Share some reactions to the video here, in particular identifying any questions you have about PBL, what you hope to learn on this course and what challenges you anticipate in adopting PBL in your school. Please, always remember to mention your first name, last name and country of origin. Anonymous comments do not encourage dialogue.

This teaching methodology seems to me to be a great opportunity for us and especially for our students who will feel directly involved and are themselves the creators and evaluators of their discoveries. A new way of learning that wipes out the traditional teaching-learning methods.

 

For the choice of activities, in addition to the traditional research and study I decided to use:

- problematization / contextualization (clinical conversation) through which I wanted to give

implementation to the principle that it feels effective not the learning that the pupil receives

by the teacher almost for knowledge transfer, but what is being built by searching for answers to the questions asked by the teacher. This activity has provided the

initial problematization, that is to say at the beginning with the illustration of the task of reality, but also recursive problematization, aimed at re-igniting and keeping the motivation and activism of the pupils throughout the course. All the activities, in fact, have begun from a series of questions to which the students provided their answers;

- the social constructivism of knowledge that true learning is what the pupil is possibly building together with others. Cooperative learning, tutoring, peer education and all dialogic methodologies (dialogue, debate, discussion, conversation) have been the driving force behind learning paths.

They have assumed an active role since the beginning of the activity providing individual answers.

- the development of cognitive processes that allow to solve problematic situations (reality tasks) and to acquire skills, in particular abstraction and creative processes are taken into account.

The initial problematization came from some of the questions I put to the pupils:

"Do we know our city?" "What do you think is a guide to children?" "What do you think of a tourist guide?"

To carry out the task of reality, students use information and photographic material collected through research activities and didactic visits, then archived individually in a folder. At this stage, the great creative abilities of children have come out, especially in the elaboration of the guide structure, for example, using some colorful and engaging pictures suitable for the infant audience and deciding to introduce a cartoon-character, a traveling guide to the reader.

Next I propose another activity:

Based on a classroom questionnaire that has a topic for our city, interview your parents to find out what they know and ignore.

Subsequently, with the data acquired and working in groups, it processes a histogram for

represent the collected information.

Each group produced a questionnaire of 10 questions, then shared and compared with other groups. In the end, a single questionnaire was drafted for everyone, since it was considered important to have a collective response. The same mode was used for the histogram processing: each component performed its own interview, it brought the results within its own group by getting a group chart. Subsequently the data was shared with the rest of the class and a histogram was processed, then analyzed and commented collectively.

 The illustrated learning unit was an opportunity to go beyond traditional didactics and allowed me to see how the principles relating to the competence approach can create an engaging and motivating learning environment that is essential for the promotion of cognitive processes that enable the development of skills

by Juan Calero