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Not only the participation in different projects but the possibility of a choice, of the students choosing the project they want to work on, is really important. Each student has their own creativity and ideas that are waiting to be shared and built upon.

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Building on the ideas from the videos—such as moving from consumption to production and participation, and encouraging students to ask their own questions—I would like to implement activities where students create and share their own content, for example short videos or posts in an online classroom community. This would help them become active learners rather than passive consumers, and learn collaboratively. I also value my colleagues’ ideas, especially when they promote student autonomy; to improve them further, I would suggest adding opportunities for students to formulate their own questions, as this can deepen engagement and make learning more meaningful.

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did you know that the uae was ranked as one of the top happiest countries in the world in 2017 according to the united nations world happiness index measures people happiness by looking at six domains income health having someone to count on during times of hardship generosity freedom and trust you might recognise these things as some of people needs are met they have the chance to be happier

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Based on the topic there is some issue

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I believe that students should definitely take part in the selection of the subjects or projects they will study, which I think motivates them to learn or demonstrate what they know.

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My students work on small projects such as creating a local magazine or rationalizing water.

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Eu penso que para conseguir que os alunos aprendam melhor devo ir de encontro aos seus gostos. Tentando sempre utilizar atividades da vida real que lhes digam algo. Porque os alunos aprendem melhor quando vêm a utilidade de algo para a sua vida futura.

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We are need to recycle. Therefore I want to do  different recycling activities. For example colored trash bins...

I will ask to my students for what ideas about this. Color, format and usability. As sample picture (https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwj67Y665tfgAhUF3KQKHeDNDk0QjRx6BAgBEAU&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F617133955157901287%2F&psig=AOvVaw3ir8mbiFG-EIesCWQWYNA6&ust=1551215286950070)

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On my ICT classes I make students work on pairs to create a game using either Scratch or Kodu, they share the final product with peers and have colleagues play the games so they can improve them.
They also start creating an app using App Inventor, on pair working.

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I think the way you empower can change according to the age of the person you are trying to give the chance to improve himself/ herself.When it comes to my situation as a high school teacher,I generally try to relate the individual to the curriculum subject from his or her point of view,find what is interesting for him or her in it,convert it into a phonomenon how he/she likes,elicit the ways of evaluating and make him/her evaluate himself/herself.

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I think the way you empower can change according to the age of the person you are trying to give the chance to improve himself/ herself.When it comes to my situation as a high school teacher,I generally try to relate the individual to the curriculum subject from his or her point of view,find what is interesting for him or her in it,convert it into a phonomenon how he/she likes,elicit the ways of evaluating and make him/her evaluate himself/herself.

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Students should take part in the choice of topics or projects they will work on, and understand the relationship of what they are learning with everyday life. I think that motivates them to learn or to show what they already know about the subject. Many students like to learn with the help of technology, so I think it would be a good idea to realise a part of the activities in an online environment.

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Each of the students is creative in their own way, we only need to recognize their potentials and interests. Participation in various projects allows each of them to be involved in various activities and to learn a lot in group work. Also, participating in competitions will encourage students to creativity

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I am a pre-school education teacher. The pre-school period is a time of creative fun, thinking and broadly understood creativity. Ideas are born on their own because children are very creative and spontaneous. Just ask: What does the alien look like? What would you like to get the most in the world? If you were an inventor, what would you come up with? Children give ideas .... endlessly. Then they can draw, paint, and paste their idea. We create a book from all the works and we can show it to our parents.

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I am a preschool education teacher. I can say at the peak of creative thinking ahead of school. Many interesting ideas can emerge.
I ask the students what kind of toy they would like to design a toy if you have a friend in space. I would like to give the students the chance to design the toy first and then give them the opportunity to do so with the lego. I want him to share with his colleagues what he has to say. :)

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I ask the students to widely search on the media for news related to the themes we're currentely studying. Once we've got a good collectino of them, I challenge them to propose "problems" we could raise based on these matters, so each student is allowed to create his/her own quizzs, tests or activities that are afterwards shared with the whole group of students in order to have them solved and improved by other student's comments and add-ons.

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I work on projects, which are chosen by students.
I also make great use of the experiences and lives of each one, stimulating sharing, creativity and cooperation.
A class is raising funds for a boy from the same class who has specific needs, they do various awareness activities, fund raising ...
We are talking about water, so we formed groups and each one planned a work according to their will to learn .... and they left quite diverse results and with themes that were completed among themselves.

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In 2B of which I have already spoken, the idea of ​​reflecting on the pH of foods that ingest has become a real project !! Now they are working in groups to carry out a survey on the eating habits of all the students of the school; incredible the level of participation with which they are working.
I would like to find a way to renew the method of handling chemistry lessons even in the first classes of the mechanical address.

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Can empower students by being critical and independent. The elements in the class can be used for this.

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From the study of a literary work, my students built in the discipline of Portuguese the lyrics for a song. This song was worked together with the class and teachers of music education and informatics. We sent the recording to a humanitarian institution, which promoted this contest.

Also, the teachers of science and history were involved throughout the reading of the work. Students were able to see the process of germination of a seed (theme approached in the work) and were able to learn more about the places of the world (Afghanistan...).

Together attached a photo of the class, after recording the video that was sent to the Ajudaris.

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Motivation is a very important of learning. If we ask students first what/how they want to learn, we can teach them something they will like. Being active in this process is also important, learning by finding the information, by discussing with peers or by making projects is also essential.

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Children learn to participate in projects, use pc, make themes.

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Attraction is essential to teach the subject. First we should attract to student's attraction. We should be aware of students' interest,knowledge. I generally use videos,some educational sites, poster ,educative games and activities etc. Cooperative and collaborative learning is also interesting and entertaining.

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I

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You can start by improving your students' sense of achievement (n-ach). Awareness raising and functionality are important in education. It is also necessary to uncover the ability to adapt to modern systems. It is easier to make career planning for individuals with these equipment. Basic question who  am i? Why am I learninig?

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Students are not motivated , always, enuough, ... I  try explain and show theme  somsituations when they will can use what they learn...real life situations.

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Working with projects, students decide how to work when they know their obectives and tools allowed to be use. We also try with colleagues to join more than one subject in the project and simulate future labour contexts, because we teach in a vocational school.

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When I teach complicated and abstract concepts of particle physics I try to apply play-based methods and mostly integrate arts.

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I try to create situations where my students have to think and come to their own conclusions. I also try to show them they are those who control the learning process and not me as a teacher.  I encourage them to use digital tools to learn and practise.

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I try to create situations where my students have to think and come to their own conclusions. I also try to show them they are those who control the learning process and not me as a teacher.  I encourage them to use digital tools to learn and practise.

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I am really impressed with the videos . I try to  create an environment where my students want to learn rather than have to learn . ı try to persuade them learning is during the life.

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I am really impressed with the videos . I try to  create an environment where my students want to learn rather than have to learn . ı try to persuade them learning is during the life.

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Because I already work on a PBL system, I think that I should try to provide more tecnological access and allow children to bring tablets so we can use more web resources. Also, I should try to help them create an online community with their parents so they can help us by anwsering our questions, sharing their knowledge.

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Öğrenciler dört duvar arasında sadece dinleyerek ve görerek öğrenmeye çalışıyorlar. Eğitimi duvarlardan kurtarmayı ayrıca öğrencilerime bilgiyi yaşatarak, hissederek vermeyi deneyeceğim.

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I like to connect Science with real life contexts. For example if I am teaching Electricity in classroom, I would discuss what are the jobs related to it . The society is changing everyday and so are the jobs related to it. To answer the question 'why am I learning this ' is the biggest challenge I sometimes face in the classroom.

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Hi, everybody. I work with teenagers at a tourism and catering school. I’m an English teacher. I try to make use of students’ experience. I want them to think about language challenges and problems they met during their hands-on training. I also give them imaginary situations that they may encounter during their vocational career in the future. When the students build a bond between what they need to learn and what they are learning in the classroom, it gets easier for me and for my students.

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In Mathematics, with the current poor conditions in the schools, to implement innovations in a classroom is very difficult.

Anyway, there are always some new strategies which we can be implement in a classroom.

One of those is to create a quiz, using existent programs as “PREZI” or “Google Forms”, to encourage the students on a positive competition and motivate them to learning.

Another strategy is introducing the theme to be learned with a debate, led by teacher, with the purpose of creating formal definitions and concepts made by the students, using their creativity and informal knowledge.

It’s also usual, to challenge the students to create their own exercises about a certain theme which afterwards will be presented to the class. Curiously, excellent work appears!

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i really got new insights from the videos..new trend in education now is personalised learning...for future lets shift..

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I like the idea of pupils asking questions about topics and following their ideas. I like  doing creative projects with pupils and they always surprise me in some way.  Some of the more difficult pupils will suddenly bring in a book about our topic to show us, when I thought they had little interest in the subject.
I want them to take charge of more aspects of their learning. I especially liked the Diana Rhoten video. I'm always trying to find ways of moving away from such heavily content based teaching, making pupils responsible for their own learning.

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I really like the ideas shared in these two videos. What I’d like to do to empower my students is moving from their interests, involving them in every aspect of the learning, included assessment, having them turn from consumers of knowledge into creators by means of web-based social technologies, by implementing PBL.

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I like to make them curious in the first part of lesson. When I ask them “why” they produce more “why” questions. I disagree with “teachers must stop asking questions”, I think it depends on nature of question.  If question causes new questions, it can’t be bad. So I try to make them curious and inquiry in my classroom and if I ask me a question that can be tested in classroom or somewhere in school environment, I just tell them “let’s try it”. We must give them flexibility and we should trust students.

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I can use scientific journal articles about current environmental issues.
I make my lesson by creating awareness about Dersim newspaper headlines.

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Project based learning seems to be the best option. Students think of their own activity and build the whole process - naturally with the Teacher’s support. The Teachers is there to guide and not to give orders.

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konu öğrencinin hayatına ne kadar yakınsa, o kadar iyidir. bu nedenle etkili ile öğretmeye çalışıyorum

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With this approach, teachers should have more autonomy to make PBL that follow students interests and subject curricula, but also there should be collaboration between teachers to empower non-formal learning from different perspectives. First thing that come to my mind is that I can support making a web dictionary with specific theme - students can investigate in their environment about that theme, they can make pictures, videos, write texts and fulfill pages (m

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With the projects we are developing I would like my students to be more aware of their surroundings and understand that knowledge is power. I am confronting them with situations that are happening now that they were not aware and they have started to show interest to know more. We have been speaking about Climate Change and the students movement are happening and they are talking about them to their parents and make proposals in class to make a change. To me this is empowerment.

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Ithink the idea of asking students to know what they want to learn could be a beginnin,then think about PBL based on those ideas

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Trying to follow this slogan, i could (and i am already doing that in my lessons) i am teaching literature - mostly poetry - asking my students to read certain poems, then write poems of their own and finally present them in the classroom and draw conlusions all together

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team / group work , project-based learning , interdisciplinary activity, 21st century, to gain skills.

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The main point here, from my point of view, is to connect what we are learning with their real life, it to let them know, why is it useful, where can they take advance of it, and how can they learn or practice it better. I also teach English, and I try to use examples related with them, with their realities, videogames, songs, movies…

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I would like to organize visits to support students' learning.

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Connect with the interests and the environment of the students. I usually work with projects in which students can work in the field they want to develop.

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I think students learn better if the topic interests them and is close to their experience. Sometimes the teaching is too theoretical and far from the real life of the students.

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I think the idea of asking students to knis very good...Iand other interdisciplinary activities...

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Looking to the students of my school and watching the struggle of them and their teachers to motivate them make me wish to implement a program that could empower young students (and adults also) to purchase and/or develop self-control strategies and to improve their emotional skills.
The premise change the question for "What do you would like to learn?" make me feel so good and so convicted that is the key to start the engagement between teachers and students!

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Using the students`work to build exercises for the whole class can be a great way to motivate and empower students! Having the students build their own questions about a certain text and then exchanging the materials in class so everybody does their classmates` activities is greta too!

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I think the idea of asking students to know what they want to learn could be a beginning, then think about PBL based on those ideas.

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Often, the lesson started with the presentation of a wide range of situations. Students find answers by searching, researching, experimenting. Most often we work in groups. Learners Learn To Collaborate. They learn from each other. Educating pupils' critical thinking.

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When I'm watching the video I'd got an idea. I'

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More team work and project based learning can do a very good jobempowering the students to learn.

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I would like to do Project and Problem based learning where students have to do investigation bz themself, not like I'll give them a solution. I am starting to believe that problem solving is a much more problem than before

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Develop students for critical and analytical thinking. support their future vision.

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Empower the students by being critical, independent and analytical. This can be achieved by using realia elelements in class. Bringing the mofdern world to class, with different task-based activities. Using the nespapers and making real projects.

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The school has to be able to respond to the challenges of the 21st Century. That is why it is urgent to refocus education on what really matters – the students and their learning process.

We have to spark children's interest and to move towards students' ownership of their learning. Of course, this idea is not entirely new  (“ the notion of interest-driven learning is not a new concept”), but it is still applied in narrow contexts, on the edges of the formal school, such as the Project The New Youth City of the Social Science Research Council based in New York, to create new digitally-enable learning activities and to create new youth networks across the city.

Here, we are talking about moving from the teacher asking all the questions to the students asking their own questions, We are talking about learning, not about education.

This reframe is extremely important but not easy, as Diana Rhoten underlines. Besides, “We have  a lot of discourses, but not concrete examples of what is being done”. The notion of interest-driven learning is not a new concept, indeed, but is enlivened today and, as the second video underlines, it implies a shift of paradigm – a shift from engagement to empowerment, a shift  “toward student ownership. When that happens, our students become the creative, critical thinkers who change the world. “

When this new paradigm is settled in schools, we will have, finally , abandoned the school paradigm of the 1st industrial revolution, created some centuries ago.

To empower my students to learn I would explore students interests, after school programmes, digital media  and the importance of (online) communities, giving them the opportunity to learn the tools and the skills to get and remake content  and to  became creators and producers.

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Both videos mention some concrete ideas such as the slogan “consumption, production, participation”, the importance of (online) communities, and moving from the teacher asking all the questions to the students asking their own questions. Starting from those ideas, what would you like to do to empower your students to learn? Try to describe 1 or 2 concrete ideas that you could implement in your own classroom. Then comment on two of your colleagues’ contributions: Do you like their idea, and why? Do you have suggestions on how to improve their idea even further?

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I am a Science teacher in primary school. My students are 8 years old.
I try to take time every morning to ask about themselves (Circle Time). I use PBL and to link formal and non-formal learning (must of my students attend a robotic course in the afternoon) I am now using robotics as a mediator to let kids experience the solar energy (renewable resources). They work in groups and they build a solar robot. They have to answer questions such as: how doea the solar panel works? Why panels are not red or pink or blue?
Than they have to let them move and measure the time their robots take to do the same distance (solar robots have different shapes). They have to discuss why there is difference in times and present the answers to the other groups. This is linked with real-life because our school is a "School of the Sun" .

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Brainstorm, concept map, simulation, PBL, laboratories and internal assesment. IA is a kind of PBL but the student is free about the topic.

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I use the PBL approach in most of my classes, because I believe it’s a way forward to empowering my students to develop 21st century skills that they would need in the future, such as: communication, collaboration, critical thinking, self-reflection, self-assessment, peer-assessment and so on. The content of what they learn is important since education should provide this, but learning and developing skills and competences connected with real-world situations are even more important for them to develop during their education.

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In formal education, the contents, curriculum and key concepts are defined without the participation of the teachers of each discipline and of the students.
If the teacher knows the expectations well. the motivations and interests of the students may take these aspects into account when designing the class.
However either prodessor or students of a class can contribute to design the way the process of teaching and learning will unfold.
When it is possible to work collaborative content (four or five students), I prepare a script that includes: the objectives of the work, the constituent steps, and the items to be included in the evaluation.
In class, I ask each group to: set the deadline for completing each task (defining a goal) and collaborate in selecting the evaluation parameters they consider important.

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THOMAI GREECE...I use the transforming learning through art..for example, I used this icon to talk about friendship and diversity

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THOMAI GREECE...I use the transforming learning through art..for example, I used this icon to talk about friendship and diversity

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FRIENDSHIP AND DIVERSITY

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norman-rockwell-ΝΕΑ ΠΑΙΔΙΑ ΣΤΗ ΓΕΙΤΟΝΙΑ

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Teaching languages I’m used to teach considering the interest of my students. For developing communicative skills and make students to learn new linguistic structure it is important to engage them, so their interests and attitudes are important. But considerino their interest is not enough now. I realized they need to become productive and protagonist , they need to see a goal, to realize something they can be proud. For that reason I started to use web quest or group work finaline to a product: complex or simple, it doesn’t matter, but it is important that it is something tangible. Something they can be proud and that theu can show to others. I use eTwinning project,  PBL approac and collaboratively activities finaline to a product where is possible to catch their work and their engagement, as well as their emotions.

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I am thinking to use projects based learning to empower my students learning and collaborative strategies. I think I can change something more> when a students have a question I think I can transfer the answer to the whole class. This way, the classroom can become a place where we learn from each others. I have to say that I have a 33 students of 7 years old (year 1) .

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  Maria, Romania                          I use the project method. The students will describe their activities  and the measurement tools to make the finished product. For example: for a bookmark they will learn submultiples of the meter (cm, mm).

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  Maria, Romania                          I use the project method. The students will describe their activities  and the measurement tools to make the finished product. For example: for a bookmark they will learn submultiples of the meter (cm, mm).

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to empower my students ı use tecnology. I also  use mind map to teach them subject. with my colleagues we think how to direct attention of our students.

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One or two concrete ideas to implement the training of students to learn in Portuguese, mother tongue:
From issues posed by them or their projects.
Example 1: The students challenged me to help them write a play about animals and our relationship with them and determined that in this play they would enter 4 presenters and two groups of students, one of the good ones and another one of the bad ones. Let's see how to implement this. I will
challenge them to create text and to determine the entry and exit of characters on the scene, but I will be receptive to other proposals during writing and rehearsals.
Example 2: I challenged a Chinese student to show me customs and traditions of his country: how do they proceed with the dead? It was the problem that motivated you the most to use the Chinese internet to show me how to proceed, I used this procedure to increase your vocabulary and also show you the uses with the dead in my country

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interdisciplinary projects with technology

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I'm a math teacher. I teach my students many examples that relate to real life or other fields of study - physics, chemistry, biology. I have noticed that if they have to do interdisciplinary projects become more interested.

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Interesting video really opportunity

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I am trying to implicate my students in our school activities. For example in Art, when we have to choose between art and crafts , they can choose what they want to do and prepare for what they have chosen. We also have an entire week per year when students can choose what they want to learn and how.

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to empower my students ı use tecnology. I also ask to them what you think about the subject. ı use mind map to teach them subject. with my colleagues we think how to direct attention of our students. we share our ideas about teaching and also share new Web 2.0 with each other.

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It is hard for me to organize my classroom acording to my needs ( to my students needs) because after us there is another class that study in the same room.When we work in small groups my students are very happy, but we must hurry to rearange the desks for the next class.
I think that creativity and technology are our allies.https://www.youtube.com/watch?time_continue=13&v=e6ieXLVCss4

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traditional way is the way most of our teachers uses at class but making something new and design it is more effective that's why we use robotics.

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Well, concerning to “Consumption, Production and Participation”, I think that everybody agree (even the most conservatives) that nowadays the simple consumption is non sense. The job market is increasingly looking for critic and creative minds, not people capable of doing the same all day long (as in the industrial revolution context), so we should be capable of producing knowledge and lead it to community benefit (participation). Well, this only will be a reality if we have the power to really learn: doing it for a purpose; be able to apply it to the real life; go wrong till you find the way, after trying various forms to solve the problem or give an answer to your questions. We have to own our process and have a self directed mindset.

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in this fast changing world of technology students learning should be encouraged through creativity, collaboration, critical thinking and communication because the present century demands "consumption, production, participation". students want to be heard and become problem solver. so by allowing them to set their own path gives excellent result. i usually allow them to search and make presentation on the coming topic and allow them to give lecture in the class also using animated videos of those topics.it really boosts their confidense as well.they also love it when teacher is not teaching.at the end i just gave them a planned activity.

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Really interesting videos. Usually romanian classrooms are organized in a traditional way. I have the luck, to teach in a school where we have an interactive board. Pupils love it. Until we have it I used an application called Socrative. Nowadays students are familiar with technology. Thanks to this application, that all could download on their telephones, they could join to their own education, they can follow their answers.

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I found the videos really interesting. I think there should be a complete shift of perspective and it has to be institutionalized. And the classroom settings should be different too. In Italian schools, most classrooms are organized in the traditional way, with students facing the teacher. And most students wait for the teacher to tell them what to do.I sometimes ask students to sit in a circle or a semi-circle, so every student can see each other, but it’s time consuming and there’s less time for activities that I’d like to do.I often ask them to prepare oral presentations to tell their classmates about any topic they like. For me, the most important thing is that they enjoy learning, manage to communicate using a foreign language and that they don’t end up hating English, as some students do.Carmen Romero

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I found the videos really interesting. I think there should be a complete shift of perspective and it has to be institutionalized. And the classroom settings should be different too. In Italian schools, most classrooms are organized in the traditional way, with students facing the teacher. And most students wait for the teacher to tell them what to do.I sometimes ask students to sit in a circle or a semi-circle, so every student can see each other, but it’s time consuming and there’s less time for activities that I’d like to do.I often ask them to prepare oral presentations to tell their classmates about any topic they like. For me, the most important thing is that they enjoy learning, manage to communicate using a foreign language and that they don’t end up hating English, as some students do.Carmen Romero

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I think today consumption demands are the slogan of katılım consumption, production, participation
School paradigms and methodology need to change. 21st century students were eager to make a difference to literate and collaborative team workers, who had a high level of digital connection, to rest, to be creative, to think critically, to become problem solvers, in a multicultural environment. Kuş They are different from past generations. It is up to us to strengthen them with the skills that will enable them to succeed in the future.
In order to do this, I am developing a project that includes students, teachers and classes in collaboration with teachers on different subjects: Mathematics, Social Studies and ICT. Students will plan the trip, how many miles they will go and what to do before they will plan and implement.
The results need to prepare a homework and prepare a workshop. We plan to create a common platform for them to share

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Put students in the situation to ask questions is absolutely wisely because they need to understand the content to ask questions and they are active, they are participating. Students are thinking about questions, thinking about answers, comparing answers, verbal skills, language, vocabulary, etc. During our  literature lessons, we often used fliiped classrom or drama workshops where students have the role of leader.

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They both show great idea and are a source of inspiration to me. In teaching foreign languages my starting point is ok a concrete tool which represents the countr Y where the language is really sn spoken

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I teach ESL to children aged 7-10. They really love to learn English and want to participate while having fun, singing and playing games. So I use that motivation and try to choose games that play in the playground, songs and characters that are popular to them. Thus, they learn the language and contents in the syllabus but almost like in an informal way, without noticing they are learning and they go home and ask parents to play, sing or search more about the topic.

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I think the slogan “consumption, production, participation” is what nowadays education demands.
Structured and “magister dixit” teaching/learning belong to the past. School paradigms and methodology need to change. 21st-century students are eager to be heard, to be creative, to think critically, to become problem solvers, to be highly digital connected literates and collaborative team workers in a multicultural environment, to make a difference… They learn by trying and by doing… they are different from the past generations. They thrive on being challenged, on producing and actively participating. It’s up to us, teachers, to empower them with the skills that will enable them to succeed in the future.

Bearing this in mind, this school year, I am developing a project on gender identity (the topic and the tasks were set by the students) involving two different classes in a collaborative work with teachers of different subjects: Maths, English, Portuguese, Social Studies and ICT. Students will create an online survey about the different assigned chores in each student’s household. Graphs will be designed and analysed to compare whether extent gender affects the chores allocated. A scientific article on the topic is to be read and summarised and students are supposed to compare their outcomes with the ideas in the article.

Conclusions are to be drawn and students are supposed to make a stand on assigned chores and prepare a workshop to the school community. The idea of creating a blog has also been proposed but we still haven’t decided whether we are going to do it.

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For example, we are learning libraries in the library, about radio stations in the radio station, visiting the museums virtually ...

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Learning bydoing,brainstorming.

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Very usefull is the brainstormig and curiosity questions before begin a new subject