my learning diary as a teacher. It started during "Introducing Project-Based Learning in your Classroom" course in European Schoolnet Academy but it goes on...
My love for Landscape Architecture and my experience on teaching the relevant subject in my vocational high school for years, led me to develop a learning scenario with the title "Design a garden for your community".
The “STEM Is Everywhere!” MOOC, that was carried out by SCIENTIX and hosted on the EUN Academy gave me the chance to submit my learning scenario and after two rounds of reviewing, here it is, in the SCIENTIX repository for STEM resources.
Related subjects are:
Botany, Maths and ICT.
Additionally, for vocational education: gardening, landscaping, digital design.
By the end of the learning activities students are expected:
to know how to measure with accuracy, to scale and to digitally draw a small garden plot
to know how to choose plants suitable for their garden and
to develop their creativity and their collaborative skills.
Students will be allowed to make their own choices and this will help them develop entrepreneurial skills (according to the EntreComp framework).
If you plan to run a project on Sustainable development, consider that designing (and creating) public green spaces can be related to SDG11, target 11.7 (By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities)
This is a digital garden design that my students have made in the frames of the eTwinning project "Two island inspire" and I'm sharing it with you as an example of a project where the learning scenario can be used.
I'm sure that you can find a lot of ideas to use my learning scenario in your projects.
The initial situation is presented to the class in the form of a challenge: supposedly isolated in a hostile environment, the students have no fuel left to find help. They have to feed themselves and have enough material left to burn as fuel. Their resources are reduced to one package of nuts and one package of wheat noodles. The challenge is how to get the most energy from these foods.
The main pedagogical methods to encourage investigation in the classroom
prepare an open challenge
manage time, space, ways of working
encourage independance
allow students to take ownership of the problem
become aware of the students' state of thinking
organize the ways in which the students communicate
welcome ideas in neutral way
structure the inquiry
when interacting with small groups: ask open-ended questions, guide students thinking
refocus students' thinking
ask for clarification
vary the organization of the sessions
build students confidence
value errors
allow trial and error testing
encourage quantification
encourage note-taking
allow time for communication of results
prepare results sharing
articulate investigation with more traditional teaching methods
explain elements of the scientific approach
Very useful tips and advice on how to manage an IBSE project with your students
Thinking includes a number of important elements that a facilitator can model and encourage to provide forward movement in a discussion. The facilitator is there to provide positive cognitive interventions that help move the discussion forward.
During the discussion, the facilitator needs to be aware of opportunities to focus attention on the key elements of thinking.
These include:
Questioning – asking good questions to provide a focus for the inquiry.
Reasoning – requesting reasons or evidence to support arguments and judgements.
Defining – clarifying concepts through making connections, distinctions and comparisons.
Speculating – generating ideas and alternative viewpoints through imaginative thinking.
Testing for truth – gathering information, evaluating evidence, examples and counterexamples.
Expanding ideas – sustaining and extending lines of thought and argument.
Summarising – abstracting key points or general rules from a number of ideas or instances.
Strategies to extend and develop student thinking include:
Thinking time – encourage pauses for thought or some moments of quiet meditation on a topic. Remember to provide at least 3 seconds thinking time after you have asked a question and 3 seconds thinking time after a child gives an answer.
Think—pair—share – allow individual thinking time for a question, invite discussion of the question with a partner, then open up for class discussion.
Ask follow-ups – ask students to extend or qualify what they said by asking questions that challenge their thinking, such as ’Why?’, ‘Do you agree or disagree?’, ’Can you say more?’, ’Can you give an example?’, ’Describe how you arrived at that answer’.
Withhold judgement – respond to student answers in a non-evaluative way, e.g. a positive but neutral response such as ‘Thank you’, ‘Ok’, ‘That’s interesting’, ‘A-ha’, ‘I see’.
Invite the whole group to respond – encourage a response from the whole group by saying things such as; ‘How many people agree/disagree with that point of view?’ (hands/thumbs up, down or to side). You can also ask questions such as ‘Having heard that, what questions might we ask?’
Ask for a summary – promote active listening by asking for a summary of what has been said, e.g. ‘Could you summarise Kim’s point?’, ‘Can you explain what Jane has just said?’, ‘Can you tell me the arguments so far?’
Play devil’s advocate – challenge students to give reasons for their views by presenting opposing points of view, or by asking students to be devil’s advocates, e.g., ‘Who can think of a different point of view / an argument against that?’
Invite a range of responses – model open-mindedness by inviting students to consider different viewpoints: ‘There is no single correct answer to this question. I want you to consider alternatives’.
Encourage student questioning – invite students to ask their own questions before/during and/or after discussion. ’Does anyone have a question about what has been said?’, etc.
There is a wide range of writing strategies that can be used in learning and teaching processes. These activities can generally be grouped into three groups according to the affective and cognitive engagement:
Poetic writing can be defined as the language of novels and poems. The aim of writing poetry is to separate yourself from action and to think reflectively about experiences and feelings.
Expressive writing both includes information and reflections about that information. Since expressive writing is usually done informally, without concern for the judgment of others, the writer may concentrate on making connections with prior knowledge, clarifying understanding, and otherwise “explaining the matter to oneself” (Britton et al., 1975, p. 28). Because expressive writing can be a very powerful tool for associating concepts with language, it has come to be known as writing to learn (Connally, 1989).
Transactional writing, which is mostly used by science writers, is characterized by the voice of the participant in action. Transactional forms of writing have often been called “writing to inform” or “writing to communicate” (Freisinger, 1980).
The experimenter report is a tool that helps teachers to document, reflect and share their IBSE activity. Teachers document their implementation of an IBSE lesson in an online space to which both students and teacher have access, and on which peer feedback can be provided by other teachers.
Five innovative learning scenarios in the BLOOM School Boxand relevant pedagogical methods
Bloom your school with your biofuel and soap lab
Project-based learning (PBL) involves shifting the focus from traditional education, where students are passive receivers of information and the teacher is the (only) source of knowledge. Project-based learning simply means learning through projects. It involves learner-centred decision-making: students are able to plan their own project, instead of following a set of instructions. PBL can and should be based on student inquiry. Note, that PBL can be implemented with many different pedagogical methods, such as inquiry-based learning (IBL). Ideally, it also includes peer and self-assessment, rather than only relying on teacher assessment. Finally, the ownership of the project ultimately belongs to the student, as opposed to the teacher, whose role is that of a moderator. The Buck Institute for Education identifies the following seven steps of PBL: Challenging problem or question. The project has to start with something that is considered truly engaging for students. Sustained inquiry. Students are continuously involved in asking questions, finding answers and researching. Authenticity. It’s advisable to choose a topic that students feel close to, but also to take their chosen project seriously. For example, having an exhibition for the school’s community at the end of the project, as something to work towards. Student voice and choice. Students need to be able to guide their own project. Reflection. Apart from the final assessment, it is advisable to have reflection activities along the way. Critique and revision. Students have to receive and give peer critique and revise constantly. Public product. At the end of the project, students should have an end-product they can exhibit.
Examining the thermal properties of bio-based building materials
Knowledge Café or World Café is a method often used in education that involves participants discussing a topic in smaller circles, with one participant periodically rotating to the next circle, where they are introduced to the previous discussion, by the “table host”. When using this method with students, it is important to encourage each of them to speak by creating a physical and mental space where they feel comfortable to share opinions. You can starts the lesson by sharing pre-defined questions to guide the discussion or just let the discussion enfold. Note that solutions and outcomes should not be predefined.
Building a new environmental Future
Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers. Banchi and Bell (2008) defined the four levels of inquiry-based learning: Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions, and guides students through it to an answer that is already known by them. Structured inquiry: The teacher provides the scientific question and guidelines, or structure to the investigation. Students are required to explain their findings. Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process. Open or true inquiry: Students formulate their own research questions, design the experiment and present their findings
Growing plastic and new life for plastic
Interdisciplinary education allows students “to learn by making connections between ideas and concepts across different disciplinary boundaries” (Open Edu, 2015). One of the main benefits of interdisciplinary learning is that students tend to have a better understanding of the connection between what they are learning and the real world. It can also enhance confidence in subjects that are deemed more difficult by students, especially because they are taught not as separate, but in tandem, therefore, different skills of students are made use of. These are just the first benefits, interdisciplinary classes also improve collaboration skills in students and carry a lot of professional development value for teachers and staff. What is more, it encourages students to learn in a playful manner. Interdisciplinary learning therefore: Helps students to think critically, Develops their lifelong learning and problem-solving skills Increases passion for learning and develops communication skills and creativity.
1. Let's start with the definition: What is bioeconomy?
“A bioeconomy can be defined as an economy where the basic building blocks for materials, chemicals and energy are derived from renewable biological resources.” (McKinsey, 2013)
“The bioeconomy covers all sectors and systems that rely on biological resources (animals, plants, micro-organisms and derived biomass, including organic waste), their functions and principles. It includes and interlinks: land and marine ecosystems and the services they provide; all primary production sectors that use and produce biological resources (agriculture, forestry, fisheries and aquaculture); and all economic and industrial sectors that use biological resources and processes to produce food, feed, biobased products, energy and services. To be successful, the European bioeconomy needs to have sustainability and circularity at its heart. This will drive the renewal of our industries, the modernisation of our primary production systems, the protection of the environment and will enhance biodiversity.” (The Bioeconomy Strategy, European Commission 2018)
The bioeconomy in everyday life
Take a look at some biobased products listed here and here
Biobased products and education
Biobased products have the power to change even the way we teach!
Laundry detergents use enzymes. The use of enzymes in the washing and cleaning process means that less energy is required to achieve the same result. Why not create an environmentally friendly laundry detergent with our students? We only need four simple ingredients and the classroom activity is ready! Let's try this activity with our class!
The main reason why raising awareness about biobased products and processes is important, is that our students will also grow up to be or already are consumers. And, when it comes to deciding which product they use, it is important to make well-informed and environmentally sustainable choices. As our students are the workforce of the future, knowing about opportunities in the field of bioeconomy is vital. Regions, companies and educational institutes are all searching for motivated and skilled youth to work in the bioeconomy sector.
Technology is a tool to develop problem-solving capabilities, both in a team and during independent study.
Question to reflect on
Module 1 How will artificial intelligence rewrite the way we work, think, study?
AI will make things easier in our workplaces but relaying on AI will change the way we use our brain.
Human will be asked to do what AI can't.
Ethics will change and emotional intelligence will be of high demand.
Studying will be easier but it will need a stronger motivation.
Share the most important things you think should change in the educational systems.
We reform curricula but how to reform attitudes and mindsets of the educators, especially the older ones.
Teachers need new skills too.
Critical thinking and problem solving
collaboration and leadership
effective oral and written communication
accessing and analyzing information
curiosity and imagination
initiative and entrepreneurialism
agility and adaptability What other skills do you consider to be crucial for 21st century learning? Emotional intelligence, empathy
Examples of how you teach your students 21-century skills.
PBL on real life problems
Module 2 Do you agree that most students don't have an appreciation for science because they can't relate it to the real world? How do you deal with it in your STEM classes? Experiences and resources?
Yes, they don't. Every time I have given them the freedom of choice of what they will work on their PBL class, they respond well. They like working on problems that are close to them.
Module 3 What is the most significant advantage of an interdisciplinary approach to STEM lessons?
It's closer to real life!
My lesson plan was about garden design of a public open space.
Reflecting on my teaching subjects in order to find an idea for my lesson plan I realized that vocational subjects are full of STEM activities.
A Learning Event with: Cristina Santos and José Braga from 1 till 15.11.2018 that aimed at promoting a better knowledge/recognition of space or places involved in the projects using Google Earth tools, in collaborative work. Google Earth provides resources to help teachers and students to explore, create, and collaborate with mapping tools. Students who are taught geography are more prepared to understand how human and physical systems interact and to make informed decisions based on that knowledge. Content
Read the following PDF document extracted from Google compiling all the legal aspects of using materials created by Google Earth, and also the application logos. Essentially, you will see that there are no restrictions for the use in education.
One of the activities during the workshop on entrepreneurial competences was "our mistakes". Participants were asked to list mistakes that they had made during the production season, on different phases of the production and explain what they had learned from those mistakes.
Today, my morning reading at the beach, with the sound of the waves in the background, was "decision making" chapter from the book "Smarter Faster Better, the transformative power of real productivity", by Charles Duhigg.
I remembered the list of the mistakes that the farmers had written down and I thought that everybody usually talks about success and failures are rarely mentioned, especially in media.
Good choices concerning the future are based in forecasting. We make predictions based in assumptions and assumptions are made according to our experiences. What if we use only our positive experience? Will we get the right assumptions?
Successful people have spent a lot of time exploring information on failures.
We need to expose ourselves to both success and failure stories, so that we make more accurate predictions. We need to remember our mistakes and I think that it would be quite useful to keep a diary of failures. It may be hard, because it's easier to look and think about our successful stories. But if we want our kids or students to be able to cope with the uncertainty of the future, we need highlight the importance of learning from mistakes and failures.
On Saturday the 11th of August I run a workshop on Entrepreneurial competences for farmers, offered by the Business and Innovation Center of Crete, in Ierapetra.
The activities that I had designed were based in the EntreLearn toolkit for Teachers that follows the EntreComp framework (developed by the Joint Research Center).
Instead of independent activities I combined them in 4 sets, relating them with the 15 entrepreneurial competences in clusters.
1. Analyze it (spotting opportunities, creativity, vision, valuing ideas, ethical and sustainable thinking)
Participants had to identify 5 problems that a typical farmer faces, think of how these problems could get worse, think of solutions, analyze those solutions (SWOT) and recognize their sustainability.
2. Our mistakes (coping with uncertainty, ambiguity and risk- motivation, perseverance- learning through experience)
Participants had to list the mistakes they have made during the different phases of production and explain the lessons they have learned from these mistakes.
3. Make a difference (taking initiative- mobilizing resources- mobilizing others- financial economic literacy- planing and management)
Participants had to plan in details an initiative of social or environmental purpose and present it.
4. Our personal growth (self awareness, self efficacy- collaboration)
Participants had get rid of negative thoughts, identify their strong and weak points in case of a collaboration, to self-assess their entrepreneurial competences.
Those activities were related to their professional life so that participants get engaged and make the most out of their own experience.
The aims were that participants
identify the 15 entrepreneurial competences and the circumstances in which they can develop these competences
organize their thoughts
self-evaluate their entrepreneurial competences
develop an entrepreneurial mindset
realize the importance of collaboration and sharing of ideas
In the beginning of the session there was a warm up team building activity on the dynamics of collaboration.
Participants were given worksheets with instructions for each activity, they were collaborating in groups, they were developing their thoughts in mindmaps and charts, they filled questionnaires, they reflected on their personal self-evaluation EntreComp Giant, and they completed their personal profile card of collaboration. They felt particularly engaged and they liked the activities very much, wishing that the result of their work is gathered in one document and be published.
My personal observations are that the participating adults preferred walking in well known paths of thinking, hesitating to think in innovative ways. The available time was not enough for reflection and for showcasing alternative ways of thinking. That's why I believe that there must be a long term available professional development course on the subject.
For all of us teachers that work on vocational guidance and counselling of students, it's essential that we use the latest resources concerning skill needed in a fast changing world.
Truly worrying about how fast school curriculum changes to adapt to these needs and how well teachers are trained to teach these skills, I'm publishing the infographic of Guthrie Jenssen, as mentioned in the World Economic Forum post on the 10 skills you'll need to survive the rise of automation.
complex problem solving
critical thinking
creativity
people management
coordinating with others
emotional intelligence
judgment and decision making
service orientation
negotiation
cognitive flexibility
Reverse thinking: How could we block students from gaining these skills?
By continue teaching independent subjects, in competitive instead of collaborating classrooms, without art that ignites creativity, without social and emotional intelligence courses to develop empathy, without keeping in mind sustainability.
Questions to feed our thoughts, now that we're on holidays and have time for something new to learn:
How much updated do we keep ourselves to new trends in education?
What is our personal Continuous Learning Development?
