Course Introduction

 

Module 1: Introducing Competences for 21st Century Schools

 

Module 2: Teaching Key Competences through Project Based Learning

 

Module 3: Assessing Key Competences

Welcome to Module 2

Learning objectives:

1. Understand the principles behind Project Based Learning, including inquiry-based and problem-based methods;

2. Be familiar with the preliminary checklist, basic steps and strategies recommended to design a Project Based Learning activity;

3. Understand how to set-up a collaborative problem-solving task;

4. Understand the cognitive and social skills learners need to apply and teachers need to observe during a collaborative problem-solving task;

5. Be familiar with a range of Project Based Learning examples developed by teachers and students from different countries, targeting various competences and age levels;

6. Be able to design a Project Based Learning Plan to effectively develop one or more of learners’ key competences or transversal skills.

2.1 Introduction

Introduction to Module 2

This video outlines: a) the learning objectives of this module; b) the 6 steps you will need to take in order to fully benefit from the content and activities proposed; and c) the assessment process enabling you to earn an e-badge which goes towards obtaining your final certificate at the end of the course. Remember, you need to watch this video before being able to access the full content of this module.

In case you have difficulty in understanding the speaker, you can download the transcript just below the video.

2.2 Pre-quiz

For each of the statements below, please indicate whether the statement is true or false. 

1. A Project Based Learning activity often covers more than one subject area.

2. In a collaborative problem-solving task, as long as some of the members of the group are able to contribute their knowledge, experience and resources, the problem can be solved.

3. Group discussions and the development of language literacy are relevant to the teaching and learning of mathematics.

4. Technology is always the best medium through which to teach collaborative problem-solving.

5. Project-based learning gives ample opportunities for learners not only to be actively involved in their learning, but also to take responsibility for it.

6. In a collaborative problem-solving task it is only the teacher who should record the steps students take to resolve the problem.

7. Project-based learning is not very time consuming or challenging for the teacher.

8. Collaborative problem-solving requires social rather than cognitive skills.

2.3.1 How to Design Project-Based Learning Activities

Video Talk 1: How to Design Project-Based Learning Activities

This video explains the principles behind inquiry-based learning and problem-based learning which are the basis for designing effective projects to develop learners’ competences. The video also provides you with a preliminary checklist and 7 basic steps for designing a Project Based Learning activity to develop your students’ competences.

In case you have difficulty in understanding the speaker, you can download the transcript just below the video.

2.3.2 How to Develop Learners’ Collaborative Problem Solving Skills

Video Talk 2: How to Develop Learners’ Collaborative Problem Solving Skills

In this video we interview Professor Patrick Griffin from the University of Melbourne, about the nature of collaborative problem solving tasks, and the cognitive and social skills learners need to apply and teachers need to observe. The concrete steps teachers need to take to set-up collaborative problem solving tasks in the classroom are also explained. 

Because this video is an unscripted interview, there is no precise transcript available. However, Professor Patrick Griffin has drafted a dedicated paper to accompany this video, which provides further details.

Download the paper below the video.

2.3.3 A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

Video Talk 3: A Teacher’s Experience of using Project-Based Learning to Teach Mathematics

In this video, a Mathematics teacher from Ireland explains her school’s experience of implementing the Project Maths initiative, which aimed at developing learners’ skills in problem-solving and higher-order reasoning. She shares with us the challenges her school faced as well as the effective strategies they used to effectively adopt this new competence-based approach to teaching and learning Mathematics. On the basis of her experience she also offers teachers top tips for introducing project-based learning in Mathematics teaching.

In case you have difficulty in understanding the speaker, you can download the transcript just below the video.

2.3.4 Examples of Project-Based Learning from across Europe

Video Talk 4: Examples of Project-Based Learning from across Europe

In this video you are provided with examples of European projects involving teachers and learners across various countries, and aimed at developing a wide range of competences and transversal skills. The examples include projects involving primary and secondary level students. Remember that you can access the full videos describing the projects mentioned, as well as related resources from the Module 2 library. 

In case you have difficulty in understanding the speaker, you can download the transcript just below the video.

2.4 Learning activity

Module 2 Learning Activity: Design your own project to develop your students’ competences

DESCRIPTION: This learning activity requires you to design your own project to develop learners’ competences, using the principles and steps you have learned about in the video talks in Module 1 and 2.

OBJECTIVE: To design a project which you can implement with your students in or outside of the classroom, aimed at developing a range of competences. The project can be as limited and focused or as broad and ambitious as you like, depending on your context, experience, resources and constraints. The project can be focused on a topic within the subject you teach, or alternatively can include a range of subject areas; it can be with one or more classes or even schools, involving the local community or international partners. The important point is to bear in mind the key principles discussed in the video talks, as well as use the top tips suggested to ensure your project is designed to effectively develop a range of higher order skills, including collaborative problem solving, for example.

This Learning Activity is composed of 2 parts: Part A: Design your own Project and Part B: Peer Review.

To complete the Learning Activity please follow these 3 steps:

1. Part A: Design your own Project - Submit your Learning Activity below by clicking the "Browse" button, selecting your Learning Activity and then clicking the "Hand in task" button. Unfortunately, the system requires you to write some text into the text box (where it says, "Write your comments here"), so just write something like "Learning Activity attached" before clicking the "Hand in task" button. PLEASE DOUBLE CHECK THAT YOU HAVE SELECTED THE CORRECT FILE as once you have "handed-in" your Learning Activity there is no way to change it anymore. The recommended deadline to complete the self-assessment is Sunday 30 November, 17.00 CET. However, should you need to complete it at a later stage, this will be possible until 5 December.

2. Part B: Peer review - Once you have submitted your Learning Activity, you will have to wait a while before the system allocates you 1 Learning Activity from a peer. You will be notified by the system via email once you have been allocated 1 Learning Activity to review. The recommended deadline to complete the peer review is Sunday 7 December, 17.00 CET. However, should you need to complete it at a later stage, this will be possible until 12 December. To do this, click on the "Review your colleagues" button below. You will then be able to access the Learning Activity of your peer. Once you have completed the peer review please submit it by clicking on the "Review your colleagues" button.

3. Receiving feedback from your peers: Once you have submitted your peer review and your own Learning Activity has been reviewed by another participant, you will be notified by the system via email that you can now access the review of your Learning Activity. You can access this feedback by clicking on the "Reviews received" button below.

Download the Learning Activity 2 template here, available in:

Word Document (.docx)

2.5 Module 2 Library

MODULE 2: Developing Key Competences through Project Based Learning

 

Project Based Learning

Harper, A. (2014). Teacher Guide: Using Project Based Learning to Develop Students' Key Competences, European Schoolnet, Brussels. 

Virtual Guide to Entrepreneurial Learning: http://theentrepreneurialschool.eu/

Patton, A. (2012) Work that matters: The teacher’s guide to project-based learning:http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf

15 publications on various aspects of eTwinning including resources for project based learning:http://www.etwinning.net/en/pub/discover/publications.htm

Buck Institute of Education website: http://bie.org/

Eudtopia’s resources on Project-Based Learning: http://www.edutopia.org/project-based-learning

Examples of prize-winning European eTwinning Projects:

Gilleran, A., Kearney, C. (2014). Developing Pupil Competences through eTwinning, European Schoolnet, Brussels. 

eTwinning Project – Rainbow Village:

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?id=58043&lang=en

TWINSPACE: http://new-twinspace.etwinning.net/web/p58043/welcome

eTwinning Project – Let Your Passions Shine

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?id=82576&lang=en

TWINSPACE: http://new-twinspace.etwinning.net/web/p82576/welcome

eTwinning Project – Pek, The Traveler Flea:

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?id=58602&lang=en

TWINSPACE: http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=12439713

eTwinning Project – Health 4 Life

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?id=79799&lang=en

TWINSPACE: http://new-twinspace.etwinning.net/web/p79799/welcome

Collaborative learning:

Griffin, P. & Care, E., (2014). Developing learners’ collaborative problem solving skills

Transversal key competences for lifelong learning: training teachers in competence based education – TRANSIt Training Framework

Transversal key competences for lifelong learning: training teachers in competence based education – TRANSIt Training Framework. Available for downloading here

TRANSIt Training Framework Design

TRANSIt Initial Trainees Guide

TRANSIt Adapatation of Technical Tools

Register here (http://transit.cti.gr/moodle/) to access the TRANSIt 4 Training Modules and the Mahara ePortfolio

Project Maths - Ireland

Project Maths video: https://www.youtube.com/watch?v=RlSQwYbpcSc

Project Maths website: http://www.projectmaths.ie/

Information on new Mathematics syllabuses and rationale for the initiative: www.ncca.ie/projectmaths

National Centre for Excellence in Maths and Science Teaching and Learning: http://www.nce-mstl.ie/

2.6 Post-quiz

To pass this test, you must correctly answer at least 70% of the questions.

1. Project Based Learning must be multi-disciplinary (i.e. include more than one subject area).

2. In a collaborative problem-solving task each participant in the group possesses or controls a unique combination of knowledge, experience, and resources that are essential to the completion of the task.

3. Using a project-based learning approach to teach mathematics helps develop learners’ higher order reasoning and problem-solving skills.

4. Using technology to assess collaborative problem solving can be more effective than a face-to-face approach.

5. Learners should take initiative and be creative when carrying out a project, but at the start, it should always be the teacher who decides the issue or problem to be investigated, how students will work and what will be the project’s final product.

6. It is beneficial to ask students themselves to record their observations and the steps they take to solve the problem.

7. Project-based learning can be challenging and often requires a lot of time and the creation of new resources by teachers.

8. Collaborative problem-solving tasks can help learners develop both social and cognitive skills.