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TELL ME AND I FORGET,

TEACH ME AND I REMEMBER,

INVOLVE ME AND I LEARN

Benjamin Franklin

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I loved the video, when i was a student most of the classes were boring but they only take 50 minutes and i survived. ..today classes are also boring...and they last for 90 minutes. I admire students that can be for 90+90+90 minutes seated and quiet..what a spirit of sacrifice. So, by this course i intend to learn how to adopt PLB and how to involve more colleagues. From the texts i read i understand that i work more with projects than with PLB although sometimes i approached PLB. Skills like critical thinking, collaboration and communication are fundamental in the future...so we must develop them, and PLB allows that development

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1.3 Optional P2P - Reflections on our current teaching practice

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1.3 Optional P2P - Reflections on our current teaching practice

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Q: What teaching strategy do you use most commonly?

A:  From a long time i chose not  to use one only type of strategy on class. First i must know the students, after that, and because all students have differents type of learning, i also use  different instructional strategies like Hands-On, Interactive, Expository and Collaborative strategies

Q: What do YOU do most of the time in the classroom?

A: It depends, sometimes i explain, sometimes i listen, i present concepts, i make children read textbook or watch a video...but also to enhance students' learning, i use interactive instruction  that involves two-way communication - that is, communication between the teacher and student or between students. During each class period, as a teacher i want to  facilitate group discussion and encourage to share examples from experiences. I’m also a teacher that encourages to ask a lot of questions. I use  very often simple  a question-and-answer session during class, or it might be in the form of a debate or one-on-one tutoring.

Q: What do the students do most of the time?

A:  I hope that they are involved  in class activities and that don’t feel that is to hard and to boring, although i know that to learn demands effort and even some kind of sufferance

Q: Do you feel your current approach could be easily complemented with a PBL approach? Yes, i do...i think that we can say that in some occasions i use some strategie very similar to PLB

Q: Do you sometimes have the problem that students don't remember what they "learned" the day before?

A: It may happen, but if the learning is meaningful, don’t happen so often

Q: How do you address this?

A:  With concern...time to change!

Do you already use some of the PBL approaches mentioned in the video?Yes, some similar approaches when i do eTwinning projects for instance

What works, doesn't work? Because students and teachers  aren’t used to the strategie it takes some time to have results and we can give up easily

We could use PLB approach in the class of citizenship for instance on the theme of  body image during the puberty

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COMING TOGETHER IS A BEGINNING,

KEEPING TOGETHER IS PROGRESS,

WORKING TOGETHER IS SUCCESS

Henry Ford

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All of the 5 components (or keys as they are called in the video) are  challenging for me but some more than others. My classroom space  can  lend itself well to group work because i can change and rearrange space easily  In terms of  assessment my curriculum this year, because i teach Citizenship to children of the 5th grade, does’nt requires very regular and rigid summative assessments so i’m not worried will get in the way of PBL. I’m really  more concerned about the passivity of my little  students in lessons and i want getting them to take the initiative.

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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 is a photo of a dynamic activity that showed to the children that only working together they could reach the common goals. (it's part of an eTwinning project that involves teachers and children of Portugal, Greece and Spain)

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2.3 Effective Collaboration for PBL inside the Classroom

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2.3 Effective Collaboration for PBL inside the Classroom

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Last year my students , working in groups, had to produce a movie to present our school and they had to choose what to film, when, how, and they described strengths, weaknesses of  the school. During all the process i  almost only observed . The links between students became stronger and they learned to appreciate their school

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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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I have lots of contacts and knowledge of networks of local professionals. I’m a eTwinner since 2008, i did already 9 eTwinning projects and the two that i applied for Quality Label win that badge.

I was also involved on a Erasmus project and now i’m engaged on a Eramus K1 that provides some time on foreign countries to students of professional courses.

Today i’m in Brussels participating in Europeana DSI3 and making contacts with teachers of all around Europe.

On a regular basis many organisations or people  are engaged with the school since sports organizations to, IT companies. Our  school's neighbours, like local authorities, health authorities and so on,  are easily approached  and they collaborate with us .School alumni also participate if we need Stakeholders are engaged.

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Not easy to find a new one...i think i didn't see this one...similar to Padlet, but a little different
http://linoit.com/users/linoit-com/canvases/How%20to%20lino

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Hi

My name is Maria, i'm from tne north of Portugal.Tyvm for helping me on this task.

Bellow you can find the link to my Learning Diary and also attached some text.

Evaluation done by Cristina Martínez Pajares data 24-10-2017 13:38
comentário

Dear Maria,

I'm Cristina from Spain. I completely agree with you. Not everything works for everybody. Our teaching should be able to fit all students and try to help them to improve their knowledge.

Evaluation done by ΠΗΝΕΛΟΠΗ ΖΕΡΒΑ data 04-11-2017 14:41

comentário

Comments

Dear Maria,

I find everything you write so very interesting and I am sure you realise that from your students' reactions! The strategies you adopt are student tailored and this is great! As long as you meet the different needs they have, the class becomes challenging and knowlege is a certain conquest, let alone the rapport you create with them!

Your strategies are student based and since they become protagonists and partners in the knowledge quest, success is guaranteed. Using several teaching alternatives ensures their participation and the goals of the lesson.

You are full of ideas and inspiration!

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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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Two years ago me and two more colleagues , with the support of our board direction, we write the application to the Erasmus K + Project.   Every year, thousands of projects are submitted by organisations across Europe in order to receive financial support from the Erasmus+ Programme; for this reason, the evaluation process is very strict. The first year, our evaluation, although positive, was far from the level of selection. Last year, we didn’t give up, we went to the seminars where instructions are given , we payed much attention, and helping each other we made again the application, and finally with success. Nine of our students are going to Spain during a month to a internship so important to them. We are very proud

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3.1 Scaffolding for Student Ownership and Independence

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3.1 Scaffolding for Student Ownership and Independence

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As a teacher, y truly believe that holding positive expectations about student’s performance can actually lead to better performance. Research has clearly shown the power of holding positive expectations of others. We get the outcomes that we expect. This is what is known as the "Pygmalion effect" - named after George Bernard Shaw's play in which a common flower seller, Eliza Doolittle,  is transformed into a lady because Professor Higgins believed that it would happen (we are more familiar with the musical version, "My Fair Lady").

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I’m not free to assess students in any way I want. I have to follow a strict testing system with regular standardised tests, but i also have some space to evaluate with the tools i choose.  The most common  type of assessment in my school and country is summative assessment , although formative assessment  is also used. The  collaboration with colleagues when it comes to assessment is very reduced...sometimes we exchange points of view about the criteria application.

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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

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I have few  experience with peer assessment . I used it sometimes, but as children weren't used to it, not every time they were  positive and kind, although, i thinK that is this kind of assessment was more frequent children would react more positively. As teacher, as i am used to enrol some of the Mooc, now i’m used to peer assessment. I like to help and to be helped. Sometimes our colleagues give us some important insights

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Link to the assesment  rubric

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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