- technical equipment at public schools

- fixed time tables that don't make it possible for really complex projects

- teacher collaboration is, unfortunately, still not really happening in Germany

- fair assessment 

- curricula are way to full to allow PBL.

My driving question will be something like:
"Imagine you need to see a doctor, what do you think would such an interview at the doctor be like?"

My learning goals are:
- Students know the parts of the human body.
- Students know common illnesses.
- Students know how to express their symptoms.
- Students create an interview 'at the doctor's'.
- Students practice their communicative skills.
- Students from various cultural backgrounds work together on one project. 

Don't worry about your students, even if I must recon teaching is not exactly the same for this culture. I'm sure they'll be able to join you in a PBL and will be exited to work in a diffrent way than they currently do. 

I like the theme of your PBL. Disease & illness is a real world problem and a reality for them. I hope you'll be able to bring it to an end.

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Dear Andreas,

good to know more about other teaching contexts. As we know, our teachning practice should be modelled on our students' needs and interests. Since you have in your class students coming from foreign countries, you should of course get to know more about their cultural and educational background and consider it what you teach. But at the same time, I think this should not prevent us from putting into practice new strategies. The students must be aware of the existence of different ways of teaching and you should let them know that there are different teaching strategies, you should describe them the advantages linked to these strategies, the underlying ideas. Not all strategies will be successful, but, if I were you, I would try to implement diverse ways of theaching and PBL too. If the students know more about it, if you present it as challenging, interesting and rewarding, then your students will have a good disposition and will be willing to expose themselves.

Ich wuensche dir viel Glueck!

I like your driving question very much. I think it is formulated well, because it is non-googlable question, because pupils must learn the vocabulary and identify an illness to come up with the conversation at the doctor's. They will learn the new vocabulary, the symptoms, practice communication and other things.

Well done, Andreas!

You are currently using Team Up tool and team-building activity for collaboration, but you have not described how to do it. Obviously you are using the similar procedure as shown in our course material. Good job.

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Hi Andreas

I looked through your Learning Design and it looks well set up and planned.  I can see how it can work in your context.  It's a great idea in fact.

I am not sure about the amount of collaborative work involved in it.  I got the impression that most of the work can be done individually, or at least it does not effect the overall product at the end.  I think one of the important aspect of PBL was to set up something in which all the students had to contribute to the end product.  Will your end product be multiple role plays?  Will they be linked in any way so that one depends on the other?

As I type this, i am realising that even my own work needs to ask these questions, and its not easy to break away from limiting the students to a very closed topic, but let them open up and find their own solutions.

I think that your Learning Design has potential however.  Well done.

Well your driving question is interesting, which is great, I think. I am just interested in project time. How long it will last. For example, I choosed to use 15 academic hours, which is 45 minutes, from my subject practical hours. In all my assessments I am writing the same question becouse I do not understant the choosen period of time. At schools we have set time for lessons: for example, at your Learning Design, section the role play: it is 20, 60, 90 and 10 minutes, so total it is 180 minutes. Does your time has no restrictions.

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Dear Andreas,

Thank you for possibility to review your LD, to look at your lesson (project).

I read it very carefuly. Interesting idea, good activities.it was easy to follow planned activities.

I'd like to give you some advices to organize it more collaborative, to ask students to be more involved into the lesson.

First of all about the lesson outcomes. It's better to write the concrete things students will know or will have done at the end of the project. e.g. Students will:  1. know and use 6 typical and helpful phrases at the doctor's.

2. play a role-play.

The lesson outcomes have to me clear and measurable.

The next thing. When you start the lesson, it's better to start with some video or some pictures or audio file to ask students to think about the lesson outcomes. And then it's better to ask them to write down the lesson outcomes to understand what they have to do. 

Good luck with your lesson! It is really good idea!

I think it is an excellent strategy to include refugees, while learning a new language.
The theme is also relevant because it is a very practical and necessary  matter.
I suggest the development of a dictionary with the new learned vocabulary, and its dissemination and sharing in the blog or school website.

Continuation of the great work!

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I think that this work is good