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Thinking outside the box is more than just a business cliché. It means approaching problems in new, innovative ways; conceptualizing problems differently; and understanding your position in relation to any particular situation in a way you’d never thought of before. Ironically, its a cliché that means to think of clichéd situations in ways that aren’t clichéd.

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I don't completely agree with this viewpoint because sometimes weak students are unmotivated when they fail.

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Facilitating Learning in a Student-Driven Environment (Keys to PBL Series Part 4)

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In my professional life I'm often stuck on some problems. My job is never the same, everyday I change my way of teaching as it depends on different factors. It's a daily challenge but I never give up because I think that before teaching our students resilience we have to be resilient.

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Getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL and at the core of developing a student-driven environment.  As an example and at a quite simple level, when students work for the first time in a group as part of PBL, the first attempts at collaboration might not be successful. It is essential that students don't become frustrated and demotivated but rather excited and motivated to try again and improve, again and again and again

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IT'S NOT THAT I'M SO SMART,
IT'S JUST THAT I STAY WITH PROBLEMS LONGER
Albert Einstein

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FCS | Module 1 | Tool for Teaching: TeamUp

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Community Partners: Making Student Learning Relevant

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Getting professionals from the "real-world" to come and work with the students creates an entirely new meaning for their work. Of course, engaging people from the community is not always easy. It requires time, patience and good communication skills to foster good relationships with such individuals. But herein also lies the opportunity if students are involved in the process of engaging such people from the start.

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Effective Collaboration for PBL inside the Classroom

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Effective Collaboration for PBL inside the Classroom

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Structuring Collaboration for Student Success (Keys to PBL Series Part 3)

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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In a group each person is good at doing something, his/her experience is a tile of a big puzzle.

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Think about if you have contacts to or 
knowledge of networks of local professionals? Which organisations or 
people engage with the school on a regular basis? Are there any 
businesses working with the school such as caterers, IT companies, or 
sports organisations? Who are your school's neighbours? Could they be 
approached? What about school alumni? And who could you or your students
 ask for support in identifying the right people? 

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Think about if you have contacts to or 
knowledge of networks of local professionals? Which organisations or 
people engage with the school on a regular basis? Are there any 
businesses working with the school such as caterers, IT companies, or 
sports organisations? Who are your school's neighbours? Could they be 
approached? What about school alumni? And who could you or your students
 ask for support in identifying the right people? 

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Locally we are in touch with professionals who hold conferences or workshops  on health, law, safety...We have experienced cultural exchanges with French and German students. It's hard to find the right partner especiallly when he/she lives far from us. Up to now we have always been in touch and collaborated with teachers we have already met.

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford

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Our goals!

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What teaching strategy do you use most commonly?
Before starting  a new lesson I always revise what they have already learnt in the previous lesson and then using a brainstorming activity I introduce what they are going to learn.
What do YOU do most of the time in the classroom?
I monitor what they do
What do the students do most of the time?
They listen to my instructions, ask questions and  do their work.
Do you feel your current approach could be easily complemented with a PBL approach?
Absolutely yes!
Do you sometimes have the problem that students don't remember what they "learned" the day before?
It sometimes happen when they don't have enough time to practise.
Do you already use some of the PBL approaches mentioned in the video? What works, doesn't work? Why?
Sometimes I use some of them but the problem is that they require a lot of time and everyday we struggle against contents to carry out.
How do you find out about your student needs and how do you incorporate this knowledge in your teaching?
I send them some inputs and I try to understand their reaction.

I'd like to experiment a PBL project with my students who are attending the 3rd year  (Liceo Scientifico) and a subject topic might be "Shakespeare's tragedies".

It would be great to implement PBL effectively in this classroom!

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I introduce myself!

I'm Maria Pia Cascone and I've been teaching English for 21 years. I love my job and my students. In my days off I like reading and going to the cinema. I'm interested in technology and whatever can improve my way of teaching.