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When I give a pair-work, I see, that sometimes student bring their own work in the classroom and college is assessing other work. In the end they combine a final result from the best parts of two works. I have no experience in PBL, but I strongly believe, that there is a great opportunity to me to try this approach   in my practical work.

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In Lithuanian education system there is formas evaluation as necessity. In most subjects teachers assess students by writing grades. There is some signs about non-formal assessment, but it does not considered equivalent to formal assessment. I use non-formal assessment in my class much more often than formal, but it causes additional problems in the end of the semester. I can deal with them. The most important thing is that students can get regular assessment expressed not by number, but by detailed explanation.

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Weaken? It's enough to be not sincere with students. They will feel it very quickly and all your attempts to encourage them will be a big fail.  Be open with them and they will get trust in you. Then you will have much more influence in their learning process.

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My example is simple. In the beginning of my teaching practise I used to be regular teacher - standing in a front of the class and explaining things. My students were bored almost every lesson. So, I had to do something. I had to change my opinion in teaching. Actually, I had to understand that they must to learn, I have to help them - not to teach them. So, I brought in active self-learning approaches in my work. Now my lessons are much more interesting than then.

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How to learn environmental behavior by gaming?
The main idea is to challenge 7th – 9th grade students in information technology classes to create a game by programming (for example, with Scratch), which could develop gamer’s environmental knowledge and inspires him to behave environmentally. This task should be integrated with ecology subject at school. The main aims:

·         To improve programing skills;

·         To improve environmental knowledge;

·         To cultivate creativity;

·         To improve team-working skills;

·         To improve ability to substantiate group opinion.

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Our school has many partners locally and districtally. Local community is always open for our ideas like "Christmas warm for everybody", when students are going to old lonely people, partners from district are often making small projects or initiatives, like "The run of solidarity", "Day of police sponsors" and so on. Our school has international partners too. Our students are often take a part in Erasmus+ projects.

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Last year my class was challenged to create a class dance by given music. at the beginning, initiative group created main moves and showed them to all class students. Then they were free to change some moves and all class had to learn and dance synchronously. In the very end class was asked to show all dance together.

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Do your students have shared responsibility for tasks?

Yes

No +

Are your students required to work in pairs or groups most lessons?

Yes

No +

Do your students have to make substantive decisions when working together (decisions that will impact the result of their joint work)?

Yes +

No

Is the students' work interdependent of each other (in other words can they only succeed together)?

Yes +

No

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Small comment about the picture. The task - 12 people group stand on a carpet and turn the carpet up side down at the same time.
This picture is the best team work example for me. You must to find a solution for a given problem, and solution comes by listening each other, taking a part of job,  keeping a good team mood.

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I am information technology teacher for students from 5th to 12th grade.

For students from 5th to 7th grade I use teaching paradigm. It means, that at first I explain the subject, after students do their exercises in classroom or at home. Sometimes they do it in pairs. For students from 9th to 12th grade I prefer learning paradigm. I give a theoretical material and simple exercises to study it at home and students come to classroom with questions. During the lesson I spend a lot of time with personal consultation and checking the student’s classwork.

I think, that PBL approach is easily complemented in my lessons, but I never thought about that so indeed. Sometimes I insert small projects in my curriculum, but it was never a big project.

It’s not very hard to find out student’s needs. Information technology is more a tool for other subjects (except programing) than a pure subject as itself. So, students often expect to gain the skills to work with writing, counting, presenting, painting, movie making programs. There are less than 10% of students who has higher level expectations: they want to learn how to program. I am trying to find additional time or alternative ways to work with them.

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Q1. There is avocado, white and whole grain bread, tomato sauce, salami, steamed salmon, pickled cucumbers, butter, sweet potatoes and salads on the table. You are healthy eater. What would you choose? Why?

Q2. You have a pencil, paper, scissors and tape on the table. Make the pencil fly. How does it work?

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The most challenging key to me is multifaceted assessment. For example, it's difficult to write a grade from 1 to 10 or F to A when you must to assess the creativity and innovation for each student. They are not the same, they can not be assessed by one table. It would be fare to assess the progress of each person, but it's difficult to do, when you have 30 and more students in one class.

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PBL is a method that requires a lot of preparation in all levels of education.

The situation in Lithuania is weird. According to curriculum we, teachers, have to educate a person with all the competences, mentioned in this video. But the final exams have need to write a GRADE. It's much more easier to do it by checking students knowledge, not a skills.

So, I think that the main problem is that education system is not ready to evaluate the SKILLS of these competences.

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These videos were useful and gave to me a general understanding about PBL.  I understood that I used to "do projects" with my students. It's totaly different from PBL.
Now I see that there is a lot of opportunities in IT class to make my learning based on projects.