# data[].attributes.body
My name is Vesna. I live in Serbia. I’m an English language teacher and I’ve been teaching English for nine years now. I’m working in a Public Primary School teaching English as a Second Language to 1st-4th graders.

I don’t have my own classroom and my teaching position entails I’m working in central school unit and two satelite school units so I’m not in one place two days in a row and teaching conditions are different in every unit. In central school unit white boards, over-head projector and a laptop are available at certain times but not on daily basis in every class I teach so the teaching conditions differ on that level as well. In satelite units I can use the same technology as in central unit but there IT is more available for use.However, the school policy doesn’t allow use of mobile phones in school either by teachers or students and students are allowed to use technology ony under strict supervision of a teacher. I’m really a fan of using technology of any kind in a responsible way as a teaching/learning aid and throughout years I’m trying to keep up with everything that is out there and that I can apply in my classroom. I’ve tried and I still use different apps to create different resources. I can’t use social networks for teaching/learning my students due to school policy as well. So mostly I use technology from my home to create resources that i can use in the class.

# data[].attributes.body
Hello everybody, I'm looking forward to learning something new

# data[].attributes.body
The videos made me think about these questions:
1.  How can I create a project for English language subject for 7-10 year-old children and still teach them English?
2. How many changes to the course books will I have to make?
3. How much time will it take me to choose the project wisely and prepare the materials for Ss?
4. Is it possible to do it throughout entire school year and still meet the curriculum needs?
Let's find out!

# data[].attributes.headline
What's preventing PBL wide-spread use? 1.2

# data[].attributes.subject
What's preventing PBL wide-spread use? 1.2

# data[].attributes.attachment_link.readable_text
PBL is definitely a very effective means of achieving the act of education. In Romania, as well as in other fellow countries, as far as I can see, because of its complexity, teachers seem to be reluctant in adopting it. Of course, my

# data[].attributes.attachment_link.title
Why use PBL Why do you think PBL is not used more widely in our education systems? What is stopping us from achieving what is outlined in the video? What are the biggest challenges we as educators face and who is stopping us from adopting the PBL approach in our classrooms? - brainstorming and voting | tricider

# data[].attributes.attachment_link.description
PBL is definitely a very effective means of achieving the act of education. In Romania, as well as in other fellow countries, as far as I can see, because of its complexity, teachers seem to be reluctant in adopting it. Of course, my

# data[].attributes.headline
Reflections on current teaching practices 1.3

# data[].attributes.subject
Reflections on current teaching practices 1.3

# data[].attributes.body
Communicative approach is what use most in teaching English. Ss usually, talk, read, write, analyze, review their and their peers work. There's no homework or very little mostly in form of "think about it", or do some further practice of what was done in live lessons.  Mostly I give the topic but I adjust it to them, their interests, their living conditions and I'm on the look out to always make them use what they have learned earlier. There's a problem of them not remembering what they have learned, so reminder in form of maps, posters, diagrams, spoken word or something else is needed at times. What I'm actually trying to do is facilitate what they want to learn at given times even if it's something that is more common for some other subject than English language so I'm of a mind that PBL is something I could make work and use it in my teaching practice. I learn about their interests through observation, small talk, personalized activities or talking to their head teacher, pools, their comments and such.
I'll try working with my 4th graders (I have 2 classes of them in separate school units; they have different backgrounds, and there are different teaching conditions). They'll deal with the current issue of discrimination.

# data[].attributes.body
My major concern is all students taking the initiative and learning how to collaborate (SEN Ss, different levels of knowledge and proficiency so carefully group planning is necessary) as well as the classroom conditions (space, time, lack of ICT) and proper evaluation (how to properly incorporate evaluation of their progress in English with their learning and work on the project itself) . I'm really worried about how to develop a proper evaluation forms that would really assess their work and learning progress.

# data[].attributes.body
It has to be an open-ended, engage and inspire students by creating curiosity, aligned to learning goals and non-Googleable! Revise, polish, expose it to opinions and criticism.

# data[].attributes.body
How do we respect each other's human rights? How can we make a change?

# data[].attributes.body
"COMING TOGETHER IS A BEGINNING,
KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS"
Henry Ford
At the heart of the PBL process is collaboration, be that as part of a group of students exploring your driving question or be that as part of working with outside actors who can provide meaning and feedback on the students' work.

# data[].attributes.body
A key goal of PBL is not the project but rather the process of building the project. Learning happens while working on the project. And one of the key things students should be learning as part of this process is effective collaboration. Self-assessment rubrics are a tool to help us build good PBL experience

# data[].attributes.attachment_link.title
FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

# data[].attributes.headline
2.3. Buiding effective collaboration inside the classroom

# data[].attributes.subject
2.3. Buiding effective collaboration inside the classroom

# data[].attributes.body
It is essential to have scaffolding activities that build team spirit and collaboration

# data[].attributes.attachment_link.title
Teaching Group Work: Building Student Collaboration and Agency

# data[].attributes.attachment_link.title
5 Strategies for Fostering a Collaborative Culture in a PBL Classroom | MyPBLWorks

# data[].attributes.attachment_link.description
Start creating a culture of independent learning in your classroom.

# data[].attributes.attachment_link.title
Structuring Collaboration for Student Success: Keys to PBL Series Part 3

# data[].attributes.body
Link to the real word is established through finding partners from outside the classroom or even better outside the school. eTwinning is an excellent platform to do that.
I'm not really connected to the world outside the classroom so I need to think about people I know and who I need to get to know to establish such sort of connections.
First is to talk to colleagues and see who can help there, then move on to higher levels.

# data[].attributes.body
Team Up -  I don't like this tool since it doesn't give much options than being a reminder of who is in which team, Ss can put up to 60s reminders of what they did and what needs to be done so this probably won't be useful for the project.
Links to other useful tools that need to be examined https://padlet.com/teacher_academy/wkfhzihochlg
Wikispace seems like more suitable tool. http://zmajengleski.wikispaces.com/

# data[].attributes.body
My PBL Design. I'm done with the question. Everything else is work in progress. It'll take time finding the right sources, reading them, reducing them to level of 4th grade, examining the right tools to use in classroom which must be effective since technology is not available to everyone (only one laptop for entire class)

# data[].attributes.headline
3. Developing student-driven activities for PBL

# data[].attributes.subject
3. Developing student-driven activities for PBL

# data[].attributes.body
Key things to remember: for students to take ownership of tasks, initiative at solving problems, and most importantly to stick with these tasks and problems until they have come to a satisfactory conclusion. In other words, we try to develop a student-driven environment in which the energy and persistence of what is happening in the classroom does not primarily come from us but from the students; Getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously.
First attempts will probably be failures but they need to keep trying and avoid frustration.

# data[].attributes.headline
3.1. Scaffolding for Student ownership and  Independence

# data[].attributes.subject
3.1. Scaffolding for Student ownership and  Independence

# data[].attributes.body
Ss environment needs to be scaffolded in order for them to learn how to take ownership and become independent. That's teacher's job.

# data[].attributes.attachment_link.title
Facilitating Learning in a Student-Driven Environment: Keys to PBL Series Part 4

# data[].attributes.body
It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth. We know that it is possible to develop resilience in our students through a combination of setting out the right environment, building positive relationships, and offering space for independent decisions.
My Ss need to be taught to relax more towards making mistakes and how to always see them as an opportunity to learn more. Their environment needs to be safe, they need to be taught to change the ways they talk to each other. I need to micro-manage more and stay focused in order for that to happen.

# data[].attributes.body
For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset.

# data[].attributes.body
Your Design should ideally provide opportunity for students

to identify the questions they would like to pursue (within the context of your Driving Question)

to make choices on all key project-related aspects such as resources used, products created, use of time, etc.

to take significant responsibility and work independently from the teacher, but with guidance if necessary

to reflect during the project about their own work and learning

I've added some starting TLAs but I'm still not sure that they should go in such order or that they're the best ones to be picked out for this PBL. I need to do some further research.

# data[].attributes.body
Assessment should be about "sitting beside someone", providing feedback and helping them to improve. Assessment should not only be about giving a grade at the end but it should be an on-going process, where teachers and students alike assess their learning as they work on the projects.
In my country I can assess Ss in many ways. The problem is that all has to be put in one grade based on linear scale of grades 1-5 instead of skills and progress being reported in a way it really happens. There are also too many tests required to be done through a year. What I need to do in PBL is cover the curriculum in such way that allows for later tests. I need to make sure that reduced sources have examples and practice options for my curriculum. TLAs also need to be created in such way.

# data[].attributes.body
Assessment as part of PBL should not only come at the end but should be seen as a learning activity that is embedded throughout the PBL process. It should become a standard feature of any scaffolding activities you might plan for your PBL implementation. Such type of assessment is known as formative assessment. Simple assessment strategies for every day https://www.teachthought.com/technology/20-simple-assessment-strategies-can-use-every-day/

# data[].attributes.body
The process of peer assessment or peer review can be a powerful learning activity for the reviewer and the reviewee. http://academy.schooleducationgateway.eu/documents/653721/654032/2_SATC_AssessTools_PeerAssessment_042913.pdf/424e9654-d1aa-4ea7-a1db-60c41fa5951f
For my PBL I need to further research peer-assessment techniques that suit my classroom better.

# data[].attributes.headline
4.4. Creating and using rubrics for PBL Assessment

# data[].attributes.subject
4.4. Creating and using rubrics for PBL Assessment

# data[].attributes.body
Rubrics are grading tools that can be used for summative as well as formative assessment and they are also a very useful tool to help students with self- and peer assessment. While they can be used for grading, they should in fact be seen as a learning resource that is used by students throughout their work. Rubrics lend themselvesespecially well for PBL because they can capture a complex range of criteria in an organized and clear way.
Rubistar tool for creating rubrics. Some of rubrics that might work for my classroom  http://rubistar.4teachers.org/index.php?ts=1510306560

# data[].attributes.body
My PBL design isn't yet finished to the way I'd be satisfied with it. It lacks a lot. I can't attach files from my computer only from URLs and those are above the level of my Ss but I've put them in for now. I'm still unsure about TLAs since I didn't have time and still don't have time to properly work on it the way I want but I've learned how. There's so much to explore about peer-assessment yet. But the deadline for submission is fast approaching so I'll probably go with what I have so far.
I've changed Team-up for Wikispace. So far that and Padlet will be for sure the two tools Ss will use for certain. Google Classroom as well will be used for Schools website link.
http://zmajengleski.wikispaces.com/project/manage/Human%20Rights
For presentation Ss can use the tool that suits them best. Powtoon, Storybird, Mindmap, Charts....

# data[].attributes.body
I chose to do a project with 4th graders, a class of 14 pupils. They have very different backgrounds situations it's a multicultural class with few students with different levels of learning difficulties. They have very different levels of knowledge from every subject being taught at school to the input from the world outside the school. Even their personal interests are very different to match. They live in surroundings where language they've be surrounded with have become eroded on every level, the line between formal and informal language has been erased for most of their lives. Furthermore, the rapport of such environment has changed to more aggressive, disrespectful, belittling, even rude at times and that's what affecting children indirectly and directly. They've learned a lot from such environment that when they speak one to another they speak in the same way the most of their surrounding does. I've been working with them on learning how to be more positive towards each other, from language to behavior for quite a while. So far they've managed to greatly improve the atmosphere in the class. There's no tension in the air, they are being nice to each other. We got there by working on topics of children't rights, responsibilities, reading and examining the phrasing of language, switch in tones to use more appropriate neutral language.
Originally,  I thought of a PBL on human rights and ways of  protecting them and examining that topic compared to situation in our country and abroad. The idea I had was to incorporate language learning through whatever kind of language they encounter, which immediately became a problem. It would pose a huge problem in many levels.
So, now I'm keeping the topis of human rights but I'm going to switch its focus on language. That way the PBL will have opportunity to build more on what is already being established in the classroom as source of interest and motivation as well as a solid base that can also be build upon in terms of deepening the friendly, cooperative, accepting and non-judgmental safe place for my students. And since the subject I teach them is English we can continue further into exploring the changes in language use, tone, structures, vocabulary and see what's the importance of language related to protection and respect of human rights?
I believe this is something that can be very well worked out as a good first project for this class and since I'm also new to this approach give me time to properly evaluate every step of the way so I could move more into PBL effectively.
On the other hand, patterns to whom we could present the results of our project can be parents body, school board, local governmental bodies for social care, health and other institutions depending on the findings as well as different types of media.
I'd like them to also compare their mother tongue with English more and make the connections that will help them learn more.
On concern of time management and teacher's presence I'm not sure how much time will it take I won't mind it extending to the whole year or finishing in few weeks but I'll think in the frame of 2 lessons of 45 minutes per week and all the work except for observation (homework task) happening at school since the reality of situation is that the children I work rarely study at home, don't have either internet connection or a piece of technology so that they could contribute to the project in other ways when they're outside the school. So, the teacher will be present all the time except for observation - homework part of the project.
Using ICT in classroom for all of them will be even more interesting since so far they have already learned of few ways how they can use ICT for active learning not just for fun.
This way I will also be able to easily fit PBL in the required curriculum and planned activities will fit by use of TBTL since they both have scaffolding principle in them.
There are 14 students in class so I'll divide them in three teams 1 team of 4 and two teams of 5.
In PBL Learner Designer the activities that are set for less than 14 students will actually be happening at the same time so the difference between planned and actual time comes from that.
Also, self-assessment forms will have to be in their mother-tongue for them to be able to properly understand what they're evaluating and how and to be able to do it on their own. At the end I will ask them to assess the PBL in general and to share their personal experience of being part of it.