Creative and motivating teaching and learning methods

Inspiration book

Quality development at school In-company classes Motivating teaching and learning methods

Lifelong Learning Programme

Educational quality is of vital importance for the future of our society. This inspiration book focuses on the primary process in the classroom: teaching and learning as key factors for educational quality. This inspiration book gives some insights on the transitions we are facing towards future teaching and learning. We provide several methods and good practice examples. They illustrate how teaching enables active learning with motivated students.

Persons involved in the project: Oscar Chueca Segura Jean-Paul Deledicque Patricia Hogh César Marques Luc Beelprez Jesús Cuadra Solís Montse González Barrionuevo Marja Luopa Olga Roig Arnau Wim Simoens Susana Trindade Arja Tuovinen Peter Van de Moortel Frank Van Wolvelaer

Published

May 2012

Motivating teaching and learning methods | TL+Q | Inspiration Book 3

Inspiration book

Quality development at school In-company classes Motivating teaching and learning methods

Lifelong Learning Programme

| TL+Q | Inspiration Book 3

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Table of contents -

PREFACE

11

1

INTRODUCTION

13

1.1

Change or transition

13

1.2

The transitions we are facing

14

1.3

The challenge is how to increase the students’ motivation

15

1.4

Activating the Learning Zone

16

1.5

Conceptual framework - Tools for the teacher

17

1.6

Increasing students’ motivation

18

2

ASPECTS TO INCREASE MOTIVATION

21

3

ACTIVE AND PARTICIPATIVE STUDY AND LEARNING

23

3.1

Description of methods

23

3.2

The key design elements

27

3.2.1

Initiating: stimulate the will to cooperate. Cooperative games.

27

3.2.2

Forming: arrange group formation.

27

3.2.3

Performing: active and participative study and learning (APSL)

29

3.3

Examples of good practice

30

3.3.1

Problem-based APSL

30

3.3.2

Project-based APSL

31


8

3.3.3

Jigsaw-based APSL

32

3.3.4

Cooperative-review-based APSL

33

3.4

Conclusions

34

4

TO PEER OR NOT TO PEER

35

4.1

Description of methods

35

4.2


37

4.2.1

Newsflash project

37

4.2.2

The reading aloud champion

38

4.2.3

The Weblog-project

39

4.2.4

Gantry crane-project

42

4.3

Conclusions

43

5

PROJECT BASED LEARNING

45

5.1

Description of method

46

5.2


49

5.2.1

Photo orienteering

49

5.2.2

Presentation of the school

50

5.2.3

Access control device

51

5.2.4

JOEOUTOAUTO-project

51

5.3

Conclusions

52


9

6

GEOCACHING, MOODLE AND INTERACTIVE TOOLS

55

6.1

Geocaching

55

6.1.1

Practical description

56

6.1.2

Conclusions

58

6.2

Interactive whiteboard

59

6.2.1

Examples of Good Practice

60

6.2.2

Benefits

62

6.2.3

Points to consider

62

6.3

Moodle

63

6.3.1

Description

63

6.3.2

Examples of Good Practice

64

6.3.3

Results of the students’ enquiry regarding the use of Moodle

65

6.3.4

Conclusions

65

7

APPENDIXES

67

7.1

Cooperative Games and methodologies

67

7.2

Group implementation in the classroom

69

7.3

Explanation of the steps to perform the strategies

70

7.4

Active and Participative Methodologies

71


10

Active and participative study and learning worksheets

75

7.5

Problem-based APSL

75

7.6

Project-based APSL

77

7.7

Jigsaw-based APSL – Vocational and laboral guidance

79

Jigsaw-review-based APSL – Computing

80

7.8

Cooperative-review-based APSL

82

7.9

Presenting a newsflash

83

7.10

Cooperative Games and methodologies

84

7.11

Photo orienteering

85

7.12

Geocaching Activity

86

7.13

Mathematics, physics and citizenship

87

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Preface | TL+Q | Inspiration Book 3

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Preface The main aim of TEACH, LEARN AND QUALITY or TL+Q is to improve the quality of vocational education and training within Europe by means of creative and motivating teaching and learning methods which are embedded in a quality system supported by industry and service. TL+Q focuses on actions that affect school management and class practice. The produced didactic support and tools for quality assessment have been tested, evaluated and validated during the project. All testing took place in cooperation with the associated partners such as industrial enterprises and services, advisory bodies and in-service training institutions. Validation was achieved by the TL+Q industrial partners. Moreover, the validation process was also monitored by official educational policy makers. Setting up a quality system in schools stimulates reflective skills and competences. Gradual but constant improvement of the school quality results in a better educational performance and an enhanced employability. By introducing creative and motivating methods, students’ attitudes will improve and their eagerness and readiness to keep learning for life will be stimulated. Teaching and learning will keep pace with the changes and demands of industry and services. TL+Q developed three key items, which contribute to the improvement of educational quality: Quality development at school In-company-classes Creative and motivating teaching and learning methods The results of the exploration and practical research on each item are assembled in an inspiration book. The three inspiration books contain evidence-based examples of good practice, transferable methodologies and testimonies of management, teachers/trainers and students. The inspiration books support schools and companies as well as students who take part in in-company-classes exchanges and are downloadable from the web site www.tlqproject.eu To facilitate the reading of the inspiration books, we agreed on the use of “school” and “students”. When talking about “a school”, we also refer to a training centre, a centre for vocational education or a formation centre. And when talking about “a student”, we also mean a pupil or a trainee.

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Preface | TL+Q | Inspiration Book 3

“A teacher” can also be a trainer or mentor and “a principal” is to be considered as the head of the organisation, training centre or enterprise. We don’t make any gender distinction using names or titles, so “a student”, “a principal”, “a teacher”,... can be male or female.

And finally, this inspiration book is used as part of an international course on educational quality. See http://ec.europa.eu/education/trainingdatabase or https://webgate.ec.europa.eu/llp/istcoursedatabase. Search within the thematic field of the training: Pedagogy and didactics, School improvement and quality evaluation, School management and school autonomy and Quality development and Educational quality. Course title: ‘Teach, Learn and Quality’ or ‘Teach, Learn and Quality for adult education’. (text involves writing AND reading)

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Chapter 1: Introduction | TL+Q | Inspiration Book 3

Chapter 1

Introduction 1.1 Change or transition We are talking about change but we are facing transitions. Change is situational, is fast and happens without people transitioning. For example the student uses a new textbook or the teachers use PowerPoint instead of overhead projection. Transition is a psychological process where people accept the details of the new situation and the changes that come with it. For example the changing way of teaching using ICT or cooperative learning activities are transitions. Transitions are slow processes with deep effects on all levels of the organisation and the people working in it. Changes are about using tools, different curricula … transitions are about different ways of teaching related to different ways of learning. Transitions are hard to cope with. There are three phases in the process: The end of a traditional way of thinking and doing. This phase comes with denial, shock, anger, frustration and stress. Entering the neutral zone is the zone where the traditional security is gone and where the new way of doing is not clear and transparent. It comes with emotions of ambivalence, scepticism, moving to acceptance. Establishing the new situation is a beginning of a new flow. It comes with impatience, hope, and enthusiasm. Schools as educational organisations are facing turbulent and radical transitions, and so are teachers. This inspiration book tries to give suggestions for teachers in the neutral zone by providing very practical methodological examples, approved and tested by colleague teachers who successfully adopted new ways of teaching.


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1.2 The transitions we are facing The transitions are situated on different axes (here defined as polarised statements): 1. New ways of learning: transitions from traditional to socio-constructive learning. Moving from Useful activities Focus on the product Applying knowledge Diploma as a primary target Formal learning Executing tasks Mainly receptive skills Single intelligence Comparing to the average Analytic thinking Learner as a passive receiver …

to Meaningful activities Focus on process and procedure Building knowledge Lifelong learning Authentic learning Taking up responsibilities Higher thinking skills such as experimenting and explaining Multiple intelligence Benchmarking Holistic thinking Learner as the owner of the learning process …

2. From traditional ways of teaching to new ways of teaching. Moving from Classical class teaching methods Supply driven Learning for reproduction in tests Teacher as an expert Linear curriculum Subject teaching Selected sources Learning only at schools Standardization as a goal …

to Group work Demand driven Learning to apply in life situations Teacher as a coach Circular curriculum Tasked-based, problem-solving projects Open sources Learning anywhere and anytime Differentiation as a goal …

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3. Some additional questions to be answered in the future but already in research. What are our students like? And how is puberty influencing the behaviour of our young people? What about the complex environment in which young people are growing up and are finding their way? Modern life results into a marked deconstruction of values and social structures, along with a considerable increase of the fun factor. What about the brain research and the consequences for learning and teaching; for example mind mapping, multiple intelligence, learning styles, … What about peer influence? The influence of peer groups has often become more important than the impact of parents during puberty. How can we use peer feedback in educational situations?

1.3 The challenge is how to increase the students’ motivation One of the key factors for success is increasing the motivation of students. Recent research defined some conclusions for teachers1. What can teachers do apart from teaching their subject? Connect to the personal interests of students. Let them give feedback from their own point of view and appreciate the personal aspect of it. Use their social communication platforms such as digital cloud, mobile phone, Facebook … Make it relevant for them. Connect the content to current situations. Use examples from their world of living. Be authentic and give positive attention and confirmation. Transfer your own enthusiasm into enhanced motivation in learning. Introduce the possibility to choose. It results in ownership and ownership creates intrinsic motivation.

Suggestions from colleagues: Show empathy to the student Let students reflect on their learning behaviour Give transparent explanation and feedback Let them contribute to the contents of the lessons Enrich with differentiation activities Use different cooperative learning formats

1. Dries Heij, Deby Ondaatje, Daniëlle Tokarski en Michaël van Veen, Universiteit Utrecht, IVLOS lerarenopleiding, gamma cluster, February 2009 -January 2010 and Ebbens en Ettekoven (2005)


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1.4 Activating the Learning Zone Effective learning should focus on facilitating the students’ learning, rather than focusing on evaluation and reporting issues of the process. Students make most progress when they are challenged to leave the comfort zone and enter the learning zone. Some general suggestions and examples of good practice Teachers should find a balance between curriculum-driven and learners-driven didactic processes and also adjust the balance between content-driven and skillsdriven didactic approaches. The main line for action is to engage the student into the learning process. Reflection, personal goal setting and self-knowledge will become ever more important in future professional and personal environments. It will become a challenge for teachers to activate each student’s personal learning motivation. Future abilities include knowledge and skills which help young people to survive in the ever-changing world and to confront different options for the future. Following competences become essential:

Self knowledge Change management skills

Creativity

Interaction and cooperation skills

Future abilities

Thinking, imagining and building skills

Participating and influencing skills

Survival skills, persistance, courage

Emotional skills

Source: “Futures Education”, Irmeli Halines & Ritva Järvinen, Finnish National Board of Education

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1.5 Conceptual framework - Tools for the teacher Before tackling the problem, it is worth mentioning some remarks on teaching, learning and motivation. Education involves the process of content transmission and favours student socialisation. Teaching induces and produces a systematic transformation in the students, in a progressive and dynamic manner, so that their cognitive abilities are continuously evolving. To gather and select new information and ideas or to develop skills students have to work actively on well-defined targets. An effective learning process can be defined as follows: • It is an active and constructive process in which students assimilate the information and relate this new knowledge to a framework of prior knowledge. • It requires a challenge that opens the door for the student to actively engage his peers, and to process and synthesise information rather than simply memorise and reproduce it. • Students bring multiple perspectives to the classroom: diverse backgrounds, learning styles, experiences and aspirations. • It is influenced by the context and activity in which it is embedded. • It flourishes in a social environment where conversation between students takes place and they become practitioners.


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1.6 Increasing students’ motivation Jere Brophy introduces four factors influencing students’ motivation2: stimulation through modelling communication of expectations direct instruction socialization by significant others (especially parents and teachers)

In addition to these factors, good evidence on students’ motivation is given in the final report of the Enhancing School Quality in Europe, ESQ-EUR Comenius multilateral project (SSDP/06/CO/R2/04). In this report the authors developed, by using the methodology of the Goal Oriented Project Planning3, a problem tree, which helps to identify problems that could lead to a decrease in motivation with students according to cause-effect logic (as you can see in Figure 1). The problem tree

Unmotivated Students

Boring learning activities

students’ studyoverload

Inadequate teaching strategies

Scarcely motivated teachers

Non-Flexible school organisation

Unmotivating contents

Study perceived as useless

Wrong choice of school

Low employability

Lack of cohesion among groups of teachers

Students’ low self-esteem

Inadequate learning strategies

Students’ uneasiness at school

Students’ family problems

Students’ personal problems

teacher relationship

Widespread social model with low consideration for study

Figure 1: The problem tree

The problem tree is to be read from the bottom, each step being the cause of the following. This sort of logical project framework could help in planning objectives and later activities.


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By restating the problems into realistic objectives, an objective tree which shows the desired situation was suggested (see Figure 2). The objective tree converts the problems into objectives, and helps to identify possible solutions and intervention areas which should/could be improved or realistically implemented. In our case, the diagram shows the steps that could lead to motivated students. The objective tree Motivated Students

interesting learning activities

Well distributed study-activities

Flexible and varied teaching strategies

Motivated teachers

Flexible school organisation

Motivating contents

Study perceived as useful

Guidance for school choice

Employability

Cohesion among groups of teachers

Students’ high self-esteem

Appropriate learning strategies

Students’ well-being at school

Students’ councelling

Figure 2: The objective tree

Absence of students’ personal problems

Good student-teacher relationship

Social appreciation of study

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Chapter 2: Methods & principles for increasing motivation | TL+Q | Inspiration Book 3

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Chapter 2

Methods and principles principles for increasing motivation Self-esteem flourishes from action and activity, from trying to do something rather than passively avoiding action. Some aspects to consider:

Role designer

Classroom participative

organiser

interactive

socialisation agent

cooperative

Teacher Learning studentscentred

Evaluation students’ involvement

Strategies responsibilities interiorise attitudes · change social habits · improve

environment · pleasant · effectiveness Figure 3. The teacher’s focus tree.

The TARGETT model suggests considering the following parameters1: Task motivation, Autonomy, Rewards, Grouping, Evaluation & feedback, Time for learning, and Teacher expectations. To favour students’ communication with others in the classroom, we suggest small groups of two to four students as a starting point and as a basic classroom working structure. This criterion is based on the fact that group size marks considerable effect on student participation in oral activities. In big groups, shy or passive students tend to fall in silence and let the most talkative ones do the talking. In this small group: Students will work together for the completion of the task Everyone will be awarded his/her responsibility and role and will commit himself/ herself to accomplish it in the best way possible Labour’s division will be established by assigning task roles or maintenance roles. 1.

WOOLFOLK, ANITA (2001). Educational psychology. Eighth edition. Boston: Allyn and Bacon

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Additionally, in these small student groups a quantitative change in attitudes will be encouraged: to know and accept a group of equals to learn to cooperate to feel the group identity among students to stimulate learning for obtaining common objectives to facilitate intellectual and affective development to provide security in learning to encourage the individual accountability for the learning of the other members in the group to facilitate collaboration skills to stimulate common goals within the work groups We introduce and explain some selected examples of active student-centred learning and the procedure used in order to create a participative, interactive and cooperative atmosphere. The participative strategies and the work in small groups are meant to maximise the acquisition of the main competences and the academic contents, and to develop interpersonal skills and teamwork abilities. They also provide a stable and supporting environment for learning, and the opportunity to experience the personal and academic growth that comes through learning. To support the application of these strategies in the classroom we introduce a worksheet, which is expected to be used as a guide for helping educators to implement and to organise the teaching and learning process, and to help teachers manage classes.

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Chapter 3: Active and participative study and learning | TL+Q | Inspiration Book 3

Chapter 3

Active and participative participative study and learning Students learn more by doing something active than by simply watching and listening. Bonwell, C. C. And J. A. Eison1

3.1 Description of methods

This part describes an approach that aims to promote active and participative study and learning (APSL) environment, providing strategies, methods and resources that support the effective student interaction in small study and learning groups. In order to make plausible and to understand the way the APSL methodologies work, they have been organized and developed in three steps: initiating, forming and performing. This conceptual framework helps to determine the path for modelling and development of collaborative and cooperative learning situations from different perspectives. These methodologies are offered as a set of structures, in which small groups work together toward a common goal. These strategies include cooperative studentstudent interaction over subject matters as an integral part of the learning process. Interaction can be as simple as having students in pairs briefly discussing points of a lecture, or can be very complex e.g. special training in communication and group skills and social roles etc.2

Pairs Sporadic teams

Specialised roles within teams

Specialist teams

INTERACTION

Team building games

Consulting among students

Classbuilding activity

Figure 4. Students’ interaction 1.

Active Learning: Creative Excitement in the classroom ASHE-ERIC Higher Education Report Nº 1. George Washington University, 1991.

2.

Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc.

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The methodologies can be used separately during a theoretical or practical lesson, or in conjunction with other class activities. They can be used in a variety of ways, such as 30 seconds brainstorming activities five-minute team builders to introduce a lesson short activities to evaluate the students’ understanding a series of brief activities to teach content These activities can take an entire class period or a number of classes. They also focus on the students’ motivation, by promoting an interactive and positive framework, where students have the opportunities to learn from one another, and to create a learning community. In this learning community five main active learning modes are promoted.

talking

writing

listening

learning community

reflecting

reading


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The main goals of these methodologies are graphically described in the following mind map. subject areas

positive supportive other’s perspective

ability to view learn achieve

relationship with peers

more on-task behaviour

higher

academic achievement situation

graduation

greater intrinsic motivation

anxiety stress

positive attitudes

ACTIVE AND PARTICIPATIVE STRATEGIES

lower levels

in class

greater persistance

high-level

reasoning critical thinking skills

learned material

understanding deeper

self-esteem

higher

Figure 5. Active and Participative Strategies goals.

The APSL activities have been designed by bearing in mind the six elements of the cooperative learning instruction:1&2 positive interdependence individual accountability face-to-face promotive interaction teamwork social skills group processing

1.

Johnson D. W., R. T. Johnson and K. A. Smith, Cooperative Learning: Increasing College Faculty Instructional Productivity, ASHE-ERIC Higher Education Report No. 4, George Washington University, 1991.

2.

Kagan, S (1990). Cooperative Learning resources for teachers. San Juan Capistrano, CA.: Resources for Teachers.


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In order to foster motivation, teachers interested in these methodologies should take care of: atmosphere: the classroom should be perceived by students as a supportive place where respect and sense of belonging are cultivated1 difficulty of tasks: they should be challenging but achievable2 relevance of what is to be learnt link with real world outside of school2 transparency of evaluation criteria activities and tasks should be defined in terms of their specific short-term objectives and purpose1 external rewards (grades, praise, etc.). Teachers should be considerate and cautious with negative feedback, which may cause a decline in intrinsic motivation to learn. Finally, an important aspect of the approach suggested here, is the classroom organization and management:

Class

1.

The classroom has to be arranged so that each student has equal and easy access to each teammate and all students are able to easily and comfortably see the teacher and the blackboard. The teacher has to establish a quiet signal which at any time quickly focuses all attention away from peer interaction and toward the teacher. Noise level is managed while teamwork is in progress. Prepare and give the classroom an enjoyable atmosphere. Efficient methods of distributing material are established. Class agreements enhance team as well as individual responsibilities.

Stipek, Deborah. MOTIVATION TO LEARN: FROM THEORY TO PRACTICE. Englewood Cliffs, New Jersey: Prentice Hall, 1988.

2.

Lepper, Mark R. “Motivational Considerations in the Study of Instruction.” Cognition and Instruction 5, 4 (1988) 289-309.

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3.2 The key design elements In this section, the organisational structure of the generic conceptual framework for APSL is described. This framework represents a generic approach which supports different cooperative learning situations and settings according to the specific way a students’ group is organised. 3.2.1 Initiating: stimulate the will to cooperate. Cooperative games. The realization of cooperative games constitutes the first action of our approach. Its main goal is to initiate students into the new experience. They are designed to train interaction, team building, and cooperative and collaborative skills. In fact, the purpose of the games is multiple: prepare the students to tackle the next phases (group formation and performing) better get an initial feeling and information of how their classmates will think and act in group work become familiar with group work skills through an exchange of opinions and ideas, discussion and reflection These factors not only prepare the students but also motivate them further to be engaged in the real cooperative study and learning. They can make them conscious of possible benefits and problems intrinsic in cooperative group work. See appendix 7.1 for examples of different cooperative games performed in different classroom groups of the Esteve Terradas i Illa Institute, Cornellà de Llobregat (Barcelona), Catalonia, Spain. 3.2.2 Forming: arrange group formation. To favour students’ communication with others in the classroom, we suggest small groups of two to four students as a starting point and as a basic classroom working structure. This criterion is based on the fact that group size has a considerable effect on student participation in oral activities. In big groups, shy or passive students tend to be silent and let the most talkative ones do the talking. In a small group: students will work together for the completion of the task everyone will be given a responsibility and a role and will commit himself to accomplish the task in the best possible way division of tasks will be established by assigning task roles or maintenance roles

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Additionally, in small student groups a quantitative change in attitudes will be encouraged: know and accept a group of equals learn to cooperate stimulate learning for obtaining common objectives facilitate intellectual and affective development provide security in learning encourage the individual responsibility for the learning process of the other members in the group facilitate collaboration skills stimulate common goals within the teams The phase is used to carry out the rather complex task of group formation and organisation as well as to establish an accepted group normative. Some options for arranging group formation are suggested underneath: Formed by the teacher: • on the basis of predetermined criteria • to accentuate the positive effects of small-group learning The group may be of any size, but it should range between 2 and 4. Group Maximise the heterogeneity. Groups meet regularly over an extended period of time. Provide time for internal organization and determination of team plan. Give time for the periodic review of the team function. Encourage the success in teams. Other interesting aspects, related the use and effectiveness of the group implementation in the classroom are exposed in appendix 7.2. In addition to the options above, three main actions could be carried out to arrange group formation: introducing, negotiating, and norming.

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Norming Introducing Students first introduce themself by presenting relevant information that their classmates could use to decide on possible group members. Based on this introduction, an interaction between students begins in order to form a group.

Negotiating Negotiating should cover: - individual and group goals, - group cohesion (commitment of its members and responsibilities), - number of participants, - members’ specific characteristics, beliefs, needs and desires. Negotiation will finally result in an initial proposal of group formation.

The purpose of this internal discussion is - to reach an agreement - to determine the details of the working methodology - to plan the functioning and the structure of the group. A consistent agreement has to take into account: - timing - level of student knowledge and expertise - members’ specific roles and attitudes

If these phases were successful, easy and fast process are guaranteed. The ultimate discussion allows for disagreements to arise, be detected and solved. In case of serious conflicts, students still have the possibility to look for another group under construction that suits them better. In that case, even if a student has to search for a new group, the experience acquired serves him to find a more appropriate group faster. It is worth mentioning that group formation procedure will be becoming an effortless and fast process. The students have experienced it two or three times and they are getting to know each other better. 3.2.3 Performing: active and participative study and learning (APSL) Group members are now engaged in a cooperative active and participative study and learning. The type of methodology carried out by the students depends on the nature, the characteristics and the learning objectives of each subject matter. The variety of methodologies has been selected and adapted to the subject in order to facilitate their implementation in the classroom. Each methodology focuses on the development of cognitive skills for understanding, memorising and interpretation. In addition, the face-to-face student interaction enhances the development of interpersonal skills and teamwork abilities. A short description of some active and participative methodologies used in different classroom groups of the Esteve Terradas i Illa Institute (ET), Cornellà de Llobregat (Barcelona), Catalonia, Spain, are given in appendix 7.3. Finally, to use active and participative methodologies and to make groups cooperate, the teacher will take a series of steps in planning the strategy:

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Introduce the strategy

Model the strategy

Give explicit instructions

Divide the class into groups

Assign roles

Check for clarification

Set the task in motion

Monitor the task

Set a time for debriefing and feedback

Figure 6. Planning Active and Participative Strategies.

A description of every step can be found in the Appendix 7.4

3.3. Examples of good practice In this session four different practices are explained underneath: problem-based APSL, project-based APSL, jigsaw-based APSL and cooperative review-based APSL. Please see appendix 7.5 till 7.8 for different examples of worksheets. 3.3.1 Problem-based APSL The main learning goal for the students is to achieve cooperative study of the content in small groups of specialists. The activity is designed so that each group has to learn to resolve one single problem and then share it with the other groups, engaging the group members in simultaneous discussions. To elicit exchange among different groups, the inner-outer circle methodology was implemented. In this practice we focus on a methodological approach, in order to ensure that

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students cooperate and reach the learning goals. In fact, ☺ training students to learn to cooperate proved to be an important factor, not only to enable them to achieve ☺ their main learning objectives, but also to make them ☺ ☺ ☺ ☺ realise that cooperating and sharing knowledge and worries with other people can improve their critical ☺ thinking skills. ☺

In appendix 7.5, the instructional setting and the description of the different activities carried out in the problem-based APSL are provided in a worksheet. 3.3.2 Project-based APSL

There are several interesting ideas and issues that characterize this practice, which not only explore a new form of learning and teaching but also set the basis for the development of a model of cooperation from a different perspective.

We briefly present these issues below: The course starts with a brainstorming session in order to activate previous knowledge. Then the course content is mind mapped and randomly assigned to different students. Each student acts as an expert and is responsible for only one part of the content. Additionally, different problems are suggested so that students should not only apply their knowledge acquired from their respective field of studies but also search for those pieces of knowledge that are missing in order to resolve the problems. This implies an important exchange of information among students. The technology includes components of a fuel injection system, a training Toyota engine, and diagnostic and measurement equipment. Moreover, three training workshops are carried out at the Electronic Department of the University of Barcelona (www.teti.el.ub.es).


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Teacher’s role: the teacher plays a guiding, supporting and evaluating role in the process. In particular, he follows the evolution of the different steps and case studies day by day, guiding problem solving, offering cognitive support (clarifying doubts, giving ideas and recommendation), motivating assessing both the individual learner and the group as a whole. Students’ role: the student follows the individual task, communicates with his group members makes decisions synchronises his own contribution with the rest of the classmates. The activities evaluated during the everyday process: capability to build and pool new knowledge attitude and skills in cooperation self-evaluation written tests application of TGT- methodologies (Team-Games-Tournaments) You will find more info in appendix 7.6

3.3.3 Jigsaw-based APSL The jigsaw system comprises a number of elementary steps. See figure below S1

S2

S3

S4

According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom: Students are divided into a 5 or 6 person jigsaw group. One student should be appointed as the group leader. The day’s lesson is divided into 5–6 segments (one for each member) Each student is assigned one segment to learn. Each student should only have direct access to their own segment. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it. Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this

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expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. Students come back to their jigsaw group. Students present their segment to the group. Other members are encouraged to ask questions for clarification. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves. A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count. This activity facilitates: the students’ accountability and responsibilities mutual acceptance discussion and exchange

The cooperative learning in jigsaw scenario considers each student as essential since each student’s part is also essential to achieve the learning goals and outcomes. One of the core benefits of the jigsaw classroom is that it is a remarkably efficient way to study the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving the group member an essential part to play in the achievement of the learning goals and outcomes. This cooperation facilitates interaction among all students in the class, leading them to value each other as contributors to their common task. For more details, see appendix 7.7. 3.3.4 Cooperative-review-based APSL The evaluation methods have a considerable influence on how and what the students learn, and are one of the major factors influencing the teaching process significantly and directly. The selection of the evaluation methods, tailored to the objectives and the need of every situation, is an important part of the students’ learning and improvement of quality. The objective of this activity is to test an alternative way involving students in the evaluation process. Both individual and group activities are important. In order to reach an acceptable score, students are dependent on the other group member’s score. It is important to define questions and answers correctly. It is worth mentioning that this evaluation activity is compatible with any other as test or questionnaire. A detailed description of this activity can be found in the appendix 7.8.

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3.4 Conclusions There are several points of criticism concerning this methodology. It’s not easy for students to adapt to this constructive approach of learning. Students might have initial problems when having to participate in joint activities, when having to organise knowledge and share it with others effectively. Attention for the student as an individual might be too restricted. The methodology constitutes an important abandonment of master classes and solo learning effort. Obstacles to the widespread implementation of APSL methodology are not insignificant, however. The approach requires teachers to move away from the safe, teacher-centred methods that keeps them in full control of their classes to methods that deliberately turn some control over to students. Teachers have to deal with the fact that while they are learning to implement the APSL approach, some mistakes might occur. Teachers may also have to face and overcome substantial student opposition and resistance, which can be a most unpleasant experience, especially for teachers who are good lecturers. Current pedagogical research shows that there is much to be gained by performing the teaching and learning processes in small cooperative groups to achieve common goals. This form of studying and learning suggests new expectations and benefits for both the students and the teachers. It is now possible to improve learning environments according to multidimensional practices. The benefits of the APSL approach outnumber the difficulties that are faced when implementing it. Teachers who pay attention to APSL methodologies when designing their courses, who are prepared for possible negative student reactions, and who have the patience and the confidence to cope with these reactions, will be rewarded with better student learning and less attitude problems.

Chapter 4: To peer or not to peer | TL+Q | Inspiration Book 3

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Chapter 4

To peer or not to peer

1

When returning tasks to our students, many of the teachers in our school noticed that only a few of them neither read our comments nor even considered to use our feedback to improve the quality of their work. At the same time we also noticed that students tend to rank their peers’ opinion higher than their teachers’. A peer is a person who shares a similar or equal status and who is usually of roughly the same age, in this case a peer is a fellow student. As students value the peers’ opinion higher than the teachers’, we chose also to let them evaluate each other apart from the usual teacher evaluation. This method can be used for the evaluation of skills, process and attitude.

4.1 Description of methods Peer evaluation is a different approach to learning. It’s an alternative way of evaluation. Peer evaluation means that students will evaluate other students, giving them the benefit of assessing someone else’s work/product, group processes and (in the end) their own work by using pre-set criteria. Above this, peer assessment or peer evaluation can mean many things – a means of raising the bar by exposing students to exceptionally good (or bad) solutions; peer grading of homework, quizzes, etc.; and an aid to improving team performance or determining individual effort and individual grades on team projects.2 Goals/Benefits By using peer to peer evaluation students will learn from mistakes and/or success from other students. Students will learn gradually to revise their own work more thoroughly (before handing it in) and to make (necessary) adaptations after having received the peer’s feedback. Peer evaluation enhances competition and it stimulates cooperative learning. Students will be involved more in learning processes. Motivation is increased remarkably by using peer evaluation. Students learn to be open to criticism. Peer evaluation puts the student in a central position (as evaluation is seen as a means to help the student to make progress).

1.

For more information on peer-coaching and learning, we refer to Chapter 7.2.9 of the inspiration book on “Quality development at school”

2.

www.foundationcoalition.org “Peer Assessment and Peer Evaluation”


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Through self-reflection (which is inherently linked to peer evaluation) students will be able to stipulate their own ‘points of focus’. Peer evaluation involves quite some responsibility among students while carrying out the evaluation. Peer evaluation comprises the integration of several skills (e.g. peer evaluation of a written text involves writing AND reading) Feedback given by a peer frequently has more success than feedback given by a teacher. Students learn to respect each other’s opinion.

students in central position

learn from experience

stimulates cooperative learning

integration of several skills

gives more responsibilty to pupils

remarkable increase in motvation

Peer evaluation

stimulates open to criticism

more involved in learning process

enhances competition

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4.2 Examples of good practice 4.2.1 Newsflash project In the first grade, students use a very simple evaluation form to judge the reading exercises of their fellow students. In the given example they have to read aloud a newsflash about the Japanese disaster. First bend the twig, then bend the tree. It is very important to get our first grade students acquainted with peer evaluation in order for them to develop important attitudes, such as open-mindedness and respect. Through the years evaluation will be extended with more and more complex criteria. At first they learn how to evaluate in an objective way, not using grades but smileys. Per student there will be two peer evaluators. http://www.youtube.com/watch?v=ngJHi1V1Wws Example of possible evaluation form I assess: About:

 Attitude/ Body Language Eye contact with the audience Intonation






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4.2.2 The reading champion This sample of peer evaluation is part of a contest between some 15 technical schools in our region. All of our third and fourth years’ students can join in the competition. The first selection is done in every class itself: in each class students chose the best expressive reader using an evaluation form. Those best readers compete against each other in the school final, judged by a ‘professional’ jury of teachers, the headmaster and our sixth grade students. Scores given by the other competitors are also part of the final decision. http://youtu.be/p7OW-nFeoEg Example of evaluation form Scores ranged from 1 to 9 (1 being the lowest score, 9 being the highest score), in pronunciation, tempo of speaking, text interpretation and contact with public. Name: Score: Prononciation Informal language used, many Occassionally uses dialect and Uses the sounds of Standard Dutch sounds and inadequate articulation articulation sounds sometimes less. and articulates well 1 2 3 4 5 6 7 8 9

Tempo of speaking not adapted to the text. Submit inadequate or wrong breaks. Falters regularly 1

2

3

Tempo of speaking Tempo of speaking is generally sufficiently addapted to the text. The breaks are sufficiently well chosen. Sometimes falters. 4 5 6

Reading comprehension Remains week. There is a gap Good attempt to fit the text to between the meaning, scope and interpret. Makes good effort to emotional content of the text functionally mimic the text to on the one hand and the way modify. Sufficient inflection. further contribute. The text is not sufficiently supported by mimicry. Insufficient inflection. 1 2 3 4 5 6

Tempo of speaking is well adapted to the text. Used breaks at the right place at the right time. Read without a hitch. 7 8 9 Interprets the text in a good way. Shows that the meaning, scope and emotional content of the comments clearly understood. The mimicry is in line with the spirit of the text and supports him in an attactive manner. Good voice modulation. 7 8 9

Contact with public Submit insufficient contact with the Has sufficient contact with the Explains a good contact with the public. Has hardly any eye contact. public. Has sufficient eye contact. Is public. Has good eye contact and is Strongly tied to the text. sufficiently independent to the text. clearly separate from the text. 1 2 3 4 5 6 7 8 9 Comment:

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4.2.3 The Weblog-project This is an alternative, creative and motivating way to have students make a task on a mandatory novel. It is also a combination of the four communicative skills writing, reading, speaking and listening as well as ICT. http://www.youtube.com/watch?v=A06dabsXspY The project comprises several steps: Each student has to read a novel (in this case it was the same novel for all the students). While reading the novel each student has to keep an online diary (=weblog) about it. Students get a full description of the task with goals, minimum number of entries, links that have to be taken up, background info etc. At this stage the students are also informed about evaluation (teacher and peer) criteria laid down in an evaluation form. Strong classes might even draw up the criteria together with their teacher. Name: Evaluator: Item Evaluation/assessment The weblog contains at least 10 personal messages/entries each consisting of min 5 sentences, proving that the student read the novel. The most recent entries are placed in the upper part of the list. The weblog contains at least 5 links to web pages with information on the subject. Biography Links to work, analyses and reviews Interviews with the autor Quotes The student has added some comment to each link. The weblog was updated on a regular basis. The weblog is presented as a diary.

The weblogs are then evaluated by the teacher and by the peers (student A will evaluate weblog of student B, student B will evaluate weblog of student C etc.). Teacher and peer evaluators make use of the evaluation form (see above in point 2). Peers take as many notes as possible (the first evaluation moment in the project).


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In a next phase each peer evaluator gives a judgmental presentation of the weblog he evaluated. In order to comment on the presentation, students are asked to base themselves on the evaluation form (see above in point 2). Students should build up their presentations according to the “evaluative text structure”: • What do you evaluate? • What are the positive aspects of it? • What are the weaker aspects? • What is your overall conclusion? • What could be better? During this presentation the speaker will be (peer) evaluated by the teacher and a class member using an evaluation form which was communicated (or set up by students and teachers) previously.

Speaking skills - Weblog Evaluation form Speaker: Evaluator: LANGUAGE Criteria Formal language Natural and fluent

1 2 3 4 5 Feedback

PRESENTATION

1 2 3 4 5

Criteria Body: open, calm, friendly, … Eye contact

Feedback

CONTENT

1 2 3 4 5

Criteria Evaluation structure Supported by enough arguments According to instruction

Feedback

ATTITUDE

1 2 3 4 5 Criteria

Willingness to: • Do an effort • Be critical Well done

Still some work

Feedback

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At the end of this project the students are asked to fill in a self evaluation form.

Self- Evaluation Weblog Evaluation form Name: PREPARATION I completely understood the instructions. Task I got hold of the novel in time. Timing I had a clear image of how my weblog would look like Weblog before I got started. I had a draft. EXECUTION I started reading the novel in time. Timing I made entries on my weblog on a regular basis. Language I used diary style. I used formal English. I kept an eye on spelling and grammar. Technical I saw to presentation and lay-out. I provided enough links and other necessary information. I did not forget to make backups of my work. REFLECTION I proofread the whole text. Control I checked if all links were active. I checked if everything was carried out according to instructions.

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4.2.4 Gantry crane-project

This project was one of our last year students’ Integrated Skills Project. The students who worked on this project attended an additional specializing, seventh year, named “Controlling and monitoring”. They developed a mechanical construction of four small-sized cranes (all fixed on a classroom table), lifting and moving minicontainers from one position to the other using remote control systems. Throughout the development of this mechanism, students are constantly evaluated by their teacher. Peer evaluation happens twice: somewhere halfway and at the end of the project (grades given to each other may account for 20 – 30 %) using the evaluation scheme in excel of which you will find an extract underneath. The whole file is listed in appendix number 7.10 and also in www.rubben.weebly.com Product evaluation

Coefficient:

Project

% % % %

Risk analysis TCD Finishing Functioning

RISK ANALYSIS QUESTIONS Number of risks discussed? Question about all hazards: answer is Main risk fully analysed? Safety analysis EN953 is present The result is unequivocal Correct choice of safety relay Question about choice safety relays: answer

0 Clear Complete Yes Yes Yes Clear

ANSWERS 1 >1 Incomplete Insufficient Incomplete Insufficient No No No Incomplete Insufficient

None No

None

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“Peer evaluation is an ideal way to prepare our students for real-life professional situations, in which employees frequently get judged by fellow employees, for example when working on the same machine. It’s striking that some of my students seem to rate their fellow student’s opinion higher than the teachers’.” (Frank Rubben, teacher)

4.3 Conclusions It is very important to inform the peer evaluator to focus on positive as well as negative aspects of the peer’s work/product. Some students might be too gentle with their fellow students, others might heavily criticize them. Peer evaluators should be told to give as much feedback (not just grades) as possible. Peer evaluation is a method that needs to grow, to get part of school culture. Evaluation criteria should “grow” as well, e.g. from simple to complex, from restricted amount to a larger amount, etc.. Teachers who implement peer evaluation should try to get colleagues working with it as well. Evaluation criteria need to be pre-set (students should be informed about them or, ideally, help setting them up). Teachers should know that traditional evaluation techniques are not banned and still can be used. Teachers should have a good relationship of trust with their class and create an atmosphere of respect. It is very important for teachers to have a good insight in the students’ relations amongst each other in order to prevent bullying or students being made fools.

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Chapter 5: Project-based learning | TL+Q | Inspiration Book 3

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Chapter 5

Project-based learning Vocational education in Finland is based on national curricula, but the colleges and teachers are not bound by certain methods or restricted by national final examinations. This enables a relatively free approach to teaching. Teachers can implement the content of the curriculum according to the students’ interests, learning styles and skills, as well as their own. They are encouraged to try out different methods and develop their teaching. Local and regional conditions are often taken into consideration, too. The teachers in the North Karelia College as well as the administrators of the North Karelia Educational Consortium have noticed that the traditional teaching and learning methods are not sufficient to serve the needs of the students and the working life. Some attempts to broaden the range of teaching methods have been made in recent years. A good example of this is a Leonardo TOI project called Plime1, which brought together vocational school students from six European countries to work on common projects using modern communication facilities and resulted in a project-based learning model. The increasing cooperation between European schools helps to transfer good practices over national boundaries. Several forms of eLearning are being utilised all over Europe and many schools are constructing Moodle platforms to enable and encourage new kind of learning in order to prepare the students for tomorrow’s world. However, the organization and arrangements of teaching sometimes restrict the freedom of practical measures. For example, the school year in the North Karelia College is divided into five periods of 7-8 weeks, which causes some problems for integrating different subjects, because vocational and general subjects are taught during different periods. Teachers have many groups during the school week, which often hinders the co-operation between teachers and the holistic approach to teaching. This is exactly where project-based learning could provide the solution. It is important to show the students the interdependence of different subjects and the usefulness of being able to integrate various skills and knowledge.

1. http://plime.finalreport.fi/

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5.1 Description of method1 Project-based learning is a cooperative learning method where students explore and solve real-world problems and challenges. The students work in collaborative groups which have, already in the beginning of the project, a vision of the result. The students then try to find various solutions to the problems that arise during the project. The real-world problems are meant to motivate students to engage actively in learning that is student-centered, self-directed and meaningful. Project-based learning emphasizes communication and responsibility within the working group, too. Project-based learning usually combines different subjects and skills. It develops the student’s organizational and research skills such as problem solving, decision making, investigative skills and reflection. It also allows creative and critical thinking and emphasizes the ability to work well with others. These are often called the 21st century skills. Project-based learning is very close to problem-based learning. Both engage students in authentic real-world tasks or problems. They are student-centered, encouraging them to search for information and process it in different ways in groups. In problem-based learning students usually have a single problem to solve, whereas in project-based learning new problems can arise during the process. Therefore, project-based learning is usually more time-consuming and comprehensive. In practice, there is hardly any difference. The different steps of project-based learning/teaching are presented in the next figure. The whole process starts with assigning the working groups and ends with evaluation. The different steps are discussed in more detail in the next paragraphs.

1. http://edutopia.org/project-based-learning-guide-implementation http://en.wikipedia.org/wiki/Project-based-learning http://www.worksheetlibrary http://www.edutopia.org/project-learning-introduction


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The steps of project based learning

1. Assigning working groups

2. Presenting a real world problem

3. Organizing the group work

4. Active and collaborative learning

5. Teacher/ guidance feedback

6. Presenting the results

7. Evaluation

1. Assigning working groups This can be done randomly or according to cooperative learning principles, such as learning skills and competences, in order to make the groups as heterogeneous as possible. It is also important to make sure that all group members know that they have to participate in and contribute to the assignment. 2. Presenting a real-world problem The topic of the project presents a real-world problem that the students can relate to and be interested in. The students can have several approaches to the problems they encounter, and the solutions can vary. The goals can be reached using different methods and via different routes. 3. Organizing the group work The working methods, time line, roles and responsibilities must be defined first. This means that the students must organize their own work and manage their own time. They have to plan the project and divide the tasks between themselves. 4. Active and collaborative learning The students learn to work both independently and as a team. Project-based learning also requires peer critique and cooperation. Several studies have shown that peer learning/teaching and group activities increase motivation and therefore improve the results. There is further information on motivation in the introduction of this chapter and on peer critique in the chapter of our Belgian partner. 5. Teacher guidance/feedback The teacher acts as a facilitator by initiating the project and giving guidance, input and feedback during the project. He encourages all the students to participate and ensures that the student accomplish their tasks as scheduled. Furthermore, overall planning including schedules, resources and sources of information are the teacher’s responsibilities. The role of a teacher is naturally dependent on the age of the participants and the extension of the project. 6. Presenting the results The process results in a publicly presented product or performance. It might be a Power Point presentation, a visual presentation of the work process, a video clip, or an activity. The audience can interact by imposing questions and giving feedback. The results of a project may be later used as teaching or motivating materials.

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7. Evaluation After the actual project work has been completed, it is useful to evaluate the processes during the project as well as the results achieved. A final report of all the things to be taken into consideration in advance, the new insights created by or during the working process and the problems encountered provide valuable information not only for all the participants but for those who are interested in trying out project-based learning for the first time. It is important that vocational education prepares the students for the real world. The working life requires research skills, creative thinking and team work, which are also needed in project-based learning. The students might be more motivated when they are allowed to work actively and independently in a group without the teacher’s strict control.

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5.2 Examples of good practice We present four cases of project-based learning in our college. They were chosen to give a versatile picture of the topics and extensions of projects. 5.2.1 Photo orienteering A teacher of Finnish as a mother tongue experimented photo orienteering as a means of project-based learning. The teacher chose a group of first-year students of electronics to do the project. They were given 8 to 10 hours to finish it. The aim was to use the photo orienteering tasks with the new students the following year. When the new students start their studies, they do not know the school campus nor each other. The tutor students can use this as a means of grouping the newcomers in the beginning of the school year. The students were divided into groups of three or four. Each group was responsible for taking a certain number of photos of different places at the school campus and planning routes for going around and getting to know the campus. They were instructed not to make it too easy or in any way inaccessible to find the places. They also planned tasks or questions for each place. The route was supposed to take no more than 90 minutes. The students of the group involved as well as two other groups also tested the routes. In addition, they wrote the instructions and feedback forms as well as a final report of the project. When the routes and questions were tested, it happened according to the students’ instructions and they photographed the test walks and also gathered the feedback from the members of the test groups.

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The students’ opinions on the project task were controversial, some of the electronics students found it interesting and different from the normal classroom teaching while others regarded the task tedious and irritating, for example, they did not enjoy walking around outdoors and taking photos. They were, however, all satisfied with results of their work. The students of the test groups mostly liked the walks around the campus and seeing all the different buildings there. Yet, many of them found some of the tasks or questions far too easy. The planning of the routes aroused critique, because the students had to go back and forth. The teacher regarded the project as a rewarding and refreshing variation to everyday work in a classroom. In the beginning, both teacher and students had to get used to the uncertainty of changing and redefining plans continuously. Gradually, the students took a more active role and more responsibility of their actions. According to the teacher, this method of working is very similar to ones in the students’ future work places as ICT assemblers. It was interesting to notice that by dividing a comprehensive task into smaller parts and finally bringing the parts together, it is possible to cover larger areas of learning in shorter time. Every student does not have to do all the same smaller tasks at the same time in the same classroom. The teaching of grammar and writing rules became more practical and therefore also more meaningful for the students. The teacher is willing to continue implementing the methods experimented during this project. The worksheet can be found in appendix 7.11 “This method of working is similar to the ones used in real working life situations.” The teacher 5.2.2 Presentation of the school Two teachers of the North Karelia College were going to visit a vocational school in France and needed a short presentation of their school. They consulted a teacher of English, who presented the idea to a group of students of information and communication technology. They formed groups of 2-3 students and divided the topics between themselves. Each group designed one page on Power Point with text and pictures. There was not much time before the departure, so the students had only 2-3 hours to finish the project. The presentation was shown to all the members of the group who commented on it, which resulted in some alterations on the text. The motivation for completing the presentation arose from a real-life problem and therefore it interested the students. One of them was even planning to present it during his on-the-job training period abroad. Nevertheless, some problems occurred during the project. Firstly, the school vocabulary in English caused some difficulties. Secondly, some topics were too difficult for some of the groups. The teacher could have influenced more on the selection of the topics and the groups. Also, the teacher had to proof-read and correct the texts because they were going to be presented in public.

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5.2.3 Access control device The project initiated in a problem detected in a classroom in the electrical department. A theory classroom was located between two workshops and the students and teachers were going through the classroom and disturbing the teaching. A group of students was given the task to solve the problem. The group consisted of two Finnish and two Turkish students who planned and constructed an access control device together. The aim of the project was to decrease the disturbance. The device shows a red light when the classroom is occupied and a green light when it is vacant. It contains two components: a control unit with “traffic lights” outside the theory classroom and a motion sensor inside. In order to construct the device the students had to exploit programmable logics. The international co-operation provided challenges. The mutual language was English, which developed the students’ language and communication skills but at the same time it was stressful for them to get themselves understood during the two weeks. The group members taught each other new vocational skills. The Turkish students were not familiar with the technology used. Therefore, the Finnish students had to guide them through the process. This is an excellent example of peer teaching. The students presented the project work to the students and teachers of electrical engineering and information technology. Thus, it served as a way of transferring good practices inside our own school. The device is now operating and used daily. It has decreased the disturbing interruptions of classes. All in all, this proved to be a very successful, practiceoriented project. “This method was new to us; it was relaxing and educating. We learnt a lot of new things.” The Turkish students. 5.2.4 JOEOUTOAUTO-project This project was realized in co-operation with the electrical department in Outokumpu College of the North Karelia College and the automotive department in the Joensuu College of Technology. So it combined vehicle technology and electronics. The Finnish Ministry of Education encourages this kind of co-operation between different fields of vocational education. However, this project was unique in Finland at the time. The aim was to design a teaching platform of automotive electronics. As CAN bus system has been used in cars since the beginning of the 21st century, it was considered necessary to try to find a motivating way to teach it to the automotive students. Some of the more advanced students, three car mechanics students and three electronics students were given the task. They decided to construct the

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platform on a car frame. First they all learnt about Matrix Multimedia software and Flowcode programming with a control unit called MIAC. All the learning materials and plans were stored on the Moodle for all the participants to use. Then the students from Outokumpu designed the program and the students in Joensuu installed the control units for the lights and hifi audio systems. They also built some body parts by welding steel panels onto the car frame. Finally, vehicle painters painted the car body.

This project was very successful. It gave the advanced students an opportunity to work independently. They decided on the individual tasks and solved the problems within the group, while the teachers in both colleges only planned and controlled the schedules. The project took nearly five months, which was longer than scheduled, but the students worked on it only on two days a week. In addition, the distance of 50 kilometers between the colleges was one of the reasons for the delay. In general, practical work tasks tend to take more time than planned.

5.3 Conclusions Project-based learning has many key success factors, as presented in the scheme. The projects provide variation in teaching and learning. The connection to real life increases motivation. Working in teams often gives better results than individual efforts. Combining different points of view, compiling and processing ideas lead to more advanced and comprehensive ideas. The self-directedness of the students and the controlled freedom of thinking with the constant support of the teacher provide a safe way of experimenting things. The project-based learning is thus a means of self-expression and individualization. In addition, as the students take responsibility for their learning, their self-esteem improves and they become more independent. Simultaneously, they learn from each other.


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CREATIVE

REAL WORLD ORIENTED

MOTIVATING

FLEXIBLE

COMMUNICATIVE

PROJECT BASED LEARNING

SELFDIRECTED

COLLABORATIVE

INTEGRATING

STUDENTCENTERED DYNAMIC

Properties of project-based learning

There are also some obstacles. The resistance to change among teachers and students is constantly present. It is not easy to break away from old habits and patterns. All that is new is challenging and frightening. Each teacher is responsible for developing his teaching, but the time for it is limited. It is not easy to introduce new methods to the students and it takes time to get the methods established. New kind of teaching requires more preparation and planning, too. The role of the teacher changes from the traditional provider of information to the facilitator of learning. In project-based learning the students make errors and changes during the learning process and the teacher has to learn to tolerate the uncertainty. Teaching the students for longer periods of time gives the advantage of knowing them better and being able to adjust the methods and tasks according to the needs of the group and the individual members of the group. It is also easier to allocate the tasks so that they are not too demanding. The teacher has to think about multiple means for assessing the students’ work during the project and after the completion of the project.

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It is often the students who oppose to the methods they are not used to. Students might find it difficult to start working in a new group. Some of the tasks can be too demanding, too. It can be irritating to search for information, make decisions, do deductive reasoning and think critically instead of just mechanically solving wellformulated and premeditated tasks prepared and chosen by the teacher. If the student cannot see any specific goal for the project in advance, it is challenging to maintain interest and responsibility. The projects vary in content and complexity of the problem explored. They can have multiple learning goals depending on the extent of the activities and relate to one or several subjects. The projects can involve a whole class of students, a small group of them or even some individual students who require different type of learning methods. The learning process itself should be valued. Although traditional teaching methods are often considered to follow the curriculum very precisely and to ensure the learning results to the maximum, there is no guarantee of every student learning the same things to the same extent. Therefore, project-based learning can offer a valuable alternative for teachers to utilize the different characteristics and skills of their students in order to create a more holistic approach to learning and teaching.

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Chapter 6: Geocoaching, moodle and interactive tools | TL+Q | Inspiration Book 3

Chapter 6

Geocaching, moodle and interactive tools Students’ motivation is a vital factor for classroom effectiveness and school improvement. Commonly assumed to be a positive aspect that is influencing an individual´s behaviour and performance at work every teacher is aware of its importance to increase students’ self-esteem, to achieve better results and to build interest on the different subjects that students study at school. The final motivation for our school projects to be implemented was the need to diversify and to bring different activities and methods to school and the classroom according to the feedback given by our students and their parents. Because it´s not always possible to provide students with outdoor activities or tasks in every class, there’s the need to bring motivating methods and techniques into the classroom in order to increase their interest inside the classroom. In our school we use Moodle Platform and interactive whiteboards – two IT tools offering many possibilities to be applied in the classroom.

6.1 Geocaching It is an outdoor activity that works like a treasure hunting game where you use coordinates and precise points to hide and seek containers. It provides the students with lower motivation levels or students feeling more and more disconnected from school work and subjects a way to discover that the information they get in class is going to be useful on different levels of their everyday life. A typical cache is a small waterproof container containing a logbook where the geocacher enters the date he finds it and signs it with his established code name. Larger containers such as plastic storage containers (Tupperware or similar) or other boxes can also contain items for trading, usually toys or objects of little value. Then he records the GPS coordinates. These coordinates, along with other details of the location, are posted on a listing site online. Geocaching is often described as a “game of high-tech hide and seek”. Geocaches are currently placed in over 100 countries around the world and on all seven continents, including Antarctica. After 10 years of activity there are over 1.3 million active geocaches published on various websites. There are over 5 million geocachers worldwide.

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If a geocache has been vandalized or stolen it is said to have been “muggled”. This word plays on the fact that those not familiar with geocaching are called “muggles”, a term borrowed from the Harry Potter series of books which was rising in popularity at the same time geocaching started. Geocaches vary in size, difficulty, and location. (See appendix 7.12) 6.1.1 Practical description A group of teachers from several subjects/areas of knowledge (English language, Citizenship, Mathematics and Physics/Chemistry) joined in order to organize an activity that would not only be fun, motivating and interesting for students but also could show them how they can use what they learn in school in several daily situations. The main goal of the Geocaching activity was to connect some of the studied contents and the history of Almada and show our students how fun learning can be. The group of teachers contacted the Almada Archaeology Centre in order for them to provide with some data about the city of Almada, especially in the “Almada Velha” area which is near the school, so that the teachers could do some research and try to link the history of the city to the contents of the subjects they were teaching. The Almada Archeology Centre was so interested in the activity that they offered the school a partnership, so they could provide the data and also use the caches and include them on their website. This way, the geocachers from all over the world will be able to access the caches and, visiting Almada, use them to discover some more information about the area. The teachers decided that the activity would be directed for the second-year students (in a three year course) and that each class would participate with teams of 4 or 5 students. The school had six second-year classes and all of them would be participating. The purpose was to have all the students joining the activity and not only one team per class. Using contents from Mathematics and Physics the teams’ goal would be to find out two middle points and then, by solving some puzzles and tasks, get to a final location where the main cache would be. Their only help would be a compass and the knowledge acquired in class. As one teacher would supervise each team, the activity was implemented on several days, so that one class at the time, everyone would be able to participate in the game. The winner of the Geocaching activity would be the class that finished the game in the best time. The teachers created several clues, charades and word games that the students should read and solve in order to find the places where the caches were and finish the entire route. They hid the caches on places in the street (a fountain, a hole on a wall, for example) and left some marks so the teams would find what they were looking for. The students were warned that they should be careful in order to avoid “muggles” to know what they were doing, so the teams should be discrete and quiet when

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searching for clues and caches in the streets. The teams didn’t start all at the same time because the element of surprise and discovery of the clues would be ruined so the following team could only start when the previous one had abandoned the first location after they had discovered the first cache and clue. In order to be the fastest, the students ran from location to location, only stopping when they had to search the place and find out the clues/ caches. The teachers were not allowed to help the teams they were following and their only tasks were checking if the teams were not cheating (asking for help outside the team or the people who were walking in the streets) and giving the students the following clues and tasks so they could finish their game. The activity scores were divided in two different categories: the class teams were competing to be the fastest in their class and the six classes were competing among them in order to find out which one was the fastest from the whole game. At the end of the activity the class teams had not only been competing among each other but they were working together in order to be the fastest class and win the game. The winning class/ team received a prize.

A description of every step can be found in the Appendix 7.13

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6.1.2 Conclusions The Geocaching activity is very important in order to increase the levels of motivation of our second-year students who tend to develop low levels of interest in school activities and tasks in the middle of the school year. One of the most significant reasons of their lack of interest and motivation is the feeling that the subjects they are learning at school are not applicable in the real world in other situations outside school. With this activity they are able to discover things about their city’s history, using some contents learned at school and also having a good time outside, playing and having fun with their classmates.

Positive aspects: encouraging team work: the students have to work as teams in order to accomplish the tasks they were given encouraging students to join different activities showing students how school subjects are related to everyday life: they should be able to use their knowledge in several daily tasks promoting the discovery of the history of the community they live/study in bring teachers and students closer: the relationship among teachers and students is softened when they participate in activities outside the school enclosure stimulating competition: the teams are working for a common goal and they want to belong to the best class increasing motivation and interest levels: students feel motivated and happy to go to school not seeing it as an obligation or a punishment

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As we don’t find major negative aspects in this kind of activity, we are totally aware of some aspects that are important and should be monitored in order to control the state of the activity and its participants: clues and caches are hard to hide: we had to replace two caches because days before the activity the previous ones had been removed from their locations. It’s important to be discrete when hiding the clues it can be necessary to ask for permission in order to hide the caches or clues. Not everyone is willing and open to participate in these activities the activity depends on weather conditions: cold and rain are obstacles for students to participate some tasks can take so much time or be so hard to complete, the students can get frustrated and want to give up as the students are not aware of the difficulty and complexity of creating an activity like this one, they might think that the game is too short. For this school year the teachers could only create two middle points and one final point but they want to continue building up more and more clues and caches being part of the Geocaching community, the caches and clues must be accurate so that geocachers are able to find them if they visit the city. At the same time, someone should check from time to time if everything is in its place and if “muggles” are surrounding the area the most important aspect of the development of an activity like this is to help students to feel motivated for their school activities and to allow them to understand that they don’t have to be in the classroom in order to learn things that are useful and interesting

6.2 Interactive whiteboard The interactive whiteboard is a large interactive display that connects to a computer desk and projector. A projector projects the desktop onto the surface of the board, where users control the computer using a pen, finger, stylus, or other device. The board is typically mounted to a wall or on a floor stand. They are used in a variety of settings, including classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, in broadcasting studios and others. Uses for interactive whiteboards may include: Running software that is loaded onto the connected PC, such as a web browser or proprietary software used in the classroom Capturing and saving notes written on a whiteboard to the connected PC Capturing notes written on a graphics tablet connected to the whiteboard Online whiteboard Controlling the PC from the white board using click and drag, markup which annotates a program or presentation; Using an Audience Response System so that presenters can poll a classroom audience or conduct quizzes, capturing feedback onto the whiteboard

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In some classrooms, interactive whiteboards have replaced traditional whiteboards or flipcharts, or video/media systems such as a DVD player and TV combination. Even where traditional boards are in use, the interactive whiteboard often supplements them by connecting to a school network digital video distribution system. In other cases, interactive whiteboards interact with online shared annotation and drawing environments such as interactive vector based graphical websites. The software supplied with the interactive whiteboard will usually allow the teacher to keep notes and annotations as an electronic file for later distribution either on paper or through a number of electronic formats. In addition, some interactive whiteboards allow teachers to record their instruction as digital video files and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students — they will see the exact presentation that occurred in the classroom with the teacher’s audio input. This can help transform learning and instruction. Many companies and projects now focus on creating supplemental instructional materials specifically designed for interactive whiteboards. 6.2.1 Examples of good practice Interactive applications are in demand for educators who want to involve their students in learning with technology. Working with teenagers and their lack of motivation and enthusiasm regarding school issues can be frustrating for a teacher trying to maintain an entire class interested and paying attention to what is happening on the blackboard. We are totally aware of the fact that vocational school students expect their classes to be more on the practical side. We also know, as educators, that there are a lot of theoretical contents they need to acquire before they start their practical classes. In our school all classrooms are equipped with an interactive whiteboard, a personal computer and a projector. So every teacher is able to use these tools in order to create more interactive, participative classes for their students. Because it is a tool that is not present in every school, students entering our school for the first time find the interactive whiteboard interesting, new and are willing to try it and see how it can be used. From Portuguese and English language teachers to Math or Electronics teachers, we are all using these tools in our classes.

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The main uses for the interactive whiteboard in our school are: demonstrations: it is easy to show the important features of a text or exercise by writing with the stylus on the board keeping students organized and oriented on their school work. Classes can be recorded and the students are able to start working right away on their following class creating drawings, notes and concept maps in class time which can be saved for future reference or issued as instant handouts for the lesson we have just given providing the class with access to internet links, videos or audio tools quickly and with quality maximizing the board area, not having to select information to write on the board as its software allows us to create as many blank sheets as we wish viewing and navigating the Internet from the whiteboard. Surf and display websites that the entire room will be able to see in a teacher-directed manner run online tests and opinion polls and display instant feedback to the group (we can articulate with the Moodle platform for this kind of tasks) Experience using interactive whiteboards is very positive. Every year more teachers start using this tool. So they create modern, motivating and fun classes and help students in their educational process.

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6.2.2 Benefits It allows the students to absorb information more easily. The interactive whiteboard is a colourful tool. Students respond to displays where colour is employed, and marking can be customized both in the pen and in the highlighter features to display a number of different colours. Width of lines can also be adjusted to add flexible marking choices. The board can accommodate different learning styles - audio learners can have the class discussion, visual learners can see what is taking place as it develops at the board. One-computer classrooms can maximize the use of limited computer access by using the whiteboard. Students can work together with individuals contributing at the board, other participants at the computer, and the group as a whole discussing the activity. The boards are clean and attractive tools. There is no messy chalk dust or other by-product, which can limit use. It is a student/ adults magnet: adults who are first attracted by the novelty find themselves suggesting ways they could see it used effectively and children just want to use the board at every opportunity.

6.2.3 Points to consider Interactive whiteboards are more expensive than conventional whiteboards. Front projection boards can be obscured by the user(s). Teachers need training in order to be able to use the device. Some teachers might not be willing to change their old teaching methods by new ones. If the school suffers a power cut the teacher will not be able to continue the class as planned so a backup lesson plan will be needed. Teachers might have to create new material for their classes to fit the interactive board software that comes with it or start using different software. Overall, this is an extremely useful tool not only for teachers to explore but also for students. Class motivation and interest levels will keep up longer and students are able to stay focused on their activities. It is easier for teachers to know which student is (or is not) paying attention in class because there is no need for them to read from their textbooks, they can all read from the projection. These interactive whiteboards become daily tools in classrooms.

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6.3 Moodle Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It has become very popular among educators around the world as a tool for creating online dynamic web sites for their students.

6.3.1 Description The focus of the Moodle project is to give educators the best tools to manage and promote learning. There are many ways to use Moodle. Moodle has features that connect large groups of students Many institutions use it as their platform to conduct fully online courses, while some use it simply to augment face-to-face courses (known as blended learning). Many users love to use the activity modules (such as forums, databases and wikis) to build richly collaborative communities of learning around their subject matter. Others prefer to use Moodle as a way to deliver content to students and assess learning using assignments or quizzes. Moodle has many core activities and resources. There are about 20 different types of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls), databases etc.). They can be customized quite a lot. The main asset of this activitybased model comes in combining the activities into sequences and groups. This helps to guide participants through learning paths. Each activity can build on the outcomes of previous ones. There are a number of other tools that make it easier to build communities of learners, including blogs, messaging, participant lists, etc. Other useful tools are grading reports, integration with other systems and so on. Moodle is built with five key principles in mind: we are all potential teachers as well as learners we learn well by creating and expressing for others we learn a lot by watching others understanding others transforms us we learn well when the learning environment is flexible and adaptable to suit our needs

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6.3.2 Examples of good practice1 In our school we are experimenting with Moodle in two different ways: as a learning/evaluation tool and as an informative tool. Physics and Chemistry, traditionally not being the most successful for students, was introduced in the Moodle platform. Actions distribution of work sheets communication outside classes forum interaction on-line upload of works constructive homework homework with substantial importance on the final grade

random questions

video integration

Effects • easy access to the sheets with 24/7 on-line access • easy circulation of information • explore/discuss curricular, and extra-curricular subjects • respect for the deadline times • keep a regular work, finding out the errors and improving results • motivation to keep working and improving results • motivation with the obtained results • respect of the deadline times • better preparation during the classes • faster evolution • better results in tests • self awareness of the relationship between the achieved work and corresponding results • give students the main part of responsibility in the learning process • different homeworks for different students • group work to help each other solve the different homeworks • questions using video real situations • students can access to videos made by the teacher, with help to solve exercises

1. For the use of Moodle during the process of In-company classes, we refer to Chapter 3.6.2 of the inspiration book on “In-company classes”

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6.3.3 Results of the students’ enquiry regarding the use of Moodle There were 68 students answering the enquiry. On a 1 to 5 scale, 1 being the lowest score and 5 the highest score, the students’ evaluation was the following: Moodle use: 56% of the students evaluated this aspect with 5 and 32% with 4; Moodle use importance as class support: 51% of the students evaluated this point with 5 and 38% with 4. We can notice that 88. 5% of the students referred to Moodle as a major support to their classroom activities. Some of the comments below reinforce this idea: Quotes of students: ”My suggestion is to use Moodle from the first test on.” “I think the homework tasks done on Moodle became very important because we are able to practice and get ready for the evaluation tests.” “The only negative aspect was that I wasn’t sure how to use Moodle before but the teacher helped and the problem was solved. Congratulations” “My difficulties with this subject stopped since we started using Moodle. From that moment on, my grades improved a lot, so I think this platform is very useful” “Working the subject contents but with Moodle all became easier.” 6.3.4 Conclusions We can conclude that the students reacted very well to the Moodle platform and its use as an evaluation/study tool and that they are willing to keep using it. Benefits: students have a better theoretical background during the classes students learn faster and in a more personal way in practical lessons students feel more support in their studies there is a noticeable difference in the results achieved by students who worked on their homework on a regularly basis more exercises available the teacher gets direct feedback about the student’s performance Remark: In test mode, evaluation is mainly restricted to product and not to process evaluation. Our major goal now is to have all our school teachers use Moodle in some way so that everyone is familiar with its functions and possibilities. It can provide our students a rewarding and complete study experience, being able to enjoy their work and the achieved results.

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Chapter 7: Appendices | TL+Q | Inspiration Book 3


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Chapter 7

Appendices 7.1 Cooperative Games and methodologies Example of cooperative games performed in different classroom groups of the Esteve Terradas i Illa Institute, Cornellà de Llobregat (Barcelona), Catalonia, Spain. Game Cooperatives chairs Chairs and stereo

Turn over the sheet A sheet

The magic pole

Short description Students have to climb onto the chairs they have. At the beginning a chair is put in front of each student. When the music starts playing, all students start to circle around the chairs. When the music stops, everybody has to step onto some chair. Then one chair is taken out and the game continues. When the music is stopped again, the students try to stand onto the remaining chairs. The game finishes when it is impossible for the students to climb onto the remaining chair(s). It is important to see if students help each other, and do not let anyone out, because otherwise they all lose. A sheet of paper has to be turned over with the students standing on the sheet. A sheet of paper is put on the ground and the students take place on it. Then they are asked to turn over the sheet, but without stepping off it. The game finishes when the sheet is turned over. During the game it is possible that students need to stop and discuss the different solutions. It is also important to consider and analyse how decisions have been taken and solutions have been found. Students have to place a rod (or pole) down onto the ground. Continued on following page

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A rod (Flexible rod used for tents) between 1-2 meter long.

The alternative balloon

Balloons

The circle A long rope (6 – 8 meter long)


Students form a line and support the rod with one of their index fingers. The rod is more or less at waist level. Then they are asked to let the rod down, but that every student keeps in touch with the rod. Every time the rod comes off one of the student’s finger, they have to start again. During the game it is possible that students need to stop and discuss the different solutions. It is also important to consider and analyse how the decisions have been taken and solutions have been found. Students have to take out a balloon from inside a circle. Students form teams of 4 persons. Each team forms a circle. The balloon is located in the centre of the circle on the ground. Then the students are asked to take out the balloon from inside the circle without using their hands or their feet. During the game it is possible that students need to stop and discuss the different solutions. It is also important to consider and analyse how the solutions have been found. Students have to form a square from a circle. Students form a circle. The rope is located circle wise on the ground at the feet of each student Then each student blindfolds him/ herself. Then they are asked to transform the circle into a square. They are allowed to speak to each other but not to touch each other. During the game it is possible that students need to stop and discuss the different solutions. It is also important to consider and analyse how the solutions have been found.

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7.2 Group implementation in the classroom In order to understand the use and effectiveness of the group implementation in your classroom, it is worth mentioning some principles on which these are grounded: Learning is enhanced when it is more like team effort than a solo race. Cooperative and social learning can boost learning processes. Group work gives students more opportunities to interact and share opinions more freely. Small groups provide opportunities for student initiation, for face-to-face give and take, for practice in negotiating meaning, for extended conversational exchanges, and for student adoption of roles that would otherwise be impossible. Group work creates a positive atmosphere in the sense that some students will not feel vulnerable to public display that may cause rejection or criticism. It is totally true that shy or low risk-taker students feel much more confident working in small groups than in teacher-fronted classes. Sharing one’s ideas and responding to others’ reactions improves thinking and deepens understanding. Learner’s responsibility and autonomy are encouraged through group work – the small group becomes a community of learners cooperating with each other in pursuit of common goals. Students are not constantly relying on the teacher to complete their tasks. They learn that they can complete an activity successfully with the help of other classmates or by themselves. Working in group work often increases involvement in learning. By using group work, the teacher has the opportunity to teach turn-taking mechanisms1. Turn-taking can be described as a process in which one participant talks, then stops and gives the floor to another participant who starts talking, so we obtain a distribution of talk across two participants. As every method, group work also has disadvantages that are important to identify. The first drawback relates to noise – the noise created by group work is usually “good” noise since students are working and are engaged in a learning task. To solve the “noise problem” the teacher can point out to the students that they do not need to shout to be heard and this will help to keep noise at moderate level. Teachers may lose control of the class or have difficulties controlling the class, especially concerning discipline. But even if students are working in small groups and are in charge of the completion of a task, the teacher is still the director and manager of the class and needs to make students aware of this. In order to stop activities getting out of control, it is important to give clear instructions, to give clearly defined tasks and to set up a routine so that the students exactly know how and what to do. If a teacher circulates around the class to clarify doubts and to monitor what students are doing, there is no reason for losing control of the class. When working in groups, students are surely going to make mistakes – errors are a necessary manifestation of the learning process, and we do well not to become obsessed by constant correction. Well-managed group work can encourage spontaneous peer feedback on errors within the small group itself. Teachers are facilitators and guides, not police officers who stand behind our students’ backs in order to correct everything they say or do.

1. http://turn-taking.blogspot.com/2010/08/turn-taking-mechanism.html

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7.3 Explanation of the steps to perform the strategies

Introduce the strategy

Students need a clear explanation of the activity they will carry out. Learners must know the topic, the number of members they will work with, the time allowed to make the activity, what their responsibilities are, the points they will obtain once the activity is finished, among others. Model the Once students have an idea of what they are supposed to do, the teacher should model strategy or show what students will do. Tasks such as debates, discussions, or problem-solving situations cannot be modelled entirely, but at least it is the instructor’s responsibility to make the main characteristics clear to students. Give explicit Instructions must be crystal-clear. They should be short, precise, and with simple words. instructions If an instruction contains several steps, the teacher should highlight those steps by using roman numerals, letters, or numbers in bold and with a readable font size. In this way, students will notice the different parts of the activity, and the way they should complete it. Divide the class It is a good idea to use a variety of grouping techniques to make students work with into groups different people every time a new activity is assigned. Assign roles Even though students know their own abilities very well and can assign themselves their own roles, at the beginning it would be a good idea if the teacher can say what every member of the group is responsible for. In this way lazy or irresponsible students would be forced to work hard and to participate as much as the other team members. Check for It is very important to verify if students have understood what they have to do. One way of clarification doing this is by asking learners to repeat the instructions themselves. Set the task in Once steps 1 to 6 have been completed, the teacher asks students to start the activity. motion Monitor the The teacher should constantly walk around the room to monitor what students are doing. task Students usually like to ask questions, clarify doubts, or even make the teacher another member of the group for a few minutes. During this step, the teacher can write down certain considerations to give feedback at the end of the activity. Also, depending on the activity, this would be a nice moment to grade the students unnoticeably. Set a time for This last step is fundamental to make an activity effective. Students need to present and to debriefing and share what they did. Sometimes, because of lack of time, teachers do not go through this feedback step, but students do need to be rewarded and praised for what they did. They also need feedback to correct or reinforce certain weak areas. By doing general comments in relation to content, learners will clearly see the main purpose of the activity.

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7.4 Active and Participative Methodologies Short descriptions of some active and participative methodologies1, used in different classroom groups of the Esteve Terradas i Illa Institute, Cornellà de Llobregat (Barcelona), Catalonia, Spain. Strategies – short description Simulation It is a kind of game, in which students simulate a real situation. This is done by acting according to established rules. The game, which can be competitive or cooperative, requires control and regulation strategies from the teacher. After the game consider a debate on the content and how the process has developed.

This technique can be used to consolidate new knowledge, for example, after a lecture or presentation.

Instructions: ·· Make groups of 3 or 4 persons. ·· Give each group a role. Each group only knows about its role. ·· The teacher will control the time and monitor that each group acts according to its role. ·· Each group has a task. To clarify their tasks, the students fill in a “card “. ·· The persons inside the group can talk to each other before the general debate in order to negotiate agreements. However, they should respect what your role indicates. Before distributing the roles, it is necessary to read the instructions. The simulation begins after this reading, and after a preparation time is given (20-25 minutes). The teacher shows the different groups and controls the time, which is limited to 40 minutes, and also controls that the norms are respected. Jig saw Teach subject material, encouraging listening, commitment and empathy by giving each member of the group an essential part to play in the activity.

> Continued on following page 1. Learning to cooperate, cooperating to learn. Edited by: R. Slavin, S. Sharan, S. Kagan, R. H. Lazarowitz, C. Webb and R. Schmuck. Plenum Press, New York, New York. 1985

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The jigsaw classroom is very simple to use. Just follow these steps: ·· Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. ·· Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. ·· Divide the day’s lesson into 5-6 segments. ·· Assign each student to learn one segment, making sure students have direct access only to their own segment. ·· Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. ·· Form temporary “expert groups” by having one student from each jigsaw group join other students who worked on the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. ·· Bring the students back into their jigsaw groups. ·· Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification. ·· Move around from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. ·· At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count. Project “electronic fuel injection systems” This technique confronts students with situations that make them look for, understand and apply what they have learned in order to resolve problems or to suggest improvement.

The methodology develops a spirit of initiative and creativity in the students, and enhances the responsibility and, above all, allows the formulation and evaluation of hypotheses, to plan, to find solutions, to consult different information sources, to write reports, etc. It is a learning strategy that involves students in problem-solving and other meaningful tasks, allowing them to work independently to construct their own learning and culminates in actual results generated by them. > Continued on following page

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The most characteristic stages of the project are: ·· Selection of the project. ·· Planning all the details of the project. Distribution of tasks. ·· Selection of the needed material. Preparation and structure of information. ·· Monitoring Project. ·· Realization of the project. ·· Presentation of the project. ·· Analysis and evaluation of what have been done and the individual contributions. Teams-game-tournament Students learn materials in class; this can be taught traditionally, in small groups, individually, using activities, etc. The heterogeneous Study Teams review the materials, and then students compete in academically homogeneous Tournament Teams. Students bring from 2-6 points back from their tournament to their Study Teams. Points are totaled and normalized (for a group size of 4). It is the Study Team which is successful. It should be noted that the Tournament is based on open-ended questions Heterogeneous Teams: Generate a ranked class list of all students. The ranking should be according to students’ academic marks. Team size: 4 students Homogeneous (Tournament) Teams: ·· Use the same ranked student list. ·· Form groups of 3 (alternate size is 4). ·· Cluster students by 3’s, going down the ranked student list. This will result in the 3 strongest students competing together, the 3 weakest together, etc. ·· Have a deck of numbered cards (1 - 30) available for each tournament table. ·· Make up a worksheet of 30 numbered questions. ·· Make up a numbered answer sheet. ·· Each team picks up an envelope/deck of cards, question sheet and answer sheet. Inner outer circle This is a speaking activity that works well for open discussions or literature circles. It allows students to speak in a smaller group rather than in whole-class discussions, and students receive feedback from their peers about their participation in the group, while the teacher can observe the group as a whole.

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Split the class in half. Each student will need a partner; depending on your context, it may be easier to ask students to find a partner, than to assign pairs and put one member of each pair in each group. Create two concentric circles of chairs (an inner and an outer circle). To begin, members of group one will sit on the inner circle chairs. Their partners (who are in group 2) will sit on a chair in the outer circle. Students should sit in facing each other. Give peer evaluation guidelines to members of the outer circle. Before doing this activity for the first time, it would be helpful to go over guidelines for peer evaluation. Students in the inner circle are assigned a topic for discussion. This could involve one broad topic or a series of questions, as in a literature circle. Discussion on the topic takes place among inner circle students for a set amount of time. Outer circle students are observers, taking note of how well their partner participates in the discussion. Criteria for evaluation are up to the teacher. When time is up, partners meet briefly to debrief the discussion. Inner circle participants receive constructive feedback from his/her partner in the outer circle. Roles are switched. The outer circle students move into the centre. It is helpful if they have a related topic or different discussion questions for their discussion. Repeat steps 4-7 with the second group in the centre. Discuss evaluation criteria in advance. If the observer is looking for use of specific grammar structures or examples of content knowledge, make sure the students know this before the discussion begins. Debriefing as a class helps students generate ideas about qualities of a good class discussion. Time allowed for discussions should be equal for each group and depends on the level of the students. Discussion questions should be of similar difficulty.


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Active and participative study and learning worksheets

7.5 Problem-based APSL Subject of the activity Class(es) / working groups

Basic electro technical circuits 1st year automotive electromechanical students (from 16 year-old) Date October 2010

N°students

20

N° lessons / 4 hours (240’) timing Content Resolution of basic electrical circuits: series, parallel and mixed. Learn to use the multimeter. Objective Skills Cooperation among students. Students’ responsibility. Students will learn how to use the multimeter and experimentally resolve basic electrical circuits. They will learn first, in small groups of specialist and then they Description will share and teach each other their knowledge by using the inner outer circle. As a closing activity a common exposition of the results is proposed. The subject class’ content in divided in five parts: multimeter; series, parallel, and mixed (series–parallel and parallel–series) circuits. Students are divided into five small groups of specialists. The different parts can distributed randomly among the Organization group or choose by the groups themselves. Once each group is ready, it starts to shear and to teach the other group about their part. Inner outer circle is used for this proposes. Multimeters, training circuits, and worksheets with exercises on every part. Optionally, Materials calculator and a simulation computing programme (electronic workbench) can be used. Electrical plugging is necessary for the simulating panel and the computer. Learning The groups are distributed around the whole classroom so that there is enough space environment between them. (classroom…) Tables’ group are located so that members can see each other. Prepare the needed material. Before Gives explanation of the class’ content. Follows the forming procedure exposed above and organize the classroom. Teacher’s tasks Monitors the activity, clarifies doubts, gives ideas and recommendation, assess both During individual learning and the group as a whole by asking questions. After Gives feedback and comments the activity. > Continued on following page


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Before

During Students’ tasks

After

Evaluation

Feedback

Read the class’ content. Make sure they understand the activity procedure and have the needed materials. Specialist group: Read the instruction given in the worksheets. Each member of the group takes on a specific role and responsibility: material, lector, secretary and spokesman. Perform the tasks assigned and complete the worksheets. Each member is trained on the assigned problem. Inner outer group: Two members of the group (inner) stay on their own place. The other two members (outer) will rotate visiting the other inner groups. The inner group’s members explain and demonstrate the resolution of the own problem. The outer group’s members learn and fulfil its own worksheet on the other problem. Once, the circle is closed, the whole group of specialist starts rotate. In this case, the outer group’s members explain to their own inner group’s member. The specialist groups complete the five worksheets. The spokesman of each specialist group present the results obtained. Make some remarks and comment results. Specialist groups peer evaluate each other based on the criteria exposed by the teacher. By using the training circuit students are asked to resolve a mixed circuit. Teacher Students ·· Shared goals and responsibility ·· Large content on short time ·· Good learning atmosphere ·· Students get involved in the class ·· Rely on the classmate ·· Combination of theoretical and practical exercises.


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7.6 Project-based APSL Subject of the activity Class(es) / working groups

Electronic Fuel Injection Systems 1st year automotive electromechanical students (from 16 year-old) Date Spring 2009

N°students

12

N° lessons / 35 hours timing Content Study of the electronic fuel injection system: components, functionalities, electric and electronic circuits, verification and diagnostics of the injection system faults and Objective repairs. Skills Responsibility, accountability, organisation, information processing, communication. The project aims to build the main knowledge (theoretical and practical) on the electronic fuel injection systems. This knowledge will enable students to work in a real situation and with the needed diagnosis and measurement equipments. We first perform two cooperative games (turn over the sheet and the magic pole). Then a brainstorming on the subject content is proposed. After that, and considering some ideas given during the brainstorming, the teacher gives by using a power presentation a general overview on the fuel injection systems. The content is divided mainly in three parts: sensors, actuators and electronic control unit, each one containing Description different elements or components. A list of these elements are made and then delivered randomly amongst the students. Students work and become specialist on one components only. They use a worksheet to development the activity and the practice. Students share and explain their knowledge by using the inner and outer circle, receive feedback after a power point presentation of their themes, and then by simulating the different operating engine’s functionality put together their knowledge. Finally, individual, by test and questionnaire, and group evaluation (by TGT) is performed. The whole subject under study is divided in different parts. Each student is delivered with one part, which has to study and learn individually. The part comprises both Organization technological and experimental aspects. Then students are proposed to learn from each other and finally are evaluated on the whole subject: the electronic fuel injection systems. Materials Computers, one projector, different components from the electronic fuel injection system, Toyota training motor and its diagnosis equipments, and multimeter. Learning The students use both the classroom and the experimental room to perform environment uncommented tasks. They also have to disposition computers in order to look for (classroom…) information and prepare the worksheet and the presentation. Before Plans the activities and look for the needed materials. Teacher’s Follows the forming procedure exposed above and organize the classroom. Tutors and During tasks monitors the tasks. Makes needed comments and suggestions. After Performs debriefing and gives feedback. > Continued on following page


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Before

Students’ During tasks

After Evaluation

Feedback

Plans its own part’s content. Look for the needed documentation and materials. Organizes the information and fulfils the worksheet. Performs practical verification and checking on his own component. Shares the information with the rest of students in an inner outer circle. Prepares a power point presentation on his part. Organises and performs simulation of the different operating engine’s phase (cold, idling, medium and full), and gives feedbacks to his mates. Participates in the debriefing and gives feedback on the activities. A test and questionnaire, and TGT evaluation was performed. Teacher Students ·· Good learning atmosphere ·· Good learning atmosphere ·· Theoretical and practical contents are ·· Theoretical and practical contents are connected and related connected and related ·· Easy visualisation of the fuel injection ·· Easy visualisation of the fuel injection system as a whole system as a whole ·· Rely on the classmate ·· Rely on the classmate ·· Learn more by sharing and telling each ·· Learn more by sharing and telling other each other ·· Use of measurement and diagnosis ·· Use of measurement and diagnosis equipments equipments ·· Pleasant evaluation style ·· Pleasant evaluation style

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7.7 Jigsaw-based APSL – Vocational and laboral guidance Subject of the activity Class(es) / working groups

Vocational and labor guidance (formació i orientació laboral – fol) 1st. year. Micro-computing systems and network (first technical level). From 16 years old Date

N°students

20

N° lessons / timing

Content Learn and use a payslip Skills Favor the understanding and interpret the content of a payslip. Objective Individual accountability and responsibility. Promote research ability and encourage the right interpretation of the finding. Each group has to produce a payslip. Description Each student has to understand and to know how use a payslip. The class activity will perform by using jigsaw strategies (see appendix). Organization The class group is organized such as to form 5 groups of 4 students. The groups are organized randomly or by students’ affinity. Materials Blackboard, 5 computers (at least), students’ textbook, calculator. Learning Classroom. It is expected to organize the groups in such a way the tables will be environment perpendicular to the blackboard. (classroom…) A brainstorming is suggested. Question e. g.: What a payslip is for you? By taking into account the right ideas from the brainstorming (see appendix), a general explanation on payslip is given by the teacher. Teacher explains the main goal Before of the activity: Learning and using a payslip. Teacher’s Then, Jigsaw strategy is explained (see appendix). tasks 5 basic groups are formed and classroom distribution is done. The payslip is dived in four parts. These are delivered to the 5 groups. During Supporting. Guidance. Facilitator. After An exposition is suggested. Students take part in the brainstorming, contributing with ideas. Before They form 5 groups with 4 students each. At the groups each member takes responsibility of one part of the payslip. Then the group’s member with the same part, form a new specialist group and learn Students’ During only that part of the payslip. tasks Once the specialist has finished its tasks, they come back the original group. Now each specialist share and teach each other inside the group. Each member of the group gives a short explanation on those parts he/she has learned After during the sharing of information. An examination in form of questions is given to each student. The examination is Evaluation based in an already fulfilled payslip. The students give an interpretation of each part of it. Feedback

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Jigsaw-review-based APSL – Computing Subject of the activity Class(es) / working groups

Basics on Computer Hardware 1st year students of Computer and Network Systems Administration. Date Autumn 2011

N°students N° lessons / timing

24

33 hours. (19h. explain method, research and do + 12h. exposures + 1h. final Jigsaw + 1h. exam). Content Research information, generate a document and have an interactive exposure. Objective Skills Group working: taking responsibility, interaction. Explain basic concepts with current and useful examples. Focus in a part of the subject and share the information with each other having an interactive exposure. Resolve a quiz (around 100 questions) about all the topics. The topics are: VonNeumann architecture, CPU/Chipsets, Main Memory (RAM, cache), Description Hard Drives and files systems, secondary storage, BIOS and Firmware, MotherBoards, Output devices, Input Devices, maintenance and troubleshooting, Electro-Mechanical (Power Supplies, Chassis, Fans, Coolers). Organization The students were divided into groups of 2-3. Each group is assigned to a specific topic. Materials Computers, projector, internet access and different types of hardware devices. Learning Classroom and workshop. environment (classroom…) Planning and introduction of the task (topics). Submit the quiz. Before Dividing students into groups. Assign the topics. Submit an exposure assessment sheet. Assist the students to focus in his topic (neither to short nor to long). Teacher’s Establish minimum contents for each topic (Brainstorming). During tasks Discuss the exposure assessment sheet. Bring ideas about the exposure and how to make it interactive (tutoring). Feedback (the documentation and exposure task) and evaluation (with parts of the After quiz). Submit a timetable to exposures. Guarantee exchange of information. Ensure 1 hour before the exam to have a jigsaw session. > Continued on following page


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Before

During Students’ tasks

After

Evaluation

Feedback

Research general information, knowing about the rest of the topics, because most of them are interrelated (cooperative review, social skills). Assign roles (one member search into the quiz his topic questions, other research information about the topic; one member prepare documentation, other member prepare interactive exposure). Share the final documentation. Prepare the environment. Do the interactive exposure. Share the answers related to the quiz (personal responsibility). Evaluate the documentation and exposure of the other groups/topics (following the assessment sheet). Verify the accuracy of quiz responses elaborated by other groups (positive interdependence and group processing). Propose more questions to the quiz with relevant information (promotive interactions). Peer evaluation (using the assessment sheet). Teacher evaluation (exam using the old and new quiz questions) . Teacher Students ·· Controversial opinions: interesting, ·· Rewarding and refreshing variation tedious, irritating, too easy. to every-day work in the classroom, ·· Review the topics (current issues related preparing the documentation and to the subject curriculum). exposure. ·· Take common decisions. ·· Teaching is focused in small groups, but can also implement to the groupclass. ·· Method similar to working life > project activities. ·· Larger areas of learning in shorter time ·· Learn to tolerate uncertainty ·· Discover new resources.

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7.8 Cooperative-review-based APSL Subject of the activity Class(es) / working groups

Starting Automobile Systems 1st year automotive electromechanical students (from 16 year-old). Date Spring 2011

N°students

20

N° lessons / 120 minutes timing Content Mission, components and functionalities of the starting system. Objective Skills Individual responsibility and accountability. Share classmates’ goals. Evaluation activity considering both the individual and the group contribution. Students are asked to formulate questions based on the subject content, and considering the different parts of the starting system: the solenoid, armature with Description commutator; yokes poles, field windings and brush holders; pinion and overrun clutch drive; and intermediate transmission systems. Students are evaluated on the basis of these questions. Five groups of 4 students are formed. One of them plays the role of spokesman. Each group receives one component of the starting system (see above). Each group’s member formulates two questions based on the component he/she has. In total, 8 questions by group. Good formulated question grates by ¼ for the group. Organization Wrong question rests ¼. In this case, the question is formulated by the teacher. Each group’s member starts asking his/her questions to other group’s member. Right answer grates 1 point. Wrong answer can be answer by the group and in the case of a positive solution, it grates ½ point. In the case of negative solution the question can be answered by the next group Materials Components of the starting system. Multimeter. Learning The groups are distributed around the whole classroom so that there is enough space environment between them. The group stays in each corner of a big star. (classroom…) Before The starting automotive systems have been studied and explained. Teacher’s During Checks and evaluates the questions and answers. tasks After Collect the point. Before Learn all about the starting automotive systems. Students’ During Formulate and response 8 questions. tasks After Collect the point. Evaluation Teacher Students ·· Different and pleasant evaluation format ·· The evaluation session is performed ·· They can say more than usually do by by and for the students · · Number of papers to grade decreases writing Feedback ·· Rely on the classmate notably ·· They learn also from the evaluation session


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7.9 Presenting a newsflash Subject of the activity Class(es) / working groups

Presenting a newsflash – mother tongue 2nd year – age of fourteen Date September 2010


17 2 lessons 100 minutes

Content Basic news vocabulary Skills Reading and presentation skills In the first grade, students use a very simple evaluation form to judge the reading exercises of their fellow students. In the given example they have to read aloud a newsflash about the Japanese disaster. Description At first they learn how to evaluate in an objective way, not using grades but smileys. Per student there will be two peer evaluators. http://www.youtube.com/watch?v=ngJHi1V1Wws Organization Make reservation for video camera. Materials Video camera / copies of evaluation sheet Learning classroom environment (classroom…) Task description – ask the students to draw up a newsflash (fake or authentic) Before Make reservation for video camera. Set up criteria for evaluation together with students. Teacher’s tasks During Take notes for each individual student using your own evaluation form. Collect all evaluation forms from all students. Short feedback session in the classroom. After Teacher and students discuss the remarks. Draw up a text for a newsflash – fake or adapted from a real news item. Before Prepare the presentation. Set up criteria for evaluation together with teacher and Students’ fellow students. tasks During Listen and fill in the form or give the presentation of the newsflash. After Short feedback session in the classroom. Teacher and students discuss the remarks. Did the students understand what they had to do? Text newsflash ok? Was timing a Evaluation problem? Did the evaluation happen on a fair basis? What solutions did you find for possible encountered problems? Feedback What changes would you make to the project?

Objective


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7.10 Cooperative Games and methodologies Subject of the activity Class(es) / working groups

Weblog 6th year – age of eighteen Date november 2010


22 5 lessons 250’

Content theory of the novel Skills Reading, writing, speaking, listening ·· Each pupil has to read a novel (in this case it was the same novel for all the pupils). ·· While reading the novel each pupil has to keep an online diary (=weblog) about it. Pupils get a full description of the task with goals, minimum number of entries, links that have to be taken up, background info etc. At this stage the pupils are also informed about evaluation (teacher & peer) criteria laid down in an evaluation form. (Strong classes might even draw up the criteria together with their teacher). ·· The weblogs are then evaluated by the teacher and by the peers (pupil A will evaluate weblog of pupil B, pupil B will evaluate weblog of pupil C etc). Teacher Description and peer evaluators make use of the evaluation form . Peers take as many notes as possible (=evaluation moment nr. 1). ·· In a next phase each peer evaluator gives a judgmental presentation of the weblog he/she evaluated. For comments for this presentation pupils are asked to base themselves upon the evaluation form (see 2). Secondly the pupils should build up their presentations according to the “evaluation text structure” ·· During this presentation the speaker will be (peer) evaluated by the teacher and a class member using an evaluation form which was communicated (or set up by pupils and teachers) previously (=evaluation moment nr. 2) Make reservation for computer class for peer evaluation of weblog. Organization Make reservation for beamer/computer for presentation purposes. Materials copies of evaluation sheets - novel Learning classroom environment (classroom…) Task description – explain whole process. Fix date for last entry weblog. Before Fix date for peer evaluation web log. Fix date for presentation. Evaluate weblog. Teacher’s Check on pupils. tasks During Help during peer evaluation of weblogs. During presentation fill in evaluation sheets. Collect all evaluation sheets from all pupils. Short feedback session in the classroom. After Teacher and pupils discuss the remarks. Look at all evaluation sheets and grade students’ work. Objective

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Students’ tasks

Before During After

Evaluation Feedback

Read the novel. Keep an online weblog. Peer evaluate the weblog. Peer evaluate the presentation. Short feedback session in the classroom. Teacher and pupils discuss the remarks. Teacher’s evaluation - Peer evaluation Students are very sensitive to their peer’s opinion and their product is of high quality. Teacher’s task is slightly decreased thanks to assistance of evaluating students.

7.11 Photo orienteering Subject of the activity Class(es) / working groups

Photo orienteering (project-based learning) Finnish: 1st year students of electronics Date Spring 2011

N°students

10

N° lessons / 10 timing Content Writing instructions and reports, grammar, spelling Objective Skills Group working: taking responsibility, interaction Description To use the photo orienteering tasks with the new students as a means of grouping The students were divided into groups of 3-4 and given instructions to take photos and Organization plan tasks connected to them. Materials Computers, cameras Learning School campus and classroom environment (classroom…) Planning and introduction of the task Before Dividing students into groups Teacher’s Guiding activities tasks During Taking care of the schedule After Feedback and evaluation Before Taking photos of different places at the campus Students’ During Planning tasks or questions for each place tasks Testing the routes and gathering the feedback After Writing a report of the project Self-evaluation Evaluation Peer evaluation Teacher evaluation > Continued on following page


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Students: controversial opinions – interesting, tedious, irritating, too easy Teacher: ·· rewarding and refreshing variation to every-day work in the classroom ·· teaching is more activating and practical ·· method similar to working life ·· larger areas of learning in shorter time ·· learn to tolerate uncertainty

Feedback

7.12 Geocaching Activity Description

Organization

Materials Learning environment (classroom…)

Geocaching activity – the water path ·· search for possible points and routes; ·· check weather conditions; ·· research on historical facts about the city of Almada with the help of the Almada Archaeology Center; ·· decide which topics to include on the activity; ·· ask permission to parents for their children to leave school area; Compass, GPS, notebooks, pencils, containers, stickers, maps; logbooks; timers. City of Almada

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prepare the route the activity will follow; hide the caches and clues in place; make the teams; explain the activity goal and rules to the teams; show the students how to use the compass. follow the different teams, making sure the rules are being followed; support the teams making sure not to give them the answers; check if the previous team leaves everything in place for the following group; contact the other teachers in order to keep them up to date. check the duration of each team’s activity, in order to decide who is the winner; get the caches and clues from the hiding places; write a final report on the activity. read the guide and rules of the activity; make sure the team has all the needed materials; check with the teacher how to use the compass. read the clues/hints carefully; follow the given rules; use information received on the three subjects related to the activity. give feedback.

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Feedback

Students Positive feedback: ·· all students enjoyed being able to spend some time outside the school building; ·· they were surprised how easy it was to apply some topics they have learned in class; ·· the students worked very well in teams as they were able to help each other on the tasks they had to perform; ·· they loved the competition among second year classes; ·· the majority of students mentioned they would to keep doing these kinds of activities, regarding different subjects and topics. Negative feedback: ·· students pointed out they would like to participate in a bigger Geocaching activity, with more points and places to go to. Teachers Positive feedback: ·· the activity brought teachers and students closer; ·· noticeable increase on the students’ motivation; ·· the activity encouraged team work and promoted a healthy competition level among the students; Negative feedback: ·· it was difficult to hide some caches as they kept disappearing; ·· it was hard for the students to be discreet while participating on the activity, making too much noise in the streets; ·· some students found it so difficult to complete a given task that they got frustrated and wanted to give up.

7.13 Mathematics, physics and citizenship Subject of the activity Class(es) / working groups

Mathematics/ Physics/ Citizenship

N°students 108 N° lessons / 1 hour 30 min. timing Content Applying concepts acquired in mentioned subjects regarding: ·· Trigonometry; ·· Trajectories; ·· History of Almada; ·· Local communities and traditions ·· measure angles; Skills Objective ·· calculate distances using points and coordinates; ·· read about the local history of Almada; ·· use previous acquired information; ·· share ideas and points of view; ·· participate in teamwork; ·· respect the opinions of others. All second year students

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Chapter 8: Bibliography | TL+Q | Inspiration Book 3


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Chapter 8

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Anon, logo-4045x1000.jpg (JPEG Image, 4045x1000 pixels) - Scaled (11%), Available at: (http://moodle.org/logo/logo-4045x1000.jpg) (Accessed February 2, 2012a). Anon, Moodle.org. In Standard Moodle Packages. Available at: (http://download. moodle.org/). Anon, Moodle.org Documentation. In About Moodle. Available at: (http://docs. moodle.org/en/About_Moodle). Anon, Moodle.org: open-source community-based tools for learning. Available at: (http://moodle.org/) (Accessed February 2, 2012d). Weller, M, 2006. VLE 2.0 and future directions in learning environments, Proceedings of the first LAMS Conference, Sydney Glover, D. & Miller, D., 2001. Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Techology for Teacher Education, 10(3), pp.257-278. Anon, CENTRO DE ARQUEOLOGIA DE ALMADA. (http://caa.caparica.com/ contactos.htm) (Accessed February 2, 2012a). Anon, Geoaching.com. In Bad Ideas (bomb scares, etc.) http://www.geocaching. com/bookmarks/view.aspx?guid=909c9502-796e-442f-aa8f-b71be68a772b). Anon, Geocaching - The Official Global GPS Cache Hunt Site. (http://www. geocaching.com/) (Accessed February 2, 2012c). DRIES HEIJ, DEBY ONDAATJE, DANIËLLE TOKARSKI en MICHAËL VAN VEEN, Universiteit Utrecht, IVLOS lerarenopleiding, gamma cluster, February 2009 -January 2010 and Ebbens en Ettekoven (2005) BROPHY, JERE. On Motivating Students. Occasional Paper No. 101. East Lansing, Michigan: Institute for Research on Teaching, Michigan State University, October 1986. 73 pages. ED 276 724.


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QUADERNI DEGLI ANNALI DELL’ISTRUZIONE 109/2004, Laboratori di didattica orientativa, Esperienze di progettazione nelle scuole, LE MONNIER. Roma. WOOLFOLK, ANITA (2001). Educational psychology. Eighth edition. Boston: Allyn and Bacon. Active Learning: Creative Excitement in the classroom ASHE-ERIC Higher Education Report Nº 1. George Washington University, 1991. Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc. Johnson D. W., R. T. Johnson and K. A. Smith, Cooperative Learning: Increasing College Faculty Instructional Productivity, ASHE-ERIC Higher Education Report No. 4, George Washington University, 1991. Kagan, S (1990). Cooperative Learning resources for teachers. San Juan Capistrano, CA.: Resources for Teachers. Stipek, Deborah. MOTIVATION TO LEARN: FROM THEORY TO PRACTICE. Englewood Cliffs, New Jersey: Prentice Hall, 1988. Lepper, Mark R. “Motivational Considerations in the Study of Instruction.” Cognition and Instruction 5, 4 (1988) 289-309. Learning to cooperate, cooperating to learn. Edited by: R. Slavin, S. Sharan, S. Kagan, R. H. Lazarowitz, C. Webb and R. Schmuck. Plenum Press, New York, New York. 1985

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http://en.wikipedia.org/wiki/Jigsaw_(teaching_technique)

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http://www.foundationcoalition.org “Peer Assessment and Peer Evaluation”

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http://plime.finalreport.fi/

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http://edutopia.org/project-based-learning-guide-implementation

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http://en.wikipedia.org/wiki/Project-based-learning

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http://www.worksheetlibrary

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http://www.edutopia.org/project-learning-introduction

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http://turn-taking.blogspot.com/2010/08/turn-taking-mechanism.html

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www.tlqproject.eu This project has been funded with support from the European Commission This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.