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3.1 : Scaffolding for student ownship and independence

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3.1 : Scaffolding for student ownship and independence

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Discuss the following viewpoint : Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent.
A student learns more through his failures then through too much teacher support because he remembers which mistake he does on a problem and the way he does it when the teacher marked him. Later, he'll be able to stand on his own two feet. One of the education goals is to make the student become independent.

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3 : Developing student-driven activities for PBL

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3 : Developing student-driven activities for PBL

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Describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up :
When I was younger I was shy and it was quite a problem for my profession. But I'm in  theater for 2 years now and it develop lot of skills as teacher. I know that I had to stick with because it was a challenge for me to develop teacher skills. I wished for feeling better.

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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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In my school, teachers usually engage with pupils parents : for school parties (Christmas, carnival, ...).
FOR EXAMPLE, in my nursery school, I could engage with market professionals as we work on fruits or/and vegetables. In foreign languages, I could engage with pupils parents so that they learn foreign songs to my pupils. Then my pupils will be with another person and will develop social skills too. They will also see that other people speak the foreign language, and not only the teacher.

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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 driving question : how our animals (typical animals of Guadeloupe) have an effect on their wildlife, on their environment?

Student-age range : 3-7.

Subject: the animals.

Learning goals:

Knowledges :

- identify typical animals.
- identify animals which fly, which walk, which swim.
- copy animals names.
- identify what typical animals eat.
- understand stories about animals told by the teacher.

Skills:

- observe typical animals.
- argue about preference.

Goal :

Tell which typical animal does the pupil prefer (and why).

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2.3 : Peers ideas and activities to develop effective collaboration

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2.3 : Peers ideas and activities to develop effective collaboration

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An activity to do in a primary school at the beginning of school year: QUOTING : "Activity at the beginning of school year (to build up the class mood):
- I give a piece of paper to each student.
- I ask them to draw something that represent themselves on the paper.
- I collect all the drawings.
- I ask students to stand in a circle.
- I put the drawings in the middle of the circle face up.
-I ask students, one by one, to go to the centre and pick up a drawing (not their own) and to tell the rest of the class why they like it."

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COLLABORATION IN MY CLASSROOM :
In my classroom (age 5-7 pupils), I teach with work groups. When I'm with a work group, the other one work alone.

For example, when we try to know how we trace a letter, the pupils have to search the process. First, they have to look how I do or they can observe the letter. Then, they say which shapes I do or which shapes there are in the letter. (In the beginning of the school year, they trace diferents shapes. So they know already these shapes.) All the pupils have to talk and they say something that can help the others. When they do mistakes, I don't give the answers (as they told it in the video "Five keys to rigorous PBL" from module 1 section 4 titled "Components for Good PBL") but hints : STUDENT-DRIVEN (KEY 4 to RIGOROUS PBL).
After that the work group have searched how to trace the letter, a child try to trace it in the board saying how he does (the diferents shapes) and the others help him.

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2.3 : Efective collaboration for PBL inside the classroom

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2.3 : Efective collaboration for PBL inside the classroom

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I think that to develop collaborative skills a teacher can:
- say to the pupils that they don't have to hesitate to ask some help to their classmates or to help their classmates.
- create group harmony, group cohesion by learning them not to laugh at their classmates when they do mistakes, learning them to respect them when they talk in the classroom, to support them when they succeed a task, an activity they don't usually by applauding them (it's common in nursery school; and as the teacher has to always support their students and say they can do it : it's very important to be self-confident).
- multiply group works opportunities.
- learn to its students/pupils share. It's a real challenge in nursery school because some pupils "fight" when they want to do alone something while they can do it both or get several people to help.

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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 picture shows that people who works together have best ideas and also more ideas than if they were alone.

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For me, the most challenging component to realize is the student driven because I teach to very young pupils, so it's maybe a bit difficult to give them large control. It's really a challenge to let them think, search, ... by themselves and give them only hints.

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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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My most commonly teaching strategy :
In France, in a nursery school, teachers have two kinds of teaching. Sometimes, we teach in front of all the pupils in a place of the classroom, in group. All the children sit down on a bench.
Other times, working groups are formed to do the activities.
Generally, the classroom is divided in several working groups.
Sometimes, I use Montessori educational methods. Those methods allow the children to become more independents.

What the students do most of the time :
When they learn something, my pupils have to do manipulations first. Before I assess them, they've to do the activities several times in diferent levels and in diferent forms.

My current approach and PBL approach:
I think that I can easily complement my current approach with a PBL approach because in nursery school we try to be the closer we can to children life. After independence, collaboration must be developed as a children skill.
For me, it would be easier to use PBL in science.

Class and subject topic that you teach which you can use to experiment with PBL :
I choose as class the last year of nursery school and the subject topic is the animals.

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I teach in a little primary school (about 100 pupils and 5 teachers). I teach for age 5-7 pupils, so for the last year of nursery school pupils and for the first year of elementary school pupils. They're 18 in the classroom. There are only 5 girls. I have access to computers and we also have a Wi-fi connection in a place of the school.

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Hello! I'm Alix Lechallier. I'm from Guadeloupe, a French West Indies (F.W.I.). I'm a French Carribean woman. My native tongue is french, so I try to write in a correct english.
I teach in a primary school, especially with age 5-7 pupils.