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Collaborative problem- solving!!! So proud of my students!!! Students with and without disability are developing social and cognitive skills!!!

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Collaborative problem- solving!!! So proud of my students!!! Students with and without disability are developing social and cognitive skills!!!

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Using ICT tools...developing digital competences, social and cognitive skills, collaboration, creativity, learning to learn

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Using ICT tools...developing digital competences, social and cognitive skills, collaboration, creativity, learning to learn

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Hi, my name is Vasiliki Siamanta and I am from Greece. I am a pre-school teacher and my postgraduate studies are about Special and Inclusive Education. The last few years i am working as a parallel support teacher in kindergarten. My teaching methods  are influenced by differentiation and ICT literacy.

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3.4.The Irish Experience of Assessing Mathematics Using a Competence-Based Approach 

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3.4.The Irish Experience of Assessing Mathematics Using a Competence-Based Approach 

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Amazing work! I defintely want to see their work in practice. It's a wonderful example of how both teachers and students can develop competences for the 21dt century!!

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Developing colaborative and individualied skills.... Creating our team's poster!! 

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Developing colaborative and individualied skills.... Creating our team's poster!! 

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3.3 Assessing Collaborative Problem Solving

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3.3 Assessing Collaborative Problem Solving

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The idea of progression from simple to sophisticated-i think- is the key for assessing collaborative problem solving. Recognition of each student's developmental zone is a key parameter in order someone to be able to complete this type of assessment. Students always give the solution. So, through observation, the teacher has the ability to identify the level of each pupil's development and to design his / her course in such a way as to develop him/her holistically.

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3.2. Good practice in assessing key competences

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3.2. Good practice in assessing key competences

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Portfolio is very helpful because someone can see how students are developing knowledge through time. E-portfolios, furthermore, give the opportunity to combine different types of assessment. Evaluation usually seems threatening in both teachers and students eyes. So, many teachers end up using traditional ways in order to assess their students' process. If this approach changes much more types will be discovered, because every class is so different and students can show us the way through this we can understand their knowledges and their gaps.

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A new adventure is just about to begin!! So excited! :)

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2.5 Examples of Project-Based Learning from Across Europe

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2.5 Examples of Project-Based Learning from Across Europe

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E-twinning is a way in what key-competences and PBL can be implemented from pre-school through lyceum. Through this “limits amongst countries and people fall out”. A huge community is developed.

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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2.4 A Teacher’s Experience of Using Project-Based Learning to Teach Mathematics

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PBL and Collaboration-problem solving have their bases into open minds of the entire community. Change about what we think knowledge is, how we teach, what our role is, what the challenges are, how effectively we cooperate with others teachers, what pedagogical theory do we follow, who consults us, is absolutely crucial. Having in mind, my working place the most important challenge is that every teacher is closed in his/her way of teaching without letting other ideas to be explored.  This has to be overcome in order to programs like this one can be implemented. How is the real question.

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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2.3 How to Develop Learners’ Collaborative Problem-Solving Skills

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Contribution is further than collaboration. I think this is the key. In that way every one can find his role and personalized learning can be made reality. Different ideas, different dynamics can be used in collaborative problem-solving. This approach is a real challenge. How teachers could be more quilified in it? How its effectiveness can be measured?

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3.1 The Principles of Assessing Key Competences

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3.1 The Principles of Assessing Key Competences

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Assessment is a crucial part of educational procedure. Through assessement both teacher and student can have feedback for their work in order to find out more about the knowledge that they are trying to get. Many times, though, the assessment's implemention can be a difficult task. So, I am looking forward to see in what way all these types of assessment can be implemented.  I think it will be very helpful to see how differenet types of evaluation can be implemented.

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2.2 How to Design Project-Based Learning Activities

PBL can connect real life with knowledge. What I mean is that in most of schools knowledge is around stereotypic themes that do not concern students’ lives, so they are bored to participate in them. Through PBL this is changed. Students learn how to learn, explore new knowledge, understand better the world that they live in, find lesson more exciting. This approach develops a lot of key-competences, it is open to all children and has differentiated character.

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Monday's Activity about Autumn-This is a photo from our project:
Key-competences:
Collaborative and Individualized Learning
Learner- and teacher- led
Classroom-based formative assessment
Learning to Learn

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This is my first course and I am so into it. Competences of 21st century are so important to be known and developed. So, let's start!!!

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1.2 The Importance and Definition of Key Competences

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1.2 The Importance and Definition of Key Competences

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Education is complex and influenced by various factors (political, ethical, economic etc). Nowdays, all the above factors lead to school systems in which  all kind of diversities can be addressed. As a result of that the need of their transformation is crucial. So, competences are considered important in order to create interactive, dynamic and communicative schools. In that way all students will have the opportunity to exchange their ideas. But what about students with disability? How can we teach them these competences in inclusive classes? Competences such as problem-solving, collaboration, learning to learn, social and civic are basic aims in the "school for all". How each educator's pedagogical approach can be differentiated in order to teach all these competences for all his/her students? All people have rights to pursue and persist in learning, to understand their strengths and their weaknesses and to be developed holistically.

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1.3 Key Points on Teaching Key Competences

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1.3 Key Points on Teaching Key Competences

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Watching that video, I had the chance to address a lot of connections between teaching key competences and the implementation of inclusive education as Slee describes it. The full transformation of school system has to be completed in order to these competences to be taught. Econony, social approach of learning, changes in educator’s approaches, open-minded classrooms, collaboration of the basic factors of education are some of the fields that have to be transformed. Considered by my country this is a very difficult task, but I always have in mind that if a person starts to change firstly himself and his teaching methods then others can follow. It just needs the beginning to be done, to feel someone strong and confident enough to change.

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1.4 Key Points on Assessing Key Competences

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1.4 Key Points on Assessing Key Competences

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Assessment in that way bases in students’ real needs. In that way the pupils are not considered as a homogeneous population. Usually in traditional classrooms in our country, the term “assessment” connects with anxiety and fear and it includes only the typical knowledge without any interest in the individuality of students.
Evaluating in multiple and different ways, these competences can be developed and implemented in a more productive way both for students and teachers.

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1.5 Competence-Based Education in Europe

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1.5 Competence-Based Education in Europe

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There is no educational policy established, which tend to develop key-competences in school here in Greece. The curriculum is too restrict and it leaves no time for developing any other competence than traditional literacy. Nevertheless, in preschool key-competences can be developed more effectively, because there is more freedom. But when the children grow up and study to other school there is no continuity in that kind of teaching. Educators, however, in the last few decades are more and more trying to teach in a more differentiated way. As far as the special education, there, i suppose this competences are forgotten. In this country, students with disability are supposed as "difficient". They can not act as active members. I am trying throygh my work to change this perspective, because i think that if someone would give them the opportunities, they can accomplish more than we have ever imagined!!!!

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

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

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I really hated maths. I didn't understand it at all. I think that throygh this projeject I would love it. This project surely changes the way of thinking about maths. I think everyone would love to participate in it. This idea is really innovative and is going to change many children’s attitudes about this lesson. I am wondering how is it to participate in this class!