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My contact is:piercarlobertolone@virgilio.it
Rosetta Vescio

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ChallengesAdopting the changed approach to teaching maths brought with it a number of challenges. These can be summarised as:Teaching to develop skills as well as procedural fluencyA change in the role of the teacher and the studentContinued impact of the examHeavy reliance on tests in the classroom.reconceptualization of what teaching and learning involvesoften teachers view their role as helping students to get through the exam and maximise their grades.students need to become more active learners, getting involved in group-work, discovery learning and questioning and discussing.  new skill set and a new set of classroom practices

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ChallengesAdopting the changed approach to teaching maths brought with it a number of challenges. These can be summarised as:Teaching to develop skills as well as procedural fluencyA change in the role of the teacher and the studentContinued impact of the examHeavy reliance on tests in the classroom.reconceptualization of what teaching and learning involvesoften teachers view their role as helping students to get through the exam and maximise their grades.students need to become more active learners, getting involved in group-work, discovery learning and questioning and discussing.  new skill set and a new set of classroom practices

# data[].attributes.headline
ChallengesAdopting the changed approach to teaching maths brought with it a number of challenges. These can be summarised as:Teaching to develop skills as well as procedural fluencyA change in the role of the teacher and the studentContinued impact of the examHeavy reliance on tests in the classroom.reconceptualization of what teaching and learning involvesoften teachers view their role as helping students to get through the exam and maximise their grades.students need to become more active learners, getting involved in group-work, discovery learning and questioning and discussing.  new skill set and a new set of classroom practices

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ChallengesAdopting the changed approach to teaching maths brought with it a number of challenges. These can be summarised as:Teaching to develop skills as well as procedural fluencyA change in the role of the teacher and the studentContinued impact of the examHeavy reliance on tests in the classroom.reconceptualization of what teaching and learning involvesoften teachers view their role as helping students to get through the exam and maximise their grades.students need to become more active learners, getting involved in group-work, discovery learning and questioning and discussing.  new skill set and a new set of classroom practices

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Irish exampleA skilful teacher becomes proficient inExplaining representing and modelling core contentSetting up and managing small group workRecognizing common patterns of thinking in a content domainPosing questionsEliciting and interpreting student thinkingEstablishing norms and routines for a respectful learning environmentSelecting and using methods to assess students learning on an ongoing basisConducting meetings with parents

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Irish exampleA skilful teacher becomes proficient inExplaining representing and modelling core contentSetting up and managing small group workRecognizing common patterns of thinking in a content domainPosing questionsEliciting and interpreting student thinkingEstablishing norms and routines for a respectful learning environmentSelecting and using methods to assess students learning on an ongoing basisConducting meetings with parents

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Perspective-taking skillsencompasses the ability to see a state of affairs from the viewpoint of another person; to apply contextual knowledge to interpret information provided by others, and to adapt one’s statements or actions with sensitivity to the needs and presumed understanding of listeners/observers.Responsiveness – refers to a capacity to integrate contributions of collaborators into one’s own thoughts and actions.Audience awareness skills – refer to the ability to tailor one’s contributions to the presumed or expressed needs of others, or to make actions visible and comprehensible to collaborators.

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Perspective-taking skillsencompasses the ability to see a state of affairs from the viewpoint of another person; to apply contextual knowledge to interpret information provided by others, and to adapt one’s statements or actions with sensitivity to the needs and presumed understanding of listeners/observers.Responsiveness – refers to a capacity to integrate contributions of collaborators into one’s own thoughts and actions.Audience awareness skills – refer to the ability to tailor one’s contributions to the presumed or expressed needs of others, or to make actions visible and comprehensible to collaborators.

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Action –general level of participation of an individual, irrespective of whether this action is coordinated with the efforts of others. Problem solvers differ in the level of competence with which they act in a group. While some may be passive, others become active when provided with sufficient prompts and supports, and yet others will demonstrate an ability to act independently and from their own initiative.Interaction – the capacity to respond to or coordinate with others, ranging from answering an inquiry, to actively initiating and coordinating efforts, or prompting others to respond.Task completion skills – motivational aspects of participation, including a sense of responsibility for the outcomes of collaborative effort. This can also be described as persistence or perseverance or, in some cases, grit. (determination)

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Action –general level of participation of an individual, irrespective of whether this action is coordinated with the efforts of others. Problem solvers differ in the level of competence with which they act in a group. While some may be passive, others become active when provided with sufficient prompts and supports, and yet others will demonstrate an ability to act independently and from their own initiative.Interaction – the capacity to respond to or coordinate with others, ranging from answering an inquiry, to actively initiating and coordinating efforts, or prompting others to respond.Task completion skills – motivational aspects of participation, including a sense of responsibility for the outcomes of collaborative effort. This can also be described as persistence or perseverance or, in some cases, grit. (determination)

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Participation skillsdistinguish between three sub-skills of participation-action,-interaction,     3.- task completion

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Participation skillsdistinguish between three sub-skills of participation-action,-interaction,     3.- task completion

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Collaborative problem solving and reasoning Inductive reasoning focuses on exploring the available information and finding patterns. The role of collaboration in collaborative problem solvingcollaborative problem-solving is curriculum independent–> it must be based on the development of skills other than the cognitive skills embedded within the school content curriculumit would need a definite strategy for direct instructionCollaborative problem solving requires partnerships to be formed and agreements to be reached on the nature of ideas or hypotheses to be tested and the way the team will proceed.the collaborating students need to make observations and to seek information

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Collaborative problem solving and reasoning Inductive reasoning focuses on exploring the available information and finding patterns. The role of collaboration in collaborative problem solvingcollaborative problem-solving is curriculum independent–> it must be based on the development of skills other than the cognitive skills embedded within the school content curriculumit would need a definite strategy for direct instructionCollaborative problem solving requires partnerships to be formed and agreements to be reached on the nature of ideas or hypotheses to be tested and the way the team will proceed.the collaborating students need to make observations and to seek information

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3.4 Assessing Collaborative Problem Solving

Video Talk3:AssessingCollaborativeProblemSolving

ProfessorPatrick Griffin, of the University of Melbourne

Objectives:

1. To examine a generic performance assessment framework

1. To use the specifications of collaborative problem solving for assessment

2. To discuss the forms of evidence needed in assessing collaborative problem solving

3. To explore the use of development progressions as an assessment strategy

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Classroom-based formative assessments are also important for supporting key competence learning. Classroom dialogues and effective questions allow teachers and students to explore more complex ideas and processes. Finally, there is increasing interest in developing tools to assess students’ transversal skills, focused on the student’s personal development. But much more research will be needed in this area. Teachers have an important role to play through action research

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Classroom-based formative assessments are also important for supporting key competence learning. Classroom dialogues and effective questions allow teachers and students to explore more complex ideas and processes. Finally, there is increasing interest in developing tools to assess students’ transversal skills, focused on the student’s personal development. But much more research will be needed in this area. Teachers have an important role to play through action research

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teachers may decide which curriculum requirements are the most important and priortise these for learning.Non avere la smania di fare tutto il programmaaaa! The teacher’s pedagogical skills, and skills for classroom management are the most important determinant of success when integrating new technologies

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teachers may decide which curriculum requirements are the most important and priortise these for learning.Non avere la smania di fare tutto il programmaaaa! The teacher’s pedagogical skills, and skills for classroom management are the most important determinant of success when integrating new technologies

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Module 3: Assessing Key Competences3.3 Good Practice in Assessing Key CompetencesVideo Talk 2: Good Practice in Assessing Key Competenceswhat should be measured and which tools are most effective, depending on the purpose of the assessment and the competences being assessed. The use of innovative tools such as portfolios and e-assessments are discussed, and the importance of classroom-based formative assessment is highlighted.tools and approaches that are more effective at measuring key competences.Effective ways to assess knowledge, skills and attitudes in summative examinations.tools and practices to support assessments of transversal competences, such as creativity, initiative and the constructive management of feelings.

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Module 3: Assessing Key Competences3.3 Good Practice in Assessing Key CompetencesVideo Talk 2: Good Practice in Assessing Key Competenceswhat should be measured and which tools are most effective, depending on the purpose of the assessment and the competences being assessed. The use of innovative tools such as portfolios and e-assessments are discussed, and the importance of classroom-based formative assessment is highlighted.tools and approaches that are more effective at measuring key competences.Effective ways to assess knowledge, skills and attitudes in summative examinations.tools and practices to support assessments of transversal competences, such as creativity, initiative and the constructive management of feelings.

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The challenge for teachers in scaffolding student learning in collaborative problem solving, is to identify students’ emerging skills and provide the right support at the right time at the right level.Teachers’ assessment practices have to adjust and move from generating summative information about past performance, or as comparison of one student with others, toward assessment that helps them find the starting point for instruction and ways in which they can tailor their teaching to students learning social and cognitive skills associated with collaborative problem-solving. This is the heart of formative assessment. It links assessment and teaching and in this course it links assessment and teaching to 21st-century skills.

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The challenge for teachers in scaffolding student learning in collaborative problem solving, is to identify students’ emerging skills and provide the right support at the right time at the right level.Teachers’ assessment practices have to adjust and move from generating summative information about past performance, or as comparison of one student with others, toward assessment that helps them find the starting point for instruction and ways in which they can tailor their teaching to students learning social and cognitive skills associated with collaborative problem-solving. This is the heart of formative assessment. It links assessment and teaching and in this course it links assessment and teaching to 21st-century skills.

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https://youtu.be/_3yAODXnAsg

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Competence-based education in Europe today:Eurydice (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy:http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdfKearney, C. (2013). European Mapping of Initiatives on the Development of Key Competences, European Schoolnet, Brussels.KeyCoNet’s 2014 Review of the Literature: A Summary, European Schoolnet, Brussels.KeyCoNet 2013 Literature Review: Key competence development in school education in Europe, European Schoolnet, Brussels.KeyCoNet 2013 Literature Review: Assessment for key competences, European Schoolnet, Brussels.KeyCoNet’s Catalogue of initiatives, European Schoolnet, Brussels

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Competence-based education in Europe today:Eurydice (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy:http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdfKearney, C. (2013). European Mapping of Initiatives on the Development of Key Competences, European Schoolnet, Brussels.KeyCoNet’s 2014 Review of the Literature: A Summary, European Schoolnet, Brussels.KeyCoNet 2013 Literature Review: Key competence development in school education in Europe, European Schoolnet, Brussels.KeyCoNet 2013 Literature Review: Assessment for key competences, European Schoolnet, Brussels.KeyCoNet’s Catalogue of initiatives, European Schoolnet, Brussels

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Competence Reference Frameworks:

European Union’s Recommendation on Key Competences for Lifelong Learning: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN

UNESCO framework: http://www.unesco.org/education/pdf/15_62.pdf

OECD DESECO framework: http://www.oecd.org/education/skills-beyond-school/definitionandselectionofcompetenciesdeseco.htm

Partnerships 21 framework: www.p21.org

ATC21S framework: http://www.atc21s.org

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https://youtu.be/jYKwhgycdPc

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1.6 Irish Case Study: Key Skills in the Irish Curriculum & Project Maths

VIDEO TALK 5: IRISH CASE STUDY: KEY SKILLS IN THE IRISH CURRICULUM & PROJECT MATHS

The approach is an integrated approach with the competences embedded into the learning outcomes of the formal curriculum and assessment. Emphasis is placed on their role in the teaching and learning approaches employed in classrooms. While curriculum and assessment reforms are led from the centre, schools are encouraged to develop competences in ways that work best for them

The key skills are based on the competences set out in the European Framework for Key Competences for Lifelong Learning, but are adapted to suit the Irish context

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https://youtu.be/UQEPFVT5K1E

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THE IMPORTANCE AND DEFINITION OF KEY COMPETENCES

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THE IMPORTANCE AND DEFINITION OF KEY COMPETENCES

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The social and professional demands of the global economy and the information society require mastery of socio-cultural tools for interacting with knowledge such as language,information and knowledge as well as physicaltools such as computers.

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Interactive learning enviroments give students a different way to learn.Teaching to our students how to think critically,how to solve problems,collaborate,work in teams,listen to each other,learn in projects, etc.

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The approachis to promotr jey competences by:
providing high quality learning for all students based on relevant curricula
Reducing early childhoodeducation improving support for teachers, school leaders and teacher educators

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I think that the application of effective competence development oriented pedagogiese in schools also needs appropruate resources.The pedagogy of competence development with its innovative learning enviroments,intensive use of ICT facilities,frequent and mezningful project work and teamwork,new assessment methods and various individualised tecniques of organising learning is resource demanding.

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HOW TO DESIGN PROJECT BASED LEARNING ACTIVITIES

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HOW TO DESIGN PROJECT BASED LEARNING ACTIVITIES

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I like PBL.Project Based Learning is a teaching methodin which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question ,problem,or challenge .
Project based learning PBL is a student centered pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real world challenges and problems.Students learn about a subject by working for an extend period of time to investigate and respond to a complex question,challange or problem.It is a style of active learning and inquiry based learning.

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HOW TO DEVELOP LEARNERS'COLLABORATIVE PROBLEM-SOLVING SKILLS

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HOW TO DEVELOP LEARNERS'COLLABORATIVE PROBLEM-SOLVING SKILLS

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It is a styleof active learning and inquiry-based learning.PBL contrast with paper based ,rote memorization or teacher led instruction that simply presents established facts or portrays a smooth path to knowledge by instead posing question,problems or scenarios.
PBL emphasizes long term,interdisciplinary and student centered learning activities.

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A TEACHER'S EXPERIENCE OF USING PROJECT-BASED LEARNING TO TEACH MATHEMATICS

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A TEACHER'S EXPERIENCE OF USING PROJECT-BASED LEARNING TO TEACH MATHEMATICS

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I totally agree:these 21st century skills include
-personal and social responsability
-strong communication skills,both for interpersonal and presentation needs cross-cultural understanding
-visualizing and decision making
-knowing how and when to use technology and choosing the most appropriate tool fir the task.

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My name Rosetta Vescio,I live in Italy.I teach maths ,art and science in a primary school.