# data[].attributes.headline
I’m Maria Branco and I am a portuguese science teacher.I’m also director in the grouping of school of Pinhal de Frades, Seixal, Portugal.

# data[].attributes.subject
I’m Maria Branco and I am a portuguese science teacher.I’m also director in the grouping of school of Pinhal de Frades, Seixal, Portugal.

# data[].attributes.body
I teach science to pupils whit 12 to 15 years e in my class we have access a one computer connected to videoprojector.

We are pilot school in a project of autonomy and curricular flexibility and we are changing practices in the classroom!

So, PBL it’s very important at this moment!

# data[].attributes.body
Break down barriers

PBL is not used frequently in the Portuguese education system for several reasons: teachers do not have the necessary training and do not know how to use this strategy; the strategy is difficult and presupposes a) initial teacher training, adequate spaces, available materials (computers, tablets) that do not exist in classrooms.
So, teachers give up using PBL right away because they do not have the proper means.
Then there are the constraints related to time versus curriculum: how to teach all content with this methodology that consumes much more time?
Even surpassed these other questions arise: how to evaluate students individually with work to be developed with PBL? Teachers have been accustomed for many years to evaluating written tests and individual assignments and this strategy brings insecurity to teachers when it comes to assessing.
The big challenge is to use PBL in the context of teaching in Portugal ... Is it impossible?

# data[].attributes.headline
Module 1 - Reflections on our current teaching practice

# data[].attributes.subject
Module 1 - Reflections on our current teaching practice

# data[].attributes.body
The strategy I use most in my theoretical classes is the oral presentation. The oral presentation is aided by a PowerPoint presentation, a film / documentary / animation, the performance of some exercises. In the practical classes I provide an experimental protocol to the students, the students perform the experimental activity and report on the Gowin V model.
Thus, in the theoretical classes the students have a passive posture most of the time, to listen.
I think I can use PBL to address some issues, although I have to pay attention to the time that I will spend, not to compromise the teaching of all topics provided in the curriculum ....
I am aware that the students, with the methodology that I use, easily forget what they learned in class. This means that they did not make consistent and meaningful learning ... It is also clear to me that they do not forget what they learn in practical classes, where students have an active participation and develop competence of a higher degree!
One of the great frustrations as a teacher is to realize that the students have already forgotten what was taught in the last classes and have to continue, so we do not delay in the subjects.
Despite trying to get the students to participate in the classes, orally, and trying to take advantage of the previous knowledge they already have, this is a very primitive process in my classes ...

It would be interesting, for example, within the respiratory System, to use PBL!

And the question is:
What do you expect to find if you travel with an oxygen molecule through the human body?

# data[].attributes.body
Do you want visit our website?

joomla.aepinhalfrades.pt

# data[].attributes.body
Here's a litle context for my lesson plan. I teach scienece in a school in Seixal, Portugal. My students are between 15-15 years old.. My class size is 28 students. We only have 1 computer in the class and some studensts have smartphones and they are alowed to use them.

The question is:

What do you expect to find if you travel with an oxygen molecule through the human body?

The content to work on is the Respiratory System.
The students, in the end have to:
a) Describe the constitution of the respiratory system;
b) Refer to the function of the respiratory system and its constituents;
c) Distinguish external respiration from cellular respiration;
d) Identify the different stages of the breathing process;
e) To determine the influence of physical exercise on the variation of ventilatory frequency and amplitude;
f) To compare alveolar hematosis with tissue hematose;

# data[].attributes.body
All components for a successful PBL seem to me to be quite difficult to execute! But maybe the ones that worry me most are student driven and multifaceted assessement.
But the worries begin before ... in my school the classrooms do not have the tables prepared, even, for group work. The computer hardware is not enough .... but what worries me the most is not getting a lesson plan that ensures that the intended learning is effectively done by the students!
Still so much to learn ...
I am also concerned that students are not prepared for this kind of work. They have never worked this way, they are used to playing such a passive role ... can they take control of their learning? Well, they are always able to surprise us! And anyway, it is quite possible that they can, because PBL allows learning to have meaning for them, which so far does not always happen!

# data[].attributes.headline
Module 2 - Effective Collaboration for PBL inside the Classroom

# data[].attributes.subject
Module 2 - Effective Collaboration for PBL inside the Classroom

# data[].attributes.body
To start - I have never used PBL with my students. Thus, before beginning this strategy, the students have to understand what is intended of them: they must know how to communicate, collaborate in the development of the tasks and recognize the usefulness of the work that they are going to carry out. I suggest the following ideas / activities with students, before beginning to use the PBL - apply a questionnaire in to understand what the students understand by collaborative work, what advantages / disadvantages do you think collaborative work can have; if they are motivated to work collaboratively, (...). So it seems to me important to develop an activity that contributes to building a team spirit: launching the challenge of presenting the work developed to colleagues from other groups, for example, can motivate the performance of the work and, at the same time, reinforce team spirit by the collective responsibility that the presentation implies; it may also be important to invite students to develop tutorials or small videos / animations about the process they have developed .

# data[].attributes.body
PBL is very interesting and I believe this is how students can make meaningful learning. However, it is difficult to implement in my classes because we have to fulfill an extensive curriculum in a short time of classes. I hope with this training to learn strategies to implement PBL in my classes, despite the constraints ...

The videos of module 1 are quite motivating and enlightening. I was quite well aware of what is wanted with the PBL!

# data[].attributes.body
Collaboration means working together with others to achieve a particular goal. I chose this image because, for me, collaboration is always associated with a process in which success is implicit, for even if the ultimate goal is not achieved there are successes in interim stages that are rewarding.

# data[].attributes.body
I suggest Google Classroom. It is a free Google app that lets educators create classes, distribute assignments, send feedback, and see everything in one place.

I saw the video on the TeamUp tool and found it very interesting. With this tool students can give colleagues and teacher feedback on the work they are doing!

# data[].attributes.headline
Module 2 - 2.4 Finding collaboration partners outside the classroom

# data[].attributes.subject
Module 2 - 2.4 Finding collaboration partners outside the classroom

# data[].attributes.body
I've never used e-twinning but it's a good idea to explore. Another way to find partners is to invite alumni who are studying at the Universities the subjects that we are teaching. Asking them to come to their old school to share experiences and talk about a topic in order to motivate younger colleagues seems to be interesting. It will also be interesting to invite parents or family members who practice professions related to the subjects we are teaching. It will be more difficult to get people who are experts in the areas of study ... but it never hurts to try!

# data[].attributes.headline
Module 2 - 2.6 Building your PBL Learning Design

# data[].attributes.subject
Module 2 - 2.6 Building your PBL Learning Design

# data[].attributes.body
The constitution of the working groups can determine the success or failure of the activity that we are going to develop. The TeamUp tool can help, but sometimes when we already know the group of students well, it may be preferable to have another way to set up the work groups. Strengthening the identity of the group and holding each individual responsible for individual and collective success is fundamental!

# data[].attributes.headline
Module 3 - Scaffolding for Student Ownership and Independence

# data[].attributes.subject
Module 3 - Scaffolding for Student Ownership and Independence

# data[].attributes.body
This remember me what my father used to tell me:

it's better to teach you how to climb a tree than to forbid you to climb it. One day you will have to climb the tree alone and you will have to know how to do it safely.

So, even if students make mistakes during the learning process the added value they will gain in the future is greater because during the success / failure process they make meaningful and lasting learning.

# data[].attributes.headline
Module 3 - 3.2 Developing Student Resilience

# data[].attributes.subject
Module 3 - 3.2 Developing Student Resilience

# data[].attributes.body
Criticizing a student in public, not valuing their contributions, however small or simple, are attitudes that destroy confidence and prevent self-confidence. A positive reinforcement for the students, maintaining a pedagogical relationship in which affectivity has a clear role are strategies that promote a classroom environment conducive to learning. Establishing clear rules of conduct and unambiguous lines of work are also important for students to gain confidence and autonomy.

# data[].attributes.headline
Module 3 - Developing student-driven activities for PBL

# data[].attributes.subject
Module 3 - Developing student-driven activities for PBL

# data[].attributes.body
When I was in college, I missed the math exam several times. She always studied alone and had many difficulties in overcoming the problems that lay ahead! When I decided to study together with colleagues who were also preparing for the exam I succeeded! I felt that together, it was easier to overcome the difficulties and it was proved that group work had good results! I shared difficulties, I got doubts together and success came!

# data[].attributes.body
I have never tried peer review prior to this course. This type of assessment is very interesting and important. It has allowed me to perceive the impact of my work on others and the suggestions given by my peers have contributed to improving my work. Seeing and evaluating the work of others has also been important, as it has also given me clues to improve my work. I'm sorry that some revisions are not being one. good contribution .... But even this is important, because it alerts me to the importance of carrying out an assessment of my peers with responsibility. I will apply this type of assessment to my students. The videos that have been made available are a good help to know how to do it the best way!

# data[].attributes.body
Finally I finished my Learning Design! I will use it in my classes! Certainly improvements will be needed, but this is a path I no longer want to give up!