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https://v.gd/bEIPID

My updated learning design

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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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http://bie.org/objects/cat/rubrics
http://www.teachthought.com/pedagogy/assessment/20-simple-assessment-strategies-can-use-every-day/

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I have used peer assessment in the past in my classroom, especially when teams of students presented their work. However, as other activities, the outcome of peer assessment will depend on the way the students accept it. Relationships between them often influence the outcome.

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Peer instruction

One technique of assessment I often use is  to have one student try to teach-present to another student or the class what they have learned. Sometimes I use this combined with an analogy the student can present or a concrete example.

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https://v.gd/bEIPID

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Assessment in Greece is mainly exams based..

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"Reverse Brainstorming" exercise: identify how we as teachers can weaken our student's confidence and independence.

I think we can weaken students confidence by
1) being too critical,
2) not providing constructive criticism,
3) being too strict in some cases,
4) not listening to them,
5) by teaching in a way that is too difficult for them and not allowing them to fully understand or follow the class at their pace

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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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Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent.
I think it depends on many factors: the course, students abilities, curriculum and general school culture and support of the learning environment. It is necessary to give them freedom to fail, learn from it, try again. On the other hand, on some cases much support is actually needed. Not all students fail the same way or deal with failure the same way. There may be few that may be discouraged and not even show it or even frustrated in such an extent that they give up on the class or teacher entirely. It is essential to have effective communication and also support for the students family (so that they as well understand the importance of flying and falling in the beginning before taking of..)

(video source on module https://www.youtube.com/watch?v=CTR_snb-0nQ&feature=youtu.be)

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"A situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end": One of those times was when I first started my masters program in Strathclyde University, Glasgow.I found the assignments very difficult to handle at first and my initial grades were discouraging. I did however find my pace and kept at it. I completed it and with a good grade as well and continued working for the university for a while. I am happy I didn't give up!

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3. Developing student-driven activities for PBL. A bit about schaffolding

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3. Developing student-driven activities for PBL. A bit about schaffolding

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Definition below from: http://edglossary.org/scaffolding/

"In education, scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. Like physical scaffolding, the supportive strategies are incrementally removed when they are no longer needed, and the teacher gradually shifts more responsibility over the learning process to the student.

Scaffolding is widely considered to be an essential element of effective teaching, and all teachers—to a greater or lesser extent—almost certainly use various forms of instructional scaffolding in their teaching. In addition, scaffolding is often used to bridge learning gaps—i.e., the difference between what students have learned and what they are expected to know and be able to do at a certain point in their education. For example, if students are not at the reading level required to understand a text being taught in a course, the teacher might use instructional scaffolding to incrementally improve their reading ability until they can read the required text independently and without assistance. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it."
(Image from https://en.wikipedia.org/wiki/Instructional_scaffolding )

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https://v.gd/bEIPID
My Learning Designer activity online

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2.4 Finding collaboration partners outside the classroom: Involving the Community

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2.4 Finding collaboration partners outside the classroom: Involving the Community

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In my school there is an effort to involve the local community through co-organised events (on nature, social acts, volunteering), school graduates who often participate in various events and professionals, who depending on their field of expertise come to our school and discuss topics of interest with the students.

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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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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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A nice team building activity is the following: At first between two students there is a first acquaintance, then the two students present each other to the other two and so on (depending on the group i.e. 6). Then each group presents its members to the rest of the class (choosing something special for each team member) and also give a name to their team. (Again,this depends on the class, the subject and student's age:-)

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21CLD Learning Activity Rubrics online

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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This is what collaboration means to me, students in groups working on a project, communicating, setting goals, arguing how to best achieve them. This is a photo of students working in teamson a European Parliament simulation.

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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 question would be: "How can we teach secondary education students to recognize, face and react to hate speech online? "
The question will be addressed to high school students at the age of 16 taking a class called "Principles of Social Sciences". Learning goals include understanding human rights, especially rights online, thinking critically about freedom of expression, racism, finding ways to help others in such situations. Also try to find and evaluate data on a social problem, and create surveys of their own.

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Note to self: I need to remember the basics, the question should be open-ended, engage and inspire students by creating curiosity, be aligned to your learning goals, and at the same time be non-Googleable.

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The element that troubles me is that of assessment, the acceptance of a new different system of assessment from students, parents and colleagues as well. In formal secondary education there are specific standards on assessment that need to be met, evaluation through tests. It will be a challenge to try and combine PBL at the same time as following the curriculum centrally set by the ministry of education. Hm, it would be interesting to know if other participants face similar problems in their countries or they have more freedom in selecting their pace-curriculum and content.

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1.3 P2P - Reflections on our current teaching practice

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1.3 P2P - Reflections on our current teaching practice

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Depending on the course and student needs (age, final class-pending university exams) I use different teaching techniques. I try to integrate new technologies in my class, when possible. In economics and politics I try to have the students participate through small assignments which they prepare and present at class, through group discussions. I do use projects-small in size and duration, where they work in groups but not often, especially in classes with a large number of students. I do worry about certain students not carrying out their part of group work and at the same time making it difficult for the other students to pay attention or be productive. (below, an example of team work, creating a simulation of the Council of Ministers of the EU).

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Main concerns: insufficient time, lack of collaboration spirit among students, fear of students not taking the process seriously, lazy students seeing it as an opportunity to slack off.

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http://bie.org/
critical thinking, collaboration, cooperation.
Usually implemented in a physics or chemistry, context, would be interesting to see it in social sciences throughout the duration of the year.

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thttps://padlet.com/teacher_academy/prep43sh4tt8

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Useful introductory links for safety, copyright and sharing:
http://www.childnet.com/resources/downloading/home
https://creativecommons.org/
http://www.webwewant.eu/

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Maria-Amalia V: My Project based Learning Diary :-) 

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Maria-Amalia V: My Project based Learning Diary :-) 

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I am Maria Amalia and I teach Economics, Sociology and Civil Education in secondary education for the past 7 years at Arsakeio Lykeio of Thessaloniki, Greece :)