Student-Centered Classroom: Teachers as Promoters
of Active Learning
Teacher-centered
Student-centered
Knowledge is transmitted from teacher to
Knowledge is constructed by students and
teachersꢀ
students (mono-directional)
Students are actively involved in the learning
Students passively participate in the learning
processꢀ
processꢀ
Teacher is a mentor, coach, facilitator, guide
Teacher is a leader and authority
Many tests are made mainly formative, and
Few tests are made, mainly summative, to
direct feedback are given frequently
give a gradeꢀ
The learning process is highly valued
The result is highly valuedꢀ
Students focus on developing a deep
Students focus on getting the correct
understanding of a topic
answersꢀ
Classroom culture is collaborative and
Classroom culture is competitive and
supportiveꢀ
individualisticꢀ
Assessment is multidimensional:ꢀ
Assessment is one-dimensional:
T <-> St / St <-> St / Self
ꢀT-> St
21STꢀCENTURYꢀ
SKILLS
Whatꢀareꢀ
theꢀ21stꢀ
Centuryꢀ
Skills?
• Theꢀtermꢀrefersꢀtoꢀaꢀbroadꢀsetꢀ
ofꢀknowledge,ꢀskills,ꢀworkꢀhabits,ꢀandꢀ
characterꢀtraitsꢀthatꢀareꢀbelievedꢀtoꢀbeꢀ
criticallyꢀimportantꢀtoꢀsuccessꢀinꢀ
today’sꢀworld,ꢀparticularlyꢀatꢀschoolꢀ
andꢀinꢀcontemporaryꢀworkplaces.ꢀ
LEARNINGꢀSKILLS LITERACYꢀSKILLS
LIFEꢀSKILLS
• Learningꢀskillsꢀ(theꢀ4ꢀC’s)ꢀareꢀacquirableꢀabilitiesꢀandꢀhabitsꢀthatꢀallowꢀaꢀ
personꢀtoꢀlearnꢀandꢀworkꢀefficiently.
• Literacyꢀskillsꢀfocusesꢀonꢀhowꢀaꢀpersonꢀcanꢀdiscernꢀfacts,ꢀpiecesꢀofꢀ
informationꢀandꢀtheꢀtechnologyꢀbehindꢀthem.ꢀTheꢀfocusꢀisꢀonꢀdeterminingꢀ
trustworthyꢀsourcesꢀandꢀtoꢀseparateꢀthemꢀfromꢀtheꢀmisinformationꢀthatꢀ
floodsꢀtheꢀInternet.ꢀ
• Lifeꢀskillsꢀfocusꢀonꢀintangibleꢀelementsꢀofꢀaꢀstudent’sꢀeverydayꢀlife.ꢀTheseꢀ
intangiblesꢀfocusꢀonꢀbothꢀpersonalꢀandꢀprofessionalꢀqualities.ꢀ
Learningꢀskills
Critical thinking: the process of questioning sources and challenge
assumptions to make well-informed judgements based on solid evidence
Creativity: Thinking outside the box and see concepts under a different
light
Collaboration: Working with others efficiently to achieve a common goal
Communication: conveying ideas in an effectiveꢀway by using a variety
of methods
Literacyꢀskillsꢀ
Information literacy: Understanding facts, figures, statistics, data
and learn to distinguish facts form fiction
Media literacy: Understanding the methods and outlets in which
information is publishedꢀ
Technology literacy: Understanding the machines and applications
that make the Information Age possible and the best way to use them
Lifeꢀskills
Flexibility: Deviating from plans as needed and adapt to changes
Leadership: Motivating and guiding a team to accomplish a common goalꢀ
Initiative: being intrinsic motivated and starting projects, strategies, and
plans on your ownꢀ
Productivity: ability to prioritize, plan and manage the workload
Social skills: Meeting and networking with others for mutual benefit, interact
effectively with others
VarkꢀTheory
DifferentꢀLearningꢀStyles
VISUALꢀLEARNINGꢀSTRATEGIE
S
+ Charts
+ Diagrams
+ Maps
+ Catchingꢀlayouts
+ Differentꢀformats
AUDITORYꢀLEARNINGꢀSTRATEGIES
+ Listening
+ Discussing
+ Recallingꢀinformation
+ Makingꢀquestions
READ/WRITEꢀLEARNINGꢀSTRATEGIE
S
• Printedꢀwords
• Makeꢀlists
• Takeꢀnotes
• Handouts
• Textsꢀinꢀgeneral
KINESTHETICꢀLEARNINGꢀSTRATEGI
ES
• Useꢀtheꢀsenses
• Practicalꢀexercises
• Directꢀexperiences
• Examples
• Trialꢀandꢀerror
What Is Intrinsic Motivation?
Intrinsic motivation is when you engage in something
because you find it rewarding. You are performing an
activity for its own sake rather than from the desire
for some external reward. To reach the goal itself is
its own reward.
Some examples:
•
Participating in a sport because you find the activity
enjoyable
•
•
Cleaning your room because you like tidying up
Solving a word puzzle because you find the challenge
fun and exciting
•
Studying a subject because you find it fascinating
Extrinsic motivation is when we are motivated to
perform a behaviour or engage in an activity because
we want to earn a reward or avoid punishment.
WhatꢀIsꢀ
Extrinsicꢀ
Motivation?
You will engage in something not because you enjoy it
but because you expect to get something in return or
avoid something unpleasant.
Some examples:
Cleaning your room to
avoid being reprimanded
by your parents
Studying because you
want to get a good
grade
Participating in a sport
to win awards
Competing in a contest
to win a scholarship
How to foster motivation?
• Capture interest with the element of surprise or uncertainty.
Storytelling, humor, games, projects/inquiry/task-based-learning and
cooperative learning approaches are effective ways to get students’
attention.
• Stimulate an attitude of inquiry by posing challenges or new ideas.
Students are often driven by the desire to solve problems, explore, and
create.ꢀ
Differentiated
teaching
Occurs when a teacher plans a lesson that
adjusts either:
the content being discussed
The learning process
Theꢀfinal product or outcome expected
from students
These is planned to ensure that learners at
different starting points can receive the
instruction they need to grow and succeedꢀ
Differentiating a lesson by adjusting
theꢀcontent
Toꢀdetermine the appropriate teaching process
for students. A pre-assessment is very
importantꢀtoꢀteachers should tryꢀtoꢀfocus on
understand students’previus knowledge,
learningꢀstyles,ꢀinterests and abilities.
In so doing teachers deliver different parts of the
curriculum to different students depending on
their starting level and on what you expect them
to learn.ꢀ
Differentiating
a lesson by
adjusting
When teachers try to adjust the process of a lesson
whenꢀdifferentꢀteachingꢀmethods are in
placeꢀ(cooperative learning, direct explicit
instruction, peerꢀlearning).ꢀ
Ongoing formative assessmentꢀthroughoutꢀthe learning
experience will helpꢀteachersꢀunderstand whether
eachꢀstudent is learning to the best of theirꢀability.
theꢀprocess
Differentiating
a lesson by
adjusting
When you adjust the product of a
lesson, you are changing the specific
successꢀcriteria for students to
demonstrate what they have learned.
theꢀproduct
1. Use a variety of instructional methods
to deliver content:
Traditionally,ꢀteachersꢀwould talk and
write notes on the board; the students
would listen and copy down the
important information and give direct
instructions.
Ways to
implement
differentiated
teaching
Some students indeed learn best
through listening; others prefer talking,
moving, or using technology.ꢀ
Provide students with opportunities to
learn through a variety of experiences
(collaborative discussions, hands-on
activities, online resources).
2. Allow students to present their
learning in a variety of formats
We all express ourselves in
different ways. Some
students may construct
written texts clearly, others
may prefer to express their
learning more visually, or
even kinesthetically.
Where possible, provide your
students with several
product’s options when it
comes to presenting what
they have learned.
By asking students to present
their learning in one way
only, we are limiting their
ability to truly demonstrate
their knowledge.
3. Use student-led tasks where possible
andꢀappropriate
Making your lessons student-centred enables them to take control and
"own" of their learning.
Teachers could promote tasks involving multiple approaches, multiple
outcomes, and multiple solutions, allowing students to engage with
the curriculum at their own individual level.ꢀ
Another example of a student-driven learning experience is an inquiry
-based task. Students have an inquiry questions about a particular
topic to answer, then research and present their findings.
4. Provide relevant,
meaningful
enrichment
In most instances, students who finish tasks quickly
and effortlessly a task will benefit very little from
receiving more of the same work. So how can these
students be adequately challenged so that they
continue to feel motivated?
Some suggestions include:
adapting tasks to make them more challenging or
to promote higher-order thinking
encouraging students to pursue individual
interests within the content being taught
allowing students to demonstrate their learning
by peer-tutoring others
5. Provide appropriate, targetedꢀsupport
In some instances, minimal intervention will be sufficient in enabling a student
to successfully complete a task; however, on other occasions, significant support
may be required. How to adequately support students so that they feel confident
in their abilities and can succeed?
Some suggestions include:
simplifying the task, breaking it down into small, achievable steps
Removing time pressures, when not necessaryꢀ
providing materials for students to manipulate
reteaching key concepts with the assistance of peers
ꢀAre teachers' analysis based on in-class
activities to find out what are
theꢀstudents'ꢀlearning needs.
Needs
analysis
Needs analysis is part of building learner
awareness and autonomy. Asking learners what
they feel they need to practise is a good initial
step.ꢀ
This can encourage them to start thinking
about their learning and taking responsibility
for it.
How to Run a Needs Analysis
ꢀThe first thing to do is to explain what you are doing, and why, to your
students.
ꢀTeachers should spend some time discussing plans and details with the class,
while making sure to promote and value students' opinions.
How toꢀuse information collected through needs analysis?ꢀ
Try to use the results to answer the following questions when planning a lesson or
a unit:
Ø What are we going to learn?
Ø Why are we going to learn it?
Ø How are we going to learn it?
Ø Did it work?
Is an approach in which all students are asked to engage
actively in the learning process, in contrast to
"traditional" modes in which students are passive
recipients of knowledge.
q Students are required to generate meaning about
concepts/topics they are learning,ꢀanalyse and evaluate
ideas presented and apply them in new situationsꢀ
Active
Learning
q
Teachers facilitate students' interactions with the
learning material and with each otherꢀ& and poses
questions to stimulates students' critical thinking
How to implement active leaning?
Possible Activities: problem solving and paired or
classroom discussions, make predictions,ꢀcase studies,
role plays, project- or task-based learning.
HOWꢀTOꢀFOSTERꢀPROBLEMꢀ
SOLVING?
Activeꢀ
listening
Solution
Define
Agreeꢀon
Focusꢀonꢀtheꢀ
Clearlyꢀdefineꢀtheꢀ
problem.ꢀTryꢀ
toꢀapproachꢀaꢀ
preciselyꢀdefined,ꢀ
singularꢀproblem.ꢀ
Agreeꢀonꢀaꢀ
Theꢀbestꢀproblemꢀ
solversꢀareꢀ
solution.ꢀShiftingꢀ
yourꢀfocusꢀawayꢀ
fromꢀtheꢀcurrentꢀ
problemꢀꢀcanꢀgiveꢀ
youꢀaꢀmoreꢀ
process.ꢀIt’sꢀveryꢀ
importantꢀthatꢀyouꢀ
agreeꢀtoꢀbasicꢀ
groundꢀrulesꢀꢀ
beforeꢀyouꢀstartꢀ
theꢀproblem-
greatꢀlisteners.ꢀ
Problem-solvingꢀ
requiresꢀyouꢀtoꢀ
takeꢀinꢀaꢀvarietyꢀ
ofꢀinputsꢀandꢀ
positiveꢀoutlook.ꢀ
solvingꢀprocessꢀasꢀ
partꢀofꢀaꢀteam.
opinionsꢀandꢀ
analyzeꢀthem.ꢀꢀ
Visible Thinking Routines
VTRs offer simple, structured strategies for teachers to help students develop
criticalꢀthinking skills such as comparing and contrasting, reasoning and
justifying.
It originateꢀthrough the workꢀand research at the Harvard Graduate School of
Education (ProjectꢀZero) in 1967.
Thinking is seen as a disposition of mind, which can beꢀlearned and
developed.
It is basedꢀon six principles.
The six principles of VTRs
1. Students develop an understanding of a concept when they think about it
andꢀexplore it in depth. Learning happened because of thinking carefully and
deeply about something.
2. Curiosity, scepticism,ꢀimagination are dispositions which help goodꢀthinking.
Students need to be willing as well as able to think.
3. The development of thinking best occurs as a social attempt. We learn
fromꢀinteracting with those around us and build an understanding together.
4. Effective thinkers make their thinking visible, and they externalise their thoughts through
speaking, writing,ꢀdrawing, performing etc.
5. Good thinkers operate in a supportive learning environment andꢀshould be encouraged to
reason about what happen around them.
6. Schools should try to develop a culture of thinking for teachers as well as
forꢀpupils.ꢀProfessional learning communities are fundamental because they
fosterꢀdiscussions about teaching and learning.
Visible Thinking Routines
• Think pair share
• Connect-extend-challenge
• 3/2/1 Bridge
• Thinker keys
Let's Try on!
If I have it, I don’t share it.
If I share it, I don’t have it.ꢀ
What is it?
Connect-extend-challenge
The teacher present an activity or task and ask students:
• "How does this connect to current understanding of topic?"
• "What new ideas didꢀthe task provide, which have extended your
thinking?"
• "Are there still challenges/gaps or further questionsꢀto ask?"
3/2/1 Bridge
• Before the lesson, students writeꢀdown 3 ideas, 2 questions, 1 analogy
about a topic. After the lesson they do the same again 3,2,1.ꢀ
• Teachers make connections between initial thoughts and how these
changed throughout the learning process.
Thinkerꢀkeys
• What if...?
ꢀIt promotes imaginative thinking and can be applied in different contexts and to any topic.ꢀ
• The reverse key.
ꢀTo challenge commonly held assumptions and focus on counterintuitive thinking.ꢀ
• The disadvantage key.ꢀ
To explore the weaknesses of something. List the disadvantages of a thing/topic and then the ways to
eliminateꢀthose.
• The question key.
To encourage questioning by providing the answer first. Starting point - an
answer. Then list some questions which could be linked with the answer.
• The prediction key.ꢀ
To predict the future related to a given topic.ꢀ
• The commonality key.ꢀ
To put together two things/topics with nothing in common and try to find
commonalities.
Critical thinking and real-life problems
1. Two excellent chess players played five games in one day, each winning three.
How is that possible?
2. How can a balloon be punctured without the air leaking and the balloon bursting?
3. How can it be done toꢀtransportꢀwater from one container to another using a
strainer?
4. A woman drops her ring in coffee. Upon rescuing it, she realizes that not only has
it not been stained, but it is not even wet. How is that possible?
5. It is said that the barbers of a town in Spain prefer to cut the hair of ten fat men
rather than a single skinny one. Why do they prefer it that way?
Solutionsꢀ
1. They did not play against each
other, but against other
opponents.
2. Must be punctured while deflated.
3. Freezing the water first.
4. It was a bag of ground coffee
beans.
5. Because they make ten times
more money.
Task-based language teachingꢀis
aꢀstudent-centeredꢀapproachꢀto second
language instruction.
Task based
learning
TBL activities focus on having students
use authenticꢀtarget language to
complete meaningfulꢀtasks and
situations they might encounter in
theꢀreal world.
Real, meaningful communication is
essential for language learning if the aim
is to improve communicative competence
TBL
Using the language to do tasks aids
learning and memorization of language
patterns and functions
Students learn a language through real
experiences, role playsꢀand practical
situations
JOB INTERVIEW, TRIP PLANNING,
CALL THE DOCTOR,ꢀGUIDED TOUR,
REPORT A CRIME TO THE POLICE
THE STUDENTS BUILD THE
SITUATION AND LOOK FOR THE
RIGHT VOCABULARY.
LEARN BY DOING AND BY MAKING
MISTAKES
WorkꢀinꢀGroups
+ Groupꢀmemory
+ CircleꢀtheꢀSage
+ Jigsaw
G R O U P ꢀ M E M O R Y
• Writeꢀeverythingꢀyouꢀknowꢀaboutꢀtheꢀtopic,ꢀ
individually
• Letꢀgroupsꢀanswerꢀtheꢀquestionꢀofꢀtheꢀ
otherꢀgroup.
• Discussꢀwhatꢀyouꢀhaveꢀwrittenꢀwithꢀyourꢀ
group
• Classꢀdiscussionꢀonꢀquestionsꢀthatꢀwereꢀ
posed,ꢀandꢀanswerꢀgiven.ꢀRevise/reteachꢀ
possibleꢀmisconceptions
• Listꢀquestionsꢀthatꢀyouꢀhaveꢀaboutꢀtheꢀ
subject,ꢀindividually
• Shareꢀtheꢀquestionsꢀwithꢀtheꢀgroupꢀ
• Writeꢀgroupꢀquestionsꢀonꢀaꢀpaper
• Hangꢀtheꢀpaperꢀwithꢀtheꢀquestionꢀonꢀtheꢀ
board
CircleꢀtheꢀSage
1.ꢀAꢀproblemꢀisꢀgiven/questionꢀisꢀaskedꢀbyꢀ
theꢀteacher.
2.ꢀTeacherꢀasksꢀwhoꢀknowsꢀtheꢀanswer.ꢀ
3.ꢀParticipantsꢀwhoꢀknowꢀtheꢀanswerꢀstandꢀ
inꢀvariousꢀpartsꢀofꢀtheꢀroom,ꢀtheyꢀareꢀtheꢀ
Sage
4.Beforeꢀstartingꢀtheꢀactivity,ꢀtheꢀteacherꢀ
checkꢀtheꢀSageꢀknowledge
5.ꢀTheꢀotherꢀstudentsꢀcircleꢀtheꢀSageꢀandꢀ
thenꢀheꢀorꢀsheꢀteachesꢀthem.ꢀ
Jigsaw
1.ꢀTheꢀteacherꢀmakeꢀgroups,ꢀcalledꢀHomeꢀGroups
2.ꢀThenꢀheꢀorꢀsheꢀgivesꢀeachꢀstudentꢀofꢀtheꢀgroupꢀaꢀ
problemꢀtoꢀbeꢀsolved/aꢀspecificꢀtopicꢀorꢀtask/aꢀbookꢀ
chapterꢀtoꢀread
3.ꢀEachꢀstudentꢀwithꢀtheꢀsameꢀmaterial/taskꢀgetꢀ
togetherꢀwithꢀotherꢀstudentsꢀfromꢀdifferentꢀHomeꢀ
GroupsꢀtoꢀcreateꢀanꢀExpertꢀGroup.ꢀ
4.ꢀThenꢀtheyꢀdiscussꢀtheꢀlearningꢀmaterialꢀtogether,ꢀ
shareꢀideasꢀꢀandꢀsolutions
5.ꢀStudentsꢀinꢀeachꢀExpertꢀGroupꢀthenꢀreturnꢀtoꢀtheirꢀ
HomeꢀGroupsꢀandꢀshareꢀtheirꢀpartꢀofꢀknowledgeꢀwithꢀ
theꢀothers.
• Studentsꢀareꢀdividedꢀinꢀgroupsꢀandꢀtryꢀtoꢀcreateꢀanꢀ
originalꢀpoem.ꢀPoemsꢀareꢀwrittenꢀbyꢀcombiningꢀ
individualꢀstudent’sꢀresponsesꢀtoꢀaꢀselectedꢀpainting,ꢀ
sculpture,ꢀphotograph,ꢀportrait,ꢀimage,ꢀorꢀartifactꢀwithꢀ
theirꢀclassmates’ꢀresponses.ꢀ
C O O P E R A T I V E ꢀ
P O E T R Y
• Eachꢀstudentꢀinꢀaꢀgroupꢀreactsꢀtoꢀanꢀartꢀpieceꢀbyꢀ
independentlyꢀwritingꢀoneꢀlineꢀofꢀpoetryꢀonꢀaꢀsentenceꢀ
strip.ꢀThenꢀallꢀtheꢀgroup’sꢀstripsꢀareꢀlaidꢀoutꢀonꢀaꢀtable.ꢀ
Cooperatively,ꢀtheꢀgroupꢀdecidesꢀhowꢀtoꢀorderꢀtheꢀstripsꢀ
toꢀcreateꢀtheꢀmostꢀpleasingꢀpoem.ꢀEachꢀpoemꢀisꢀthenꢀ
readꢀaloudꢀinꢀfrontꢀofꢀtheꢀwholeꢀclass.
Visual thinking
strategy (VTS)
Visual thinking strategy
Encourage students to:ꢀ
Observe independently and share
Visual thinking
strategies
publiclyꢀ
Make predictionsꢀ
Think criticallyꢀ
Explain opinions/ideas/comments and
bring some evidence to validate them
Implement VTS
To improve students' communication
skills (verbal, written and listening
ones) the teacher in a VTS has to:
PARAPHRASE what students say
POINT to the parts of the image the
student is talking about
LINK different responses.
Six Thinking Hats
Six Thinking Hats
Based on what De Bono called Parallel
Thinking:ꢀ
Ø Parallel Thinking means laying down ideas
alongside each other and pool all of
themꢀrather than a selected few.
Ø The six hats represent different types of
thinking.
Ø You wear the hat, and the thinking mode is
taken up. It enables users to see the full
picture about a topic and consider all
perspective.
Blue Hat Objectives:
Red Hat Objectives:
• Ask questions that manage the process
better and direct the thinking.
• Organizing ideas into action plans.
• Designing the agenda, rules, goals, and
tasks for problem-solving.
• Finding out how others feel, and what
theirꢀhunches are.
• Exploring the emotional perspectives.
• Uncovering hidden internal conflicts.
Yellow Hat Objectives:
White Hat Objectives:
• Prioritizing facts over opinions and
beliefs.
• Identifying gaps in knowledge.
• Bringing forward facts, and data that can
be used to solve the problem.
• Identify why an idea, plan, or suggestion,
couldꢀwork.
• Exposing where an idea might succeed.
• Completing a positive risk assessment.
Green Hat Objectives:
• Offering creative ideas and solutions.
• Expanding the thinking of ideas and
solutions.
Black Hat Objectives:
• Seeing the flaws in a plan.
• Identifying the risks.
• Bending the rules.
• Exposing where the solutions won’t work
and why.
The Head Teacher had decided:
"Next school trip for the 10th gradeꢀwill be to Berlin"
ProjectꢀBasedꢀ
Learning
Let'sꢀwatchꢀthisꢀvideo!
WhatꢀisꢀPBL?
+ ProjectꢀBasedꢀLearningꢀisꢀaꢀ
teachingꢀmethodꢀinꢀwhichꢀstudentsꢀ
gainꢀknowledgeꢀandꢀskillsꢀ
byꢀworkingꢀforꢀanꢀ
extendedꢀperiodꢀtoꢀinvestigateꢀandꢀ
respondꢀtoꢀanꢀauthentic,ꢀ
engagingꢀandꢀcomplexꢀquestion,ꢀ
problem,ꢀorꢀchallenge.
PBLꢀandꢀReal-lifeꢀ
Problems
+ Inꢀthisꢀwayꢀstudentsꢀareꢀmoreꢀ
motivated;ꢀtheyꢀseeꢀtheꢀpointꢀ
ofꢀtheirꢀlearning!ꢀTheyꢀseeꢀthatꢀ
whatꢀtheyꢀlearnꢀisꢀconnectedꢀtoꢀ
life,ꢀnotꢀonlyꢀtoꢀschool!
+ Aꢀniceꢀideaꢀwouldꢀbeꢀtoꢀaskꢀ
themꢀtoꢀfindꢀaꢀsolutionꢀtoꢀaꢀ
problemꢀofꢀtheirꢀ
community/school.
Projectꢀbasedꢀlearningꢀ
is...
+ Interdisciplinary
+ Challenging
+ Connectedꢀtoꢀreal-life
+ Self-Directed
PBL
combineꢀtheꢀteachingꢀofꢀcontentꢀ(hardꢀskills)ꢀwithꢀ
theꢀdevelopingꢀofꢀsoftꢀskills
+ IncreaseꢀMotivation
+ Fosterꢀparticipationꢀ
andꢀcollaboration
+ Encourageꢀlearningꢀbyꢀdoingꢀandꢀ
creativity
IsꢀitꢀaꢀProjectꢀor
ProjectꢀBasedꢀ
Learning?
PBLꢀpros
+ AsꢀitꢀwasꢀwithꢀtheꢀFlippedꢀClassroom,ꢀtheꢀstudentsꢀtakeꢀactivelyꢀpartꢀinꢀ
theirꢀlearningꢀprocess.
+ Theyꢀbecomeꢀresponsibleꢀforꢀtheirꢀlearningꢀandꢀacquireꢀautonomy.
+ Theyꢀlearnꢀtoꢀworkꢀinꢀgroupsꢀandꢀchallengeꢀthemselvesꢀinꢀsolvingꢀproblemsꢀ
connectedꢀtoꢀtheirꢀlives.
Tasks
Matchꢀeachꢀsentenceꢀwithꢀoneꢀofꢀtheꢀ6ꢀstepsꢀofꢀPBL
Giveꢀanꢀorderꢀtoꢀtheꢀsteps
PBLꢀinꢀ
Steps
Thinkꢀofꢀaꢀseriousꢀproblemꢀinꢀyourꢀ
community/school.ꢀHowꢀcanꢀitꢀbeꢀsolved?
1.ꢀStartꢀwithꢀ
theꢀdrivingꢀ
question.
Open-endedꢀquestion
Engageꢀstudents
Everyꢀanswerꢀorꢀsolutionꢀisꢀunique
Gearedꢀtoꢀstudents’ꢀageꢀandꢀlanguageꢀlevel
Linguisticꢀandꢀcontentꢀskillsꢀyouꢀwantꢀstudentsꢀtoꢀ
learn
2.ꢀPlanꢀyourꢀ
projectꢀ
design.
Waysꢀtoꢀmakeꢀsureꢀstudentsꢀmustꢀpracticeꢀandꢀ
developꢀtheseꢀskills
Waysꢀtoꢀgatherꢀtheꢀinformationꢀ(online,ꢀfromꢀbooks,ꢀ
fromꢀcommunityꢀmembers,ꢀetc)
Outcome
Clearꢀobjectivesꢀforꢀtheꢀproject
Student-createdꢀproductꢀorꢀperformanceꢀ(poster,ꢀ
presentation,ꢀroleplay,ꢀscript,ꢀvideo,ꢀdigitalꢀstory,ꢀ
brochure,ꢀbook,ꢀetc.)
Students’ꢀchoiceꢀaboutꢀwhatꢀkindꢀofꢀ
finalꢀproductꢀtheyꢀwillꢀcreate
3.ꢀProvideꢀ
studentsꢀ
choices
Students’ꢀchoicesꢀaboutꢀhowꢀtheyꢀwillꢀ
developꢀtheꢀproject
Listꢀofꢀdifferentꢀtopicsꢀtoꢀresearch
Checklistꢀforꢀstudentsꢀtoꢀfollow
Checkꢀstudents'ꢀprogress
Mini-deadlinesꢀforꢀlongerꢀprojectꢀ
Provideꢀfeedbackꢀandꢀguidance
Mainꢀprojectꢀdeadline
4.ꢀCreateꢀaꢀ
schedule
Willꢀitꢀallꢀbeꢀdoneꢀinꢀclass,ꢀorꢀwillꢀitꢀbeꢀaꢀcombinationꢀofꢀ
both?ꢀ
Howꢀlongꢀwillꢀtheꢀprojectꢀlast?
Clearꢀlearningꢀobjectives
Peerꢀtoꢀpeerꢀassessmentꢀ
Self-reflection
5.ꢀAssessꢀtheꢀ
outcome
Skillsꢀyouꢀwantꢀtoꢀevaluate
Thinkꢀaboutꢀhowꢀyouꢀwillꢀassessꢀ
studentꢀwork
6.ꢀFindꢀaꢀwiderꢀaudience
ꢀHowꢀcanꢀstudentsꢀ
Shareꢀwithꢀotherꢀ
studentsꢀatꢀaꢀ
schoolꢀassembly
shareꢀtheirꢀ
productsꢀoutsideꢀofꢀ
theꢀclass?
Putꢀpostersꢀinꢀtheꢀ
hall
Inviteꢀparentsꢀtoꢀ
seeꢀtheirꢀoutcomes
Senseꢀofꢀprideꢀ
andꢀ
Postꢀonꢀaꢀclassꢀ
blog
achievement
Aꢀgoodꢀdrivingꢀquestionꢀis:
❖ Open-endedꢀenoughꢀtoꢀallowꢀindividualꢀinvestigation
❖ Relevantꢀandꢀmeaningfulꢀtoꢀstudents
❖ Itꢀengagesꢀhigh-levelꢀthinking
❖ Supportꢀself-directedꢀlearning
❖ Involvesꢀauthenticꢀproblem-solving
❖ Lendsꢀitselfꢀtoꢀcross-disciplinaryꢀworkꢀandꢀcollaboration
❖ Itꢀrequireꢀstudentsꢀtoꢀsynthesizeꢀinformationꢀfromꢀmultipleꢀsources,ꢀexperiences,ꢀandꢀ
activities
Whatꢀisꢀaꢀflippedꢀclassroom?ꢀHowꢀdoesꢀitꢀwork?
Theꢀflippedꢀclassroomꢀmodelꢀutilizesꢀinternetꢀandꢀtechnologyꢀtoꢀfacilitateꢀtheꢀlearningꢀprocessꢀ
inꢀtheꢀꢀclassroom.ꢀWhatꢀwasꢀclassꢀworkꢀ(theꢀlecture)ꢀisꢀdoneꢀatꢀhomeꢀwhatꢀwasꢀhomeworkꢀisꢀ
nowꢀdoneꢀinꢀclass.ꢀ
1.ꢀStudentsꢀwatch/readꢀcontentꢀindividuallyꢀatꢀhomeꢀbeforeꢀcomingꢀtoꢀclass.ꢀꢀ
2.ꢀOnceꢀatꢀschool,ꢀtheyꢀtestꢀtheirꢀunderstandingsꢀandꢀapplyꢀtheirꢀknowledgeꢀatꢀschool.ꢀ
https://youtu.be/qdKzSq_t8k8
ꢀꢀꢀꢀHowꢀitꢀworks:
Assessment
Formative Assessment
Summative Assessment
(Evaluation)
Assessment for learning=
written or oral feedback
which explains why a work is
good or how it can be
improved
Assessment of learning= a grade or
number summing up the level of
the work
The assessment can be:
TEACHER
ASSESSMENT
PEER ASSESSMENT
GROUP ASSESSMENT
SELF-ASSESSMENT
WHAT ABOUT
STUDENTS
ASSESSING
TEACHERS?!
How to do formative assessment?
Learning Journal
Rubricsꢀ
Portfoliosꢀ
Round of oral feedbackꢀ
Anonymous written feedbackꢀ
Two stars and a wishꢀ
Venn diagram
ꢀQuizzes
The Learning
Journal
In asking students to write down
their own ideas and thoughts they
will gain moreꢀconfidence and
awareness about the learning
processꢀ
Allow it to be unique for every
student, handmade and creativeꢀ
Make it a place for student data
collection during investigation
and reflection post-investigation
Some questions to ask yourself when
writing a learning journalꢀ
What have I have learntꢀtoday?
How do I connect what I have learnt today with my previous
experiences?
How can I implement what I have learned?
ꢀThe single-point rubric
Add the single- point rubrics to your students' learning journalꢀ
The single-point rubric is perfect for students' self-assessmentꢀ
Teachers can use it for both summative and formative assessment.
Theꢀꢀsingle-point rubric outlines the standards a studentꢀhas
toꢀmeet to complete the assignment
Portfolios
Includes: written
assignments, tests,
artworks, reports &
projects
a physical or digital
collection of student works
The digital ones include
blogs, websites, videos,
multimedia presentations,
photographs, or other digital
artefacts
awards, certificates,
recommendations, written
evaluations by teachers or
peers and self-reflections
Online quizzes forꢀdiagnostic and formative
assessment:
Kahootꢀ Edpuzzle
Socrative
End-of-the-courseꢀsurveyꢀ