technology enhanced learning, also thanks to group- works, where students are more involved mentally, physically, socially and emotionally in trying to solve problems. But, in our school , Finland with its physical learning environments are " Dreams". I teach in a professional school. and I go on working to motivate students about the importance to be competent, also without the finnish opportunities. We have small classrooms and I often Bring my personal computer to be different.

My students often ask me new teaching approches, not only contents, they want learning by doing.

For this kind of work the 8 competences are very important 

 

This video is very useful. I agree that learning/teaching process is complex, that not only technologies are important in that process, but social - emotional aspect of learning is also verysignificant.

Unfortunately, as many of us have just said, in my country is just something utopic. The government doesn’t support schools in no way! In order to  introduce some technological instruments, like LIM (Interactive blackboards), in the classrooms, schools have to collect tickets from the supermarkets!

However teachers, who loves their job, are trying to innovate their schools, flipping their lessons, using  cooperatives methods.. but it-s not easy!!

Institution, teachers, students, enterprises, partners: they could collaborate to bring resources to learning. 

This is a very interesting video that taught the eight key principles for teaching key competences. I’m looking forward to learn more about it, in order to implement key competences in my school.

world contexts has three main purposes: it can motivate learners more than traditional 

approaches, learners are more likely to remember co

ncepts they discover on their own, and 

it provides a meaningful context for problem

-

based learning

 KEY PRINCIPLES FOR TEACHING KEY COMPETENCES EFFECTIVELY  can be found and realized through eTwinning projects.  These are task based  .In fact project partners develop key competences through active, authentic, collaborative tasks/activities which are  based on problem-solving.  They are also interdisciplinary combining several subject areas  and being
based on collaborative and individualised  processes which  combine both learner- and teacher-led activities. Students can act as experts bringing their experience into the interactive groups while teachers can act as counselors and facilitators. eTwinning projects are PBL learning process where technological innovativation  helps  methodological innovation. They are based on CO-DESIGNIN .A real space where teaching and learning of key competences can take place both inside and outside of school . They foster also a new way of assessing gained goals and abilities

 - Task-based  teaching
 - interdisciplinary
 - collaborative and individualized learning
 - learner and teacher - led teaching
 - technologically innovative teaching and learning
- formal, informal and non-formal teaching

 - real world learning
 - social and emotional learning.

Thankfully, there are some schools that are organized differently and make learn differently. 
Schools were really well equipped, true, but that is just a consequence of the mentality: 

Education is everything, teachers are extremely recognized and students are the focus.

1.   Task-based work 

2.   Interdisciplinarity

3.   Balance between collaboration and autonomy

4.   Both teacher- and student-led

5.   Innovation with technology

6.   Inside and outside school (outdoors and virtual)

7.   Relations and collaboration with community

8.   Good relationships between and amongst teachers and learners

Technology allows collaboration between teachers and students. Creating digital resources, presentations, and projects together with teachers and students will make classroom activities resemble the real world. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with other. Unluckily, in my teaching context I don't manage to implement these new key competences yet. I hope that this course will help me to improve the skills for the 21st Century Schools.

 

But changes in education are difficult to implement; an important factor is necessary: the will of the teachers. And in Portugal, where the majority of the teachers are fifty years old, this may be a bit difficult in the next years…

Task-based learning, collaborative work, guidance and problem solving seen as key factors in teaching competences effectively are the key principles to succeed in teaching. The concept of project-based / task-based learning seems stimulating besides all the obstacles schools may encounter in their daily activities, being the lack of financial support to create interactive learning environments one of the major problems they have to overcome. 

I have also found interesting the concern about different social backgrounds, learning abilities as well as the concept of a learner as an individual inside a school community. Thus, the Maltese Project was fascinating although it may imply a big change in teacher and headteacher’s mentalities in Portugal.

Teachers enjoy working with motivated and happy students, having the feeling that they are contributing to the integral development of human beings, for the training of competent professionals and self-conscious, active and responsible citizens. To achieve these goals, they are always willing to adapt to change. I am no exception. Besides the number of participants in this Course is an irrefutable evidence that teachers always seek to address the challenges that learners, school and society in general place them. 

We can not forget, however, that there are intrinsic and extrinsic factors to the process of teaching and learning that hinder the process of change. In this context, political will, economic and financial support, design of curricula and teacher training are important aspects that can not be forgotten in this change of approach: from traditional content-based approaches to the key competence approach. 

But …….. The main recommended approach to teaching key competences is through the provision of interactive learning environments in which learners can engage in practical, inquiry-based tasks. These environments present open-ended problems and challenges to be solved through debate, experimentation, exploration and creativity (from the video talk).

I teach in Palermo, Sicily and I’m not so lucky as the Finnish colleagues.

"Traditional classroom environments are often not the most appropriate context for the effective development of key competences."
Tell me about it!
"Emphasis on interactive learning environments." This could change things A LOT!

appropriate implementation 

conditions, teaching methods and assessment.

We don’t need people who have to work in factories no longer, we need people who can make innovations in all work fields. 

I really agree this “teaching key competences involves a greater emphasis on interactive learning environments, allowing students to work in teams on multidisciplinary topics, benefit from technology enhanced learning, and have the mental, physical, social and emotional space to collaborate on solving problems.” And I guess if I talk as a science teacher, we need to be accustomed to STEM, STEAM, STREAM etc… these approaches support all 21st century skills.