2.2 What is effective collaboration?
"Collaboration does not just happen, it needs to be learned".
The Marshmallow Challenge
2.3 Effective Collaboration for PBL inside the Classroom
K. O. Kane & J. Y. Harms: A Guide To Collaboration In The Classroom
2.4 Finding collaboration partners outside the classroom
Involving the community: In typical classs projects I never thought of contacting any professionals, as our basic goals is to use English as a medium of communication. (Imagine Greeks speaking to Greeks in English?) However eTwinning projects give us the opportunity to use the target language naturally: We have to work and share with our partners. During an eTwinning project we thought of interviewing the Museum curator of Vergina about the Golden Larnax (an artifact supposedly "stolen" for the needs of our project). It didn't go as planned but I am definetely going to be reaching out more.
2.5 Collaboration Tools
2.6 P2P - Building your PBL Learning Design
3. Developing student-driven activities for PBL
"Getting students to develop grit and resilience to stay with a problem or project even though they have failed previously is one the most difficult parts of PBL"
3.1 Scaffolding for Student Ownership and Independence
"Students should jump into the deep end and learn through their failures. Providing them too much support makes them dependent."
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
- careful planning
- introduce topic so as to build curiosity
- provide opportunities for the students to ask questions
- make time for reflection and revision
- engage in discussion with their peers
- set clear learning targets
- have students track their own progress
3.2 Developing Student Resilience
Resilience: comes from the Latin resilire, “to bounce back”. Resilience refers to the capacity to return to good mental health after challenging and difficult situations.
a combination of skills and attributes
- solve problems
- cope with challenges
- bounce back when things don´t go as planned
- learn from mistakes
- look at failures and mistakes as lessons to be learned from, and as opportunities for growth.
How do we as teachers weaken our student's confidence and independence? (Reverse brainstorming)
- focusing on negative behaviour or weaknesses
- not giving them space and time to express themselves
- not challenging them enough or challenging them too much
- talking and never listening
- making comparisons
- labelling, discriminating and not being fair to all
- not having high expectations from them
- not believing in them
- not caring about their interests and focusing solely on the curriculum
3.3 An Entrepreneurial Mindset
Entrepreneurship is not an Academic Discipline (like Economy, Management etc). It is a mindset
Schools should ideally support:
- Goal setting
- Planning and organising
- Team working
- Effective communication
- Negotiating and influencing
- Taking responsibility
- Taking initiative
- Financial cpability
- How to be successful in running a small problem
- Cooperation and involvement from local community/bussiness
- a vision and a plan for entrepreneurial education
3.4 Webinar 22nd June, 18:30h: Developing Entrepreneurial Skills
Fail Often and Fail Early
We have to allow students to fail without taking marks off them for that