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Feedback from the teachers - as well as other students - is also important.

Traditional summative evaluations are not well suited for the measurement of key competences.

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"Summative assessment". Summative assessment refers to tests or exams that are used to make the summary judgment on student achievement. This tests that students take at the end of the training unit, the final stage of the school year or at the end of secondary school.
The second approach to the assessment is known as "formative assessment". This is sometimes called assessment for learning.
self-concept
Any assessment of whether the summative, formative or self-esteem, to be valid, reliable and fair.

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What is your idea of ​​the project?
 What is proposed time frame?
 Is the idea of ​​the project managed?
 Is the only project between you and your class or collaborate with other teachers in your school or in other countries
 If the involved partners from other countries, that the proposed language?
 What items can be integrated into the project?
 What are the technical means, if any, will you use?
 How does your project is consistent with the school's planning and calendar?

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Project-based learning is an approach that uses techniques such as inquiry-based learning and problem-based learning to develop students' skills.
Questionnaire
"Tell me and I forget, show me and I remember, involve me and I understand"
Encourage students to research
7 steps

set of competencies of the 21st century - collaboration, communication, ICT literacy, as well as social and / or cultural competence

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Formative evaluation - view online assessment that takes place
in the learning process, where the information gathered can be used for
adjust teaching and learning, and better meet the needs of students
Evaluations should provide ways for students to demonstrate that they can use the knowledge, skills and attitudes to reason, solve problems, and so on.
ability to learn, to work with others and be reflective, creative and innovative.
reasoning, sense-making and problem-solving.
to be able to think creatively and to use mathematics to think critically
skills, which are designed, they could apply their knowledge outside of the classroom and unfamiliar situation.
solve problems in groups and to use technology to support their learning
skills for life in the world, and for further study in mathematics
problem-solving, modeling and mathematics in real life

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eight key principles for effective teaching of key competencies:
Firstly, the training should be task-based. Students must develop key competences through active, authentic, collaborative tasks, based on the solution of problems. Problems have to be complex and with multiple solutions that allows students to obtain a solution in a variety of forms.
Second, training should be interdisciplinary in nature: that is, is taught through contexts that combine several subject areas.
Thirdly, training should be a joint and individualized: Students should cooperate in the development of social and communicative skills, but also be able to act independently and manage their own.
Fourth teaching must be like for a student under the guidance of a teacher. For example, while projectbased Learning encourages students to be active and responsible for their own learning, arrangements should be supported by guidance and explicit instructions from the teacher, as appropriate. In particular, students need support to develop their ability to learn independently;
also known as "learning to learn" competence, which we discussed earlier in this module.
Fifth, teaching and learning, where possible, should be technologically innovative: Engaging pedagogical use of ICT and mobile technologies can really boost the digital competence of students, as well as a number of other powers.
The sixth principle is that the teaching and learning of key competences should take place both inside and outside the school. The training environment should not be based on the class; it can be on the street or even virtual. Education should use the potential of extra-curricular activities and after school programs, to pay more attention to how students use their non-formal and informal learning to what they learn in the classroom.
The seventh principle of learning is that teachers have to cooperate with the wider community, including social, cultural and business circles, to create more opportunities for the study of the real world.

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I remember:
Knowledge and basic skills are necessary, but not sufficient to meet the complex
requirement of modern social demands in an increasingly competitive global economy.
being competent means that you can effectively use a combination of knowledge, skills and attitudes to successfully react to a situation or solve a problem in the real world.
The term "competence" was originally used in a professional context in France in the 1970s to refer to the fact that the staff needed qualifications framework to act effectively in a range of work situations. In the 1980s, competency-based approaches began to be developed in the vocational education and training in different countries. Since then, the growing importance of competences means that training on the basis of competence now also been extended to
secondary school, which is the focus of our course.
8 key competences:
- Communication in the mother tongue
- Communication in foreign languages
- Mathematical competence and basic competences in science and technology
- Digital competence
- Learning to acquire knowledge
- Social and civic competences
- Sense of initiative and entrepreneurship
- Cultural awareness and expression
All 8 key competences are considered equally important, because each of them contributes to the self-realization and development of all people. Many of the competences
overlap and interlock, and they are all interrelated, with the following transverse skills plays an important role in each of them: critical thinking, creativity, initiative, problem solving problems, risk assessment, decision taking and constructive management of feelings.
Learning Objectives. Learning to learn skills include the ability to learn independently and with self-discipline and the ability to work together and share what people learned.
Students should be able to organize their own learning, evaluate their own work, and to seek advice, information and support when necessary.
Educational research Dewey and Vygotsky and promote social constructivist approach to teaching emphasizes the importance of competence in the context of social learning, where students are engaged in active learning in real life situations.
problem-based learning. Project-based learning is particularly suitable method of developing students' competencies, since some key competencies may be solved simultaneously in an interdisciplinary manner.

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I am from Estonia.I am kindergarten director.
This course is my first webinar.