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Collaborative problem solving skills are difficult to assess.
Rubrics and developmental progression can help a lot.
We need to assess social skills like participation, interaction, responsiveness, awareness, perseverance, negotiation, self evaluation, transactive memory, social regulation and responsibility.
We also must assess cognitive skills such as resource management, information collection systematicity, flexibility, problem analysis, goal setting.

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https://21skillscourse.wikispaces.com/e-Portfolios

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3.2 The key principles of assessing key competences

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3.2 The key principles of assessing key competences

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In Greece, summative assessment is the most common with exams at the end of the year, the trimester or semester.
Formative assessment and self-assessment is rarely used, although these two types of assessment can really help both teachers understand the needs of the students, as well as the students realize their needs and their achievements.

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2.5b Examples of Project Based Learning from across Europe

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2.5b Examples of Project Based Learning from across Europe

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Although I am registered to e Twinning, I have not yet found time to get involved.
I think it is a great opportunity to connect and be a part in networks with other teachers from other countries exchanging ideas and resources.
In Greece, Project Based Learning is widely used in Environmental Education Programs. These programs are voluntary for teachers and students and there is the possibility of using up to 4 hours from the weekly school program in Primary Education for such activities. In Secondary Education such activities usually have to be organised after the school hours, so it is more difficult for both teachers and students.

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2.5 eTwinning Theme for 2017: Inclusion...

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2.5 eTwinning Theme for 2017: Inclusion...

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The eTwinning book Building a culture of inclusion through eTwinning is now online!      The eTwinning book Building a culture of inclusion through eTwinning� presents a selection of eTwinning projects and activities promoting inclusive education and shows how the teachers and the pupils involved in eTwinning contribute to addressing the educational challenges of today.The book focuses on the three following aspects:

How to overcome geographical obstacles faced by young people from remote or rural areas, and young people living on small islands or in peripheral regions.

How to enhance intercultural understanding, notably with young people from minorities and/or from disadvantaged socio-economic background: immigrants, refugees or descendants from immigrant or refugee families, young people belonging to a national or ethnic minority, young people with linguistic adaptation and cultural inclusion difficulties etc.

How to deal with educational challenges and keep the full inclusion of young people with learning difficulties, school refusal issues, young people with lower level of qualifications or poor school performance etc. Reyhan G.

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https://youtu.be/DEymCXSFunQ

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2.3 How to develop Learner's Collaborative Problem Solving Skills

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2.3 How to develop Learner's Collaborative Problem Solving Skills

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Learner's Collaborative Problem Solving Skills can be developed with the use of formative assessment in the way indicated here, asking challenging questions to the students.
It is also very important to make sure that every student contributes to the work of the group.
Very interesting are the evidence of each student's contribution: what they do, what they say, what they write and what they produce.
These are some very helpful tips.

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2.2 How to design project based activities

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2.2 How to design project based activities

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Project Based Learning is considered to be the mostly used method in Environmental Education, as it involves Problem Solving (in example an environmental problem) and Inquiry Based Learning.
All the above and the active involvement of students in small groups, helps them develop critical thinking and active citizenship skills.
I find very useful the PBL checklist and the planning steps.

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1.5 Competence based Education in Europe

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1.5 Competence based Education in Europe

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Unfortunately, in Greece, with the excuse of the economical crisis, they minimised the in-service training for teachers. But there are many teachers trying to learn more on their own, despite the state's attitude.
I found very interesting examples from Europe in this module's video, especially the Cultural rucksack program in Norway and the Scratch day and program about the use of ICT in Portugal.

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1.2 The importance and definition of key competences

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1.2 The importance and definition of key competences

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We live in times rapidly changing, so our education must be continuous. So, we need to learn how to learn, we have to develop critical thinking, collaborative problem solving and a positive attitude regarding continuous learning.

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I have worked as a primary education school teacher in Greece and also as a coordinator for Environmental Education school programs in primary education in the Chania Prefecture in the island of Crete.
Currently, I work as Head of the Vamos Environmental Education Center that is situated in the village of Kefalas in the western part of Crete in Chania Prefecture.
In this Center, 5 teachers from primary and secondary education collaborate, design and offer environmental education programs for schools, workshops and seminars for teachers and adult citizens as well.

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I am a primary education school teacher. I also have a degree on Philosophy, Pedagogics and Psychology with specialization in Psychology from the Philosophy School of Aristoteles University of Thessaloniki, Greece.
I live in Chania in the western part of the island of Crete in the south of Greece.