in September once my training is complete!

The process started when I sent out a general tweet for some lesson advice for my interview which was then re-tweeted by @TeacherToolkit and I was amazed by the response. Many teachers sent ideas or re-tweeted my post. These ideas really helped and gave me a great stepping stone to start planning my interview lesson. The next stepping-stone came in the form of The 5 Minute Lesson Plan.

I had been reading about the lesson plan on Twitter for months, but I finally decided to give it a go! The plan had appealed to me from the start because it seemed so straightforward. As it was my first attempt, it took only a couple of minutes longer than published, but it really helped me focus on what I wanted to achieve in the 25 minute interview lesson. It was great because I could ensure that I covered all elements in the short time given, to impress in interview. Most importantly, I had planned for progress!

After completing my first 5 minute plan, I realised what all of the hype was about - what a brilliant resource! Once I had my plan, I could focus on putting together a great lesson...

I wasn't observed using the 5 minute plan because I also had to complete a 'school lesson plan' for the observers. Slightly disappointed, but when I join the team in September, I will certainly be using The 5 Minute Lesson Plan (video example) again.

I also used The 5 Minute Interview Plan.

I had already been invited to interview at this point, so I didn't need to fill in the whole document; but I found that it was still a very useful tool, to allow me to think about what I wanted to get across in the interview, and what I wanted to find out about the school. After all, interview days are as much about the school being right for you, as they are you, being right for the school.

This was my second interview for a teaching post. I had assumed that it would follow a similar structure: lesson observation, school tour and formal panel interview... Never assume!

When I arrived, I was given an itinerary for the day and I immediately realised that this interview was going to be far more intense than expected. The day consisted of mini-carousel of interviews; a lesson observation; an assessment and a creativity session(!) - your guess is as good as mine - a school tour, and an impromptu presentation and a panel interview.

Deep breath...

I can honestly say that my preparation before the interview using, The 5 Minute Plan ( link to details here) and The 5 Minute Interview Plan really helped me to show the very best, of what I have to offer. I was offered the job and congratulated on an 'exceptional performance'.

Thanks @TeacherToolkit; and thank you to everyone who sent me advice or re-tweeted my posts!

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The 5 Minute Lesson Plan - success story by @Dani41189 | TeacherToolkit

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If you use the 5 Minute Lesson Plan, how do you gauge its success? I am currently in my third term of the Graduate Teacher Programme at Northumbria University and well on my way to becoming a fully qualified Teacher of History.

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1.4 Components of Good PBL
For me that fascinates me to use the PBL in the classroom is part of the teacher ceases to be the center of learning but a facilitator of ideas, a mentor. Having the ability to guide, not to impose an idea but rather to make people understand the same idea.

The entire project implemented under the PBL needs to be well thought out and well structured so that in the end the students can enjoy lifelong learning.

In my classes I try to apply these ideas whenever I can, however, see that the real-world connection is not always possible to achieve, I am teacher of art. This situation occurs for various reasons, which I mentioned in “Step 1. Hand in your work - Reflections of my current teaching practice.” And in “Briefly introduce my teaching contexto” in my Learning Diary.

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Non-Googleable Question 1: “What does it mean to be a healthy eater?”
Turn the question into a non-Googleable question.
My question is:
"What would be the best diet in the canteen of your school? Mediterranean Diet or German Diet?"

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For me that fascinates me to use the PBL in the classroom is part of the teacher ceases to be the center of learning but a facilitator of ideas, a mentor. Having the ability to guide, not to impose an idea but rather to make people understand the same idea.

The entire project implemented under the PBL needs to be well thought out and well structured so that in the end the students can enjoy lifelong learning.

In my classes I try to apply these ideas whenever I can, however, see that the real-world connection is not always possible to achieve, I am teacher of art. This situation occurs for various reasons, which I mentioned in “Step 1. Hand in your work - Reflections of my current teaching practice.” And in “Briefly introduce my teaching contexto” in my Learning Diary.

Five Keys to Rigorous PBL

- Real-world connection

- Core te learning

- Structure collaboration

- Student drive

- Multifaceted Assessment

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1.3 P2P - Step 1. Hand in your work  - Reflections of my current teaching practice.

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1.3 P2P - Step 1. Hand in your work  - Reflections of my current teaching practice.

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Review of my Reflections made By Laura Cimetta date 16-06-2016 08:04

Comment

Dear Nuno, It's difficult to assess your Learning Diary as there's no LINK to it. Then You've copied the same text twice . I wish I could have understood better your educational context and seen the works of art your students do. Since you wrote that sometimes thay find it hard to understand the steps required in PBL why don't you record a video for them - filpped classroom mode - and share the instructions once for all so that they can watch it at their pace and clarify their doubts?Keep it up. Laura

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1.3 P2P - Step 2. Review your colleagues

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1.3 P2P - Step 2. Review your colleagues

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Review of the reflection made by Rasa Sadlauskiene

Hello Rasa Sadlauskiene

We teachers, to apply our methodologies in the classroom, we always have to take into account the context of the students and their capabilities.

The PBL may help in understanding the content, but unfortunately if the students are not interested we could not get the results we want. We just have to continue our good work and hope to achieve motivate students to become better people.

Do not be discouraged. Nuno Gaspar

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1.3 P2P - Step 2. Review your colleagues

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1.3 P2P - Step 2. Review your colleagues

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Review of the reflection made by Rita Fagiano

Hello Rita Fagiano

Do not worry, because the problem you describe is the same one that normally encounter in my art classes. The students are very focused on the immediate learning in programmatic contents and usually do not relate their learning.

The idea to bring together students of different ages can be motivating and rewarding experience for them, but we can see some problems that are related to the difference in ages. That is, for older students this interaction can be demotivating because they consider that the younger students will disrupt the learning. The same can happen on younger students, because they consider that they can not follow their elders.

The idea is interesting but could perform the tasks separately according to school years so that in the end the entire process can be combined into a single project, and can be applied in practice. Often, it can be very motivating for the students, the fact of knowing that your project will be seen outside of school.

Good luck in the project. Nuno Gaspar

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Subscribed to the forum thread Learning Diaries

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Subscribed to the forum thread Learning Diaries

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1.3 P2P - Step 1. Hand in your work  - Reflections of my current teaching practice.

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1.3 P2P - Step 1. Hand in your work  - Reflections of my current teaching practice.

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What teaching strategy do you use most commonly?

At the beginning of each project, I realize an oral presentation where I present the idea / problem and concretizo a brief dialogue for the exchange of ideas.

Later I ask a brief research on the subject which will then be discussed in the classroom.

After this stage, students begin to perform a sketch where present possible solutions to solve the initial problem.

When students are satisfied with the work done to date, go to the last step, which is the implementation of the final solution.

What do YOU do most of the time in the classroom?

My job is over guiding and less teacher. I like to promote autonomy, critical spirit, the capacity for dialogue and demand.

What do the students do most of the time?

At the beginning of the project and due to external factors of the classroom, students usually have many difficulties in starting the activity. The reasons are many, but the most normal is to hear phrases like "I can not" or "I can not do." With the progress of activities and after research accompanied with dialogues, students begin to be able to develop the autonomy in the implementation of tasks, applying some of its critical spirit and, in most cases, can apply the concepts learned earlier.

Do you feel your current approach could be easily complemented with a PBL approach? Do you sometimes have the problem that students don't remember what they "learned" the day before?

My strategies in the classroom are somewhat similar to that shown in the PBL, but I hope that at the end of the course can still improve my methodology in this area, enabling better learning to my students.

What I notice is that the students, in steps where I teach (aged 10 and 14), have no ease in understanding the steps required in PBL. These strategies should be implemented at lower age levels, thus allowing better consolidation of the activities and results.

In my classrooms where teaching concepts of art and where usually ask students to apply the concepts in the creation of works of art. My students are the age group between 10 and 14 years old.

What teaching strategy do you use most commonly?

At the beginning of each project, I realize an oral presentation where I present the idea / problem and concretizo a brief dialogue for the exchange of ideas.

Later I ask a brief research on the subject which will then be discussed in the classroom.

After this stage, students begin to perform a sketch where present possible solutions to solve the initial problem.

When students are satisfied with the work done to date, go to the last step, which is the implementation of the final solution.

What do YOU do most of the time in the classroom?

My job is over guiding and less teacher. I like to promote autonomy, critical spirit, the capacity for dialogue and demand.

What do the students do most of the time?

At the beginning of the project and due to external factors of the classroom, students usually have many difficulties in starting the activity. The reasons are many, but the most normal is to hear phrases like "I can not" or "I can not do." With the progress of activities and after research accompanied with dialogues, students begin to be able to develop the autonomy in the implementation of tasks, applying some of its critical spirit and, in most cases, can apply the concepts learned earlier.

Do you feel your current approach could be easily complemented with a PBL approach? Do you sometimes have the problem that students don't remember what they "learned" the day before?

My strategies in the classroom are somewhat similar to that shown in the PBL, but I hope that at the end of the course can still improve my methodology in this area, enabling better learning to my students.

What I notice is that the students, in steps where I teach (aged 10 and 14), have no ease in understanding the steps required in PBL. These strategies should be implemented at lower age levels, thus allowing better consolidation of the activities and results.

In my classrooms where teaching concepts of art and where usually ask students to apply the concepts in the creation of works of art. My students are the age group between 10 and 14 years old.

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B. Who you will be working with
I just finished the Survey.  It's a good way for us to better know the colleagues of the course.
"It is great to see that we have a good mix of experience levels on the course and while most of us are working at secondary schools, don't hesitate to share your experiences if you are working at a primary school or even outside of a traditional school. It is important thatwe get a variety of perspectives on the issues we discuss."

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I am a teacher of middle schoo. The age of my students is between 10 and 14 years old. The classes are very homogeneous, with a socio-cultural knowledge of middle level and ease of use of computer and information technologies.
The artistic level, students reveal some shortcomings inherent to the fact that the school not be located in a big city and thus does not have easy access to artistic culture acts.
In my classroom, I have internet access and projector.

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Dotstorming
"The exam-oriented environments that we are teaching (and that we were taught, too) leave almost no room for creativity, innovation and cultivation of critical thinking. PBL presupposes all the above and many more. The challenge we are facing is only one: Are we as teachers ready to do away with the security the present  teaching situation offers and dive into new cognitive oceans? If we do, then our students will, too..."
quote of Dotstorming

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An Introduction to Project-Based Learning

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Hello everybody, my name is Nuno Gaspar and I am teacher of Arts (Visual Arts) of the 5th grade to the 9th grade.

In the year 2009/2010 I took a master's degree in Teaching Visual Arts.

I like to show too my students that Art should be appreciated and that each of them can create your work of Art.

I have had the privilege of teaching in Private Colleges and Public Schools and the effort of the students was always very positive.