# data[].attributes.body
IT'S NOT THAT I'M SO SMART,

IT'S JUST THAT I STAY WITH PROBLEMS LONGER

Albert Einstein

# data[].attributes.body
Including more peer assessment and ensuring students are aware of the ladder of feedback as a way of giving feedback..Both students giving and receiving feedback learn from the process. Kind, thoughtful and effective feedback

4. Suggest:  Make suggestions for improving the work.  Eg Maybe this part would work better if you….

3.Concerns  Comment on your concerns about the work.

2.Value: comment on the strengths of work (what I think works really well)

1.Clarify – questions… ����J�

http://learningdesigner.org/designer.php?uri=/personal/MiriamBergin/designs/fid/86ef77417ebc427bafc9a38350b71fd4b36a5b32465ae79d24161bb3226826d9

# data[].attributes.headline
Lesson plan via Learning design website....

# data[].attributes.subject
Lesson plan via Learning design website....

# data[].attributes.body
http://rubistar.4teachers.org/index.php

# data[].attributes.headline
Learning design lesson-have used pair work, but may need to add more group work....

# data[].attributes.subject
Learning design lesson-have used pair work, but may need to add more group work....

# data[].attributes.headline
Diary reflection on 2.4 Finding collaboration partners outside the classroom

# data[].attributes.subject
Diary reflection on 2.4 Finding collaboration partners outside the classroom

# data[].attributes.body
I have links with the Bank, whereby they help our students set up a school bank, we also visit the bank and students are given a tour of the Bank.  The bank officials also visit the school to help students set up bank accounts and give them a talk on interest rates and various aspects of how the bank is run. All of which is relevant to the curriculum. I would also be interested in connecting on the etwinning network.

# data[].attributes.body
I teach business studies to 13 – 18 year olds, we have a classroom with the traditional classroom layout with allocated seats. My teaching strategies include lecture initially for a short time, then active learning whereby students complete a task and questioning.  Some blended learning as I have a business website with youtube clips and interactive quizzes.  Use the traffic lights in the diary as an AFL assessment for learning tool. The business studies syllabus is very extensive and time constraints prevent more experimentation.

I think the new Junior cert business course that will start in September will lead itself more to a PBL approach. As of yet I have not used PBL in business but have in coding class.  We use the traffic lights in the diary whereby students have a page with the green light to indicate a good understanding of content, the orange light page indicated a fair understanding of content, the red light page indicates little or no understanding of the content taught. Students are asked to open the traffic light page which best shows their understanding.  Based on this the next class can include a recap or redoing a topic.

I would like to plan the PBL for my business studies class

https://sites.google.com/a/cmco.ie/juniorcertbusiness/

# data[].attributes.body
Twitter handle: @miriambergin
Blog: msbergins.blogspot.ie

# data[].attributes.body
I am a business studies and ICT teacher in Coláiste Mhuire Co-Ed, Thurles, Co. Tipperary, Ireland. Our school is co-ed with 200 students aged between 13-18 and we also have a further education section with 180 students approximately.  Our students are now on their summer holidays but I am interested in this course as we are introduced the new junior cert curriculum in Business studies in September.  An integral part of the syllabus is PBL.  So I hope to learn some useful ways of using PBL in my business class.
Our school has 5 computer rooms and occasionally I gain access to them for Business studies. Approximately 70% of our junior cycle students(ages 13-15) have ipads. To enable us to give homework for those without internet access at home we have a 'study hub'. This is a discrete way to address the digital divide and enables students to work and share in a public setting when they have free time.