2.3 Effective Collaboration for PBL inside the Classroom
Dotstorm entry 1.I usually propose "Circle time" and , inside it, "Speaking Ball" to foster positive attitudes. A kid throws the ball to another one starting a sentence (ex. "Peace is...."
"Let's start...." Today we....") The receiving kid must end the sentence. Every time kids that are close say and do "Give me five!" or just "You are great!" or other positive feedbacks previously chosen.
2. Sometimes I write three/four sentences for each short story (five/ six different stories) I give some pupils half a sentence and they have to walk around and find the classmate with the matching part . Then the pair look for other pairs with a sentence about the same story. When the groups are done , they have to find the right order and eventually read them aloud .
Other groups have to mime what they are listening. (The funniest part!):
Here's an outdoor collaborative Circle Time: action songs, chants and more... "Let's make a circle, a big, big circle" ( City Camp experience with A.c.l.e.)
2.4 Collaboration outside the classroom
.COLLABORATION WITH LOCAL COMMUNITY
I teach English as a second language in Primary school. I run CLIL projects, planning the steps with the different teacher teams ,to involve pupils in meaningful actions and processes. We often collaborate with public or private organisations, as -Municipality ; -Museums (we exposed the classes robots at "Museo di Scienze naturali" with pupils explaining); -Public Agencies (IREN, ARPA),; - shop keepers and shop chains, like "Le Roy Merlin" or "OBI";--sport clubs or associations; - ONLUS like UNICEF or "Caritas" for solidarity projects; -local Artists; -Gardiners; - a retired people association called "Gli Stagionati" (volunteers interacting with our school in a real effective way), - -local media (Piacenzasera /Libertà). Of course it depends on the projects... For Robotics project we collaborated with "The First Lego League" in Genoa. At the end we exposed our works there, with pupils' direct presentation.
COLLABORATION IN ETWINNING /ERASMUS PROJECTS
However for a real, meanful communication in English I involve pupils in eTwinning projects, where they can deal with a topic or a path that requires common goals,communication, shared decisions, and often engages them in games, polls or interviews useful for the project process. Meeting other cultures helps kids, opening their minds and developing critical thinking . That's why it's my favourite resource, and pupils love taking part in international projects, as well!
Pupils had the chance to communicate in English in a real context during the job shadowing of Bulgarian teachers in our school. (ERASMUS PLUS KA1) Presenting our CLIL projects was a great opportunity to have a special audience and make pupils prouds of their work.
2.5 Collaborative tools
In Primary school my favourite tools are PADLET and AnswerGarden, very easy to manage and helpful for quick but effective collaboration. We used Googlemaps , Scribblemaps and Tripline for a CLIL Geography path. We also make use of Storyjumper, Kizoa, Windows Movie Maker, Storyboardthat... Prezi, Voki, PPT, Photocollada, Canvas, Photoflexer
We used them in eTwinning projects as well. In "Safer Internet Day collaborative event" with different European schools, we made use of "Adobe connect" (eTwinning tool for online events) and Padlet.
Furthermore our great resource is the Twinspace of the eTwinning projects. By posting and watching our works(photos, videos, files) we collaborate to carry on the project and collaborative activities.
Skipe is another tool we use easily, giving pupils the chance to discuss and work, collaborating at great distances, but yet, "face to face".
.6 MY LEARNING DESIGNER
Use the following shortened URL to share the design: https://v.gd/zFd6XTMO
ASSESSMENTS: Review made By Anna Pepe date 24-06-2016 10:55
Review made By Rosa Luisa Nóbrega da Silva Gaspar date 22-06-2016 21:52
Thanks dear Anna and Rosa for your kind reviews . They help me to go on and do my best!
module 3. Developing student-driven activities for PBL
Understanding the importance of scaffolding the PBL process so that students increasingly develop independence and ownership over the tasks
Understanding the importance of a positive environment and mindset for building student confidence and resilience
Developing a range of activities, strategies and tools that facilitate an entrepreneurial mindset and entrepreneurial skills
Resilience - staying with problems
As a starter activity, briefly describe a situation in your professional or personal life where you were first unsuccessful but because you stuck with it you succeeded in the end. Finish by identifying why you stuck with the problem/task and did not give up .
I remember my first attempt on making an exercise in the Learning Event "Augmented Reality". I wasn't able to reach my goal and I first felt disappointed : I could watch such wonderful works made by other participants... I spent many hours in managing to succeed and I tried again and again...Finally I was able to produce a very poor work, but I had done it!!!
When I published it first, the link didn't work...I tried a second time and finally the miracle happened! I was publishing it on time and, best of all, the experts ( Arjana Blazic and Bart Verswijvel ) congratulated! I was so happy! And went on with a new strenght .
They had perfectly understood my efforts and helped me to improve my resilience and self esteem. I thank them now for such a wonderful contribute: we were a lot but they were able to give everyone the right psycological support!
That's what I hope to be able to give my pupils, so that they can became independant and never give up!
3.1 Scaffolding for Student Ownership and Independence
If we want PBL to be a student-driven learning process we cannot simply give students independence and hope they wil just take charge of the process. Students' ownership over the process needs to develop as part of PBL and it is our job to scaffold classroom activities in such a way that allows such ownership to develop.
I reflected on the video : it's a very useful guidance to remember that students need to be educated to improve their ownership and independance. So we. as teachers, have to graduate and propose activities to reinforce this process inside PBL.
They really need to JUMP INTO THE DEEP and we have to help them reach their INDEPENDENCE. That's why we have to give guidance, but without too much support. I have to think about this and plan possible actions to help students' growth in ownership, even if they are in Primary school. Educating them to understand they can fail, sometimes, but they are working to reach their goal, will reinforce their positive attitudes. I think we have to praise students' attempts, even if they are not successful: just praise their engagement to face the problem and look for a solution is a positive step!
Here is a great example on what learning feels like... I shared it on PBL fb page and on Twitter. It fits with my process in this course, as well!
3.2 Developing student resilience
What is resilience? It comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations. It is not one specific thing, but a combination of skills and attributes that help to solve problems, cope with challenges, adapt and bounce back when things don´t go as planned. Resilient people learn from their mistakes, they look at their failures and mistakes as lessons to be learned from, and as opportunities for growth
The "Reverse Brainstorming" I share this entry from Elisabetta Margaria in the Padlet : I agree!
When a teacher wants to "achieve the goal" of weaken his students, he can: -criticise them in public -give them a negative label -show them how little he believes in their ability... -...or how little he likes his work -but also overprotect them (they become afraid of everything!!!!
I've been impressed by this video showing famous people failures: they stucked and succeeded.
3.3 Entrepreneurial mindset
For students to take ownership of the PBL process and move their own and their peer's learning forward, they need to have an entrepreneurial mindset. This video analyses how we can cultivate it.
3.3 Webinar from Kornelia Lohyňová on 22nd June 2016
This week's live event was a webinar focussing on entrepreneurial skills and mindsets and how innovative teaching methods can foster such skills and mindsets in our students. This will allow our students to be successful in a PBL environment. The webinar was presented by Kornélia Lohyňová talked about how we can use a "Design Thinking" approach in our teaching to support entrepreneurial skills development. Kornélia introduced the basics of key concepts such as "Design Thinking" and entrepreneurial skills and then address specific steps and activities for classroom practice including: finding problems to explore, identifying target users of our solutions, designing and prototyping solutions, presenting solutions and getting feedback.
My Learning design is in progress: I sent it for review. I went on, taking into account the Driving Question and all the useful videos, reflections, inputs from the experts and the participants that I could read, explore or share in PBL socials. I'm waiting for this evening Socialmeet! (27th June)
Assessment made By Rosa Crispino date 28-06-2016 21:11
Dear Marisa, I have read carefully your learning diary and I like it very much, especially yhe idea of mirror paper and the proposal of different games. Next year I'll have a fourth class and I'm thinking to use your project.
Thanks dear Rosa Crispino for your nice review!
5.6 eTwinning Learning Event "How to Develop Resilience at School"
" If you are interested to explore the topic of resilience in more detail, make sure to check out the upcoming Learning Event on the eTwinning platform about "How to Develop Resilience at School". The Learning Event has been designed and will be led by our course moderator Kornélia Lohyňová so this will be an excellent opportunity for you to explore this topic in more depth. Importantly, the Learning Event does not only focus on building student resilience but also building our own resilience as teachers.
The Learning Event will take place in September with the exact date still to be confirmed so keep an eye out on the eTwinning Live platform."
I'm interested to learn more in order to help my pupils and develop my own resilience, so I will participate in this LE.
5. assessing pbl
Understanding the difference between formative and summative assessment
Understanding how assessment can be embedded into PBL activities
Understanding what a rubric is and why it can help us assess PBL
Develop a finalised and rigorous PBL implementation Learning Design
5.1 Teachmeet - Mon 27th June 18:30h
I took part as a follower: a great experience, with such useful, amazing presentations! Thanks to the teachers who shared their experience!
5.2 Embedding Assessment into PBL
This video shows examples on how embedding assessment into PBL
Formative Assessment Techniques
Identify simple formative assessment techniques that can be easily embedded into PBL
I teach English in Primary school and I often use emoticons to give feedback.
Pupils have some signs, too , made by themselves, showing the grade of agreement in discussions or in groups proposals evaluations ( Well done / Quite well/ to be improved...)
I ask pupils to give reasons .
I also ask for self evaluation, making a list of the criteria they have to follow.
In class 5 I ask pupils to propose criteria for assessment.
Some useful infographics provided by other participants, focusing on Assessment.
4.3 Pair assessment
This video features concrete examples and student's views on peer assessment's that are done in a classroom using a PBL approach. In the video the students use the Ladder of Feedback, a useful tool to help us structure peer assessment with students
4.4 Creating & Using Rubrics for PBL Assessment
A rubric for CLIL assessment in PBL ( it can be used as a model for my PBL, with CLIL approach)
4.5 P2P :Your pbl Learning Design
Shortened link to my LEARNING DESIGN https://v.gd/4td41O
1.Assessment made By Maria Lucia Savino date 02-07-2016 13:53
2.Assessment made By Maria Grazia Sassu date 02-07-2016 15:08
Thank you dear colleagues, for your assessment! It was great to have your feedback! I will run my 'PBL with a fifth degree. I'll try to make my best from what I learnt in this Course, implementing my formative path thanks to the useful links I were offered and to my participations in PBL groups.
4.6 Extra Webinar 5th July :FLIP YOUR STUDENT'S ROLE IN PROJECT BASED LEARNING
The webinar was presented by María Jesús García San Martín and hosted by Nair Carrera Martinez
María Jesús García San Martín is Head of the Online Teacher Training and Social Networks Department at the National Institute for Educational Technologies and Teacher Training (INTEF) in the Spanish Ministry of Education.
She holds a Master’s Degree as a Teacher at University Rey Juan Carlos (URJC) in Madrid and Online Teacher Trainer at the Virtual School by Castilla-La Mancha. Over the last 30 years, she has been an ESL teacher at various levels, private centres and state-run Schools of Languages, she has coordinated the MALTED Educational Project for INTEF, and the online ‘Editing Web Pages with Dreamweaver’ course at Mentor Virtual Classroom. She has broadcasted educational series of podcasts for the state-run Network of Best Educational ICT Practices as well as for EducaconTIC, managed the national Blog on ICT and Foreign Languages for INTEF, contributed to the Spanish state run WikiDidácTICa, Agrega (educational open source resource bank by the Spanish Ministry of Education), and Internet en el Aula, where she was in charge of hosting weekly educational webinars at WizIQ.
From 2013 until 2015 she worked as a Technical and Pedagogical Advisor at INTEF, where she is now running the national Department of Online Teacher Training and Social Networks. She currently writes the Stop and Learn English blog. From time to time she contributes to Cero en Conducta(Professional Social Network on Media Literacy and Audiovisual Language), The Observatory for Technological and Educational Innovation (ODITE), and a wide range of internationally known educational collaborative projects.
FLIP YOUR STUDENT'S ROLE IN PROJECT BASED LEARNING was an inspiring webinar, with a passionate Maria Jesus GSM. Very useful, practical ideas to innovate teaching with PBL approach.
A wonderful ending... with fb and eTwinning groups to go on ! Fantastic course, moderators and participants.