Projects and Assessment Portfolio

Projects and Assessment Portfolio

Projects

Project-based learning lessons are all based on solving a central question/s
(umbrella question). Ideally, these questions/problems are ones that are
posed by the students. When developing your question, be sure to keep in
mind that it should not be Google-able! If Google can instantly provide an
answer to the driving question, then it is certainly not sufficient enough to
propel meaningful research and study. The essential question should be one
that can only be answered through the process of investigating and
gathering information.So let’s say a student asks the question, “How long is
the term for state senators?” While we wouldn’t want to use that as a driving
question (It’s Google-able), it would certainly be a great start.
Instead, you might help them go a bit further and ask, “How could we create an
information center at our school that teaches our peers about various
government offices?”  Now you have a question to explore that is also tied to a
product that the students can create!

When students ask questions, this shows that they are actively engaged
and thinking about the material. Hopefully, some of these questions
can prompt further research, exploration and study. This is the beginning of PBL.

When introducing a new content or planning a unit, ask first, “How can my students
demonstrate mastery of this concept, content, skill?” That will give you an idea of what
the project will be like.

Projects typically allow for student choice, setting the stage for active learning and
teamwork. Always provide options for students to create their own paths to learning.
Being a creator is at the highest level of Bloom’s Taxonomy and will allow students to
demonstrate mastery.

It’s important to remember that school is about our students, not us, so the more we can
empower them to be in control of their learning the better.

Poll your students at the beginning of the year. It’s important that teachers understand
what students like about learning. This can be as simple as asking kids to raise t
heir hands after a series of questions and recording their answers or collecting a piece of paper
with their ideas or it can be as high-tech as creating a survey online (poll everywhere /
survey monkey / socrative)

How to plan a project

Before starting planning a unit it is important to have an an idea of what the
project will be like, what the teacher and student expect to learn, what is going to be
the outcome and how is the project going to be shown to the world.

Use the chart below when planning a project

Name of the project:

Umbrella question:

Duration:

Course:

Teacher:

• Other subjects/areas to be included?

Project Idea (summary of the challenge, investigations, scenario, problems)

Contents and skills to be mastered

Assessment

Formative

• Quizzes
• Journal
• Drafts
• Practice Presentations
• Checklists
• Mind maps
  

Summative

• Oral presentations with rubrics
• Written products with rubrics
• Test
• Self evaluation
• Peer evaluation
  

Reflection Methods

• Journal
• Discussion
• Survey

Project-based learning typically is grounded in the following elements:

• Role-playing
• Real-world scenarios
• Blended writing genres
• Multiple reading genres
• Authentic assessments
• Authentic audiences
• Real-world expertise brought into the classroom
• Units that assess multiple skills
• Units that require research and comprehension of multiple subjects
• Student choice
• Collaboration
• Multiple methods of communication

PBL is not the same as hands-on learning or learning in cooperative groups,
although these things happen in project-based lessons. What sets PBL aside from all of
this is that everything is driven by the students’ quest to answer the central question. Ideally,
PBL is also student-centered and driven, which is not always true for group or hands-on
activities.

Assessment Portfolio

It is the systematic collection of student work created in response to specific, known
instructional objectives and evaluated in relation to the same criteria. Assessment is
done by measuring the individual works as well as the portfolio as a whole against
specified criteria, which match the objectives toward a specific purpose. Portfolio creation
is the responsibility of the learner, with teacher guidance and support, and often with
the involvement of peers and parents.

Language Portfolios are made up of four main parts:

1.   The Biography: this section documents the learner’s history, interests, general aims
and objectives

2.      Skills: It will contain corrected homework , classwork and assessments of the
different macro skills (reading, listening, use of English, writing and speaking)

3.      Projects

4.   Language and Culture

*Remember that what the students have in their portfolio should
have been assessed by the teacher / peers / self assessed

Portfolios lead to greater learner autonomy since they involve self assessment, learner
responsibility and parent involvement.

There are three ways of self-assessment that students apply

1- The students compare a recent piece of work with an earlier one. Also, they
comment on how they improved over time.

2- The students use portfolios generally, they reflect and provide examples of their
own development in oral or written language.

Once teacher and students have each had the opportunity to evaluate the student’s work,
they are ready to participate in a portfolio conference to discuss student progress.
It is here where both students and teachers engage in collaborative assessment as
part of the portfolio process. However, it’s been known that students who may have
been schooled in teacher-centered classroom  need more time to adjust to portfolios and
portfolio conferences.

The teacher prepares her students for the portfolio conference by providing them with
questions on a portfolio Review guide, which includes guiding questions . Teachers are
required to review their portfolios and make some positive observations regarding its
organization and contents. Then, the teacher begins the conference by asking students
questions to reflect on their own growth and their goals in regard to the learning objectives in
different areas, like reading and writing.

Motivating teenagers

Why are teenagers so unmotivated all the time? What activities can we do to engange them in class? New discoveries in neuroscience can provide us with a biological explanation for this.
Brain function is different in adolescence than in adulthood (25 years). The Prefrontal cortex continues to mature into the 20s, making decision-making generally more effortful and difficult. Adolescents operate more from the reflexive, instinctive, amygdalar part of brain, leading to impulsivity.
They also have less activity in the nucleus accumbens (a region of the frontal cortex) which leads to motivational deficit. This means that adolescents are drawn to high-excitement and low-effort experiences, or both. Long-term planning suffers and risk-taking or "laziness" are very common.

Teenagers can be very demanding and critical but once they are motivated they can show a lot of creativity and imagination in class so the question is how we can motivate them and get the most of each of them....
Below you will find some activities that really worked in my class and I hope they will be useful and enganging for your students.

Warming up - First Impressions are really important to get students in the perfect mood to motivate them. The beginning of the class is a key moment to engage your group of teens in the lesson.

• Cues! It's students' time to be detectives! Hide in the class five cues  that will help them find out what the lesson will be about. To make this activity more engaging and fun write the cues in QR code! What I always use is the QR Code Generator: www.goqr.me to create the cues, I paste the cues on the classroom walls and then they  have to use their cell phones to decipher the codes. They have to install a programme to read the codes, it's free and easy to download. 
• Put a complex picture on the board related to the lesson, get them into groups to discuss what they think the lesson is going to be about and play some music in the background. When the music stops they share their ideas with the whole class.
• Jigsaw Puzzle: if your students have computers you can give them a jigsaw puzzle to introduce a new unit. Here's the webpage I use to create my puzzles.: http://www.jigsawplanet.com
• Pass the bomb: Get a ball and play some music, when the music stops, the student with the ball answers a question from the previous class. This is a great idea for revision that can be used at the beginning of the class or at the end as a round up.

Lesson Ideas

• Google Earth Tour: For this activity you will need computers and the google earth programme installed in the computers.  If you are dealing with places, countries, cities, etc. you can get learners in pairs to carry out an expedition somewhere they would like to go. Then, they report back what they have investigated about the place they visited. 
• Speed dating: If you want to practise speaking  you can sit your students in two rows of chairs facing each other. Call out the first theme and give students two minutes to talk about the topic. When the time is over one side of the class remains seated while the other side moves to the next chair. 
• Connecting chain: This activity is used to revise / practise linking words. The teacher makes a statement and adds a linking word, then throws the ball to a student who has to finish and end the statement with a connective word and so on....
• Survivors: Tell your students that they are flying as passengers on a jumbo jet over the Pacific. By chance a war takes place during their flight forcing the captain to land close to a small island. Passangers learn that they are about to become the last remaining survivors on the planet. The job of each group is to decide what sort of society they can create on the island. *Questions that may guide them through the task: what needs to be arranged / done immediately? How will tasks be arranged? How will decisions be made? Who will be the leader? What will they eat? How? How will children be looked after? How will family life be sorted? What happens to rule breakers? Stand back and let your students debate.

Rounding up

• Box and Cox: This activity is an unthreatening way of assessing to what extent learners have understood what you have taught. Ask students to write down a question that relate to something they do not understand. Make sure these are anonymous and ask them to put these into a box. You can quickly go through any questions and clarify issues to the class that they may not have understood.
• Don't mention it! Students draw from a bag/box a word they have learnt in class. They have to attempt to describe that word without using the word itself. 
• Spot the mistake: Get students in pairs. The teacher writes a sentence, question, with a grammar mistake on the board and students must find it and correct it. You can also write grammaticaly correct statements and students decide if the sentence is right or wrong.
• Mind maps: I am a fan of mind maps as they are an excellent tool to revise concepts and consolidate topics. The use of mindmaps can be used at the end term or the end of a unit, Ask learners for key ideas from the last lesson/current unit/s and tell them they have to create a mind map. Then, they share them with the rest of the class.
• Who wants to be a millionaire? Prepare 10 questions for revision . Pick one learner to be the contestant and one to be the host, Like the television show,give learners three ‘lifelines’, phone a friend (ask someone in class) or askt he audience (everyone in the class writes an answer on a blank sheet of pape and holds it up). Swap the contestant and host.

It is a fact that motivating teens can be a really difficult task to achieve but it can also be one of the most rewarding experiences you may ever had. These were just some ideas that you can implement in class , try them out and see what happenes. I will be posting more activities soon. Stay tuned!

The Anti Bullying Class

This is a topic so relevant in today's world. Last year, one of my students was bullied outside the classroom and it was quite difficult to detect it until she came to me and talked about her problem. Detecting bullies is not that easy because most of them don't act uopn their victims in front of adults.

Children and teenagers tend to become cruel sometimes and it is part of their growing. However, when teasing becomes repetitive and it is made on purpose to hurt a child that is called bullying. 

It is essential to take this issue seriously and do something about it. Not only teachers and the school community should be involved but also parents and the government too. Developing kindness and empathy in our children is essential if we want to make a substantial change to stop bullying in class.

Some Ideas to prevent bullying

• With teenagers you can explain what bullying is and prepare some questions for discussion to raise awareness of such an important issue.

How can bullying harm the school community, even for students who are not directly mistreated? What beliefs or assumptions will students have if they see that neither adults nor peers do anything to prevent or stop bullying?What are some reasons why students might not want to report bullying? Do students in this school generally support fellow students who are bullied? If not, what could we be doing better as a community to increase our support? What are some things we can do to safely support a peer who is being bullied? What do you think a mistreated student would want his/her classmates to do? 

Source: http://www.educationworld.com/a_lesson/student_engagers/bullying_student_engager.shtml

• Help children to solve problems through dialogue instead of fighting. Role playing can be a good starting point. Below you will find some scenarios to role play ....

Source: http://www.eycb.coe.int/compasito/chapter_4/pdf/4_8.pdf

• Encourage students to tell an adult when they see someone who is being bullied. It is vital to get support. Explain the difference between "telling" and "tattling".                       Telling is necessary so as to protect someone from being hurt and tattling is wanting to get someone in trouble but nobody is hurt or in danger.

Telling or Tattling?

1. In the back row of class, Billy makes a face at the teacher when her back is turned to the board.
On the playground, Roger is pulling other kids' hats off and throwing them over the fence.
2. In the cafeteria, Sarah does not drink all of her milk and throws it away.
3. After school, Sam tells a younger student that he is going to beat him up if he does not give him a candy bar.
4. On the bus, Torre is kicking the back of the bus seat that Susie is sitting in and it is annoying.
5. At home, Mark lets the dog outside without a leash on.
6. After school Mary decides to make macaroni and cheese on the stove even though Mom has told her not to use the stove when she is gone.
7. In the neighborhood, Cal decides he can ride his bike in the street when his parents are not home.
8. At the restaurant, Billy blows air through the straw into his cup and it foams over.
9. On Facebook, Kayla is getting hurtful postings calling her names.                                                                                                                                                                                                           Source:  http://www.togetheragainstbullying.org/the-difference-between-telling-and-tattling    

• Prepare with your class a contract in which it is clearly stated that bullies are not allowed in the classroom.

• Engage your students in activities to develop empathy, compassion  and kindness. Children need to know that their feelings are important but so are the needs and feelings of others. 
• Tell them stories that have positive values behind and talk about them.

Recommended reading to teach kids about empathy

• It's OK to be different by Todd Parr
• My brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete
• Don't call me special by Pat Thomas
• The thankful Book by Todd Parr
• Star of the week by Barney Saltzberg
• Exclamation Mark by Amy Krouse Rosenthal
• Making friends is an art by Julia Cook
• Wonder by R. J. Palacio (Ages 8-12)

More classroom ideas

http://www.thebullyprojectmural.com/index.html#p/how-to-add-to-mural

If you have any other idea please comment below so we get nurtured and enrich each other. Have a beautiful day!
Paula.

The Mindful teacher

A mindful teacher in the classroom is essential if you want a class which flows naturally without disruptive behaviour and lack of attention.
Humans are not born with completely developed brains and nervous systems. Neuroscience tells us that children as well as teens cannot regulate themselves till they are in their 20s. Their pre frontal cortex complete developing by more or less the age of 21 so their ability to downshift and regulate their emotions is incomplete until their adults.

Current scientific findings are clear that in order to regulate emotions, human beings are dependent on mature brains to initially assist in the microregulation of their physical and emotional world. Ideally, this interactive regulation transitions back and forth over the childhood and adolescence until the person is largely selfregulation. However, at stressful times, it is necessary and appropriate to seek interactive regulation from stable others. - Arlene Montgomery, Ph.D., University of Texas at Austin

This is the reason why the role of an adult is so important in youth. The care-giver acts as the ventral vagal (soothing) system until their  nervous system can begin to regulate itself.

So the questions is, when we enter the class, are we present, attuned, and empathic? Or are we feeling sad, stressed out, tired, dissociated or anxious? what are we unconsciously transmitting to our students? Pupils  literally respond to the state of our system.

• Emotions are constantly being transmitted to each other. The teacher's internal state is going to be a determinate factor on weather students will be able to learn or not. 
• Mirror neurons: Human beings imitate other people's behaviours as a way to communicate with one another. 

The following characteristics of a mindful teacher will help educators get the best from their students.

• PRESENCE; A mindful teacher is totally enganged in what is happening at the moment. Children and teenagers notice unconsciously when the teacher is not in the "here and now".
• STABILITY AND SOLIDITY is this idea that the adult is transparent, empty, stable and grounded. Be soft and flexible but at the same time unshakable. You can show these qualities through your gestures and posture. The weight of your body ground completely through the feet while having the head and spine naturally lengthening upward. Take the class as your spacial territory and imagine your awareness covering the entire room inviting students to join your class. Embody solidity and show it. 
• SPEECH. Pay attention to the quality of your voice. Intonation , rhythm and stress change as you become more present. Speaking with awareness creates a relaxed power. 
• AUTHENTICITY: Being authentic is finding your own style and voice. Don't try to be somebody else, humans can easily sense when you are lying , just be you!

Taking these aspects into account will help you cope with a disregulated class and catch your students' attention. The role of the teacher, as I mentioned before,  becomes fundamental as it is mainly a model for self regulation and self control. 

Four activities to develop emotional intelligence

"In the dance of feeling and thought, the emotional faculty guides our moment-to-moment decisions, working hand-in-hand with the rational mind. In a sense we have two brains, two minds and two different kinds of intelligence: rational and emotional. How we do in life, and learning, is determined by both. It is not just IQ but emotional intelligence that matters. " Daniel Goleman.

To develop emotional intelligence in our kids is as important as intellectual intelligence. 

It is said that humans are not rational but emotional  beings so learning and teaching about emotions are essential if we want our children to live happy and healthy lives. 

In today's post I will give you four activities that you can do with your students to help them develop their EQ.

Postitve Adjectives - Level: Elementary

Objectives

• Build student's self esteem
• Identfy positive traits in them

The teacher prepares cards with positive adjectives. She/He puts the cards in a bag, a student takes a card from the bag and reads the adjective on the card. All the students that think that that adjective describes them stand up or jump or hop. 

Another version of the activity: The teacher says a positive adjective and those students who feel identified with it dance to the rhythm of the music.

Adjective list: 

adaptable / adventurous / affectionate / amusing / brave / bright / broad-minded calm

careful / charming / communicative / compassionate  / considerate / courageous
creative / determined / diplomatic / discreet / dynamic / easygoing / emotional
energetic / enthusiastic / exuberant  / faithful / fearless / frank  / friendly/ funny generous / gentle / good / gregarious / hard-working / helpful / honest / humorous
imaginative / independent / intellectual / intuitive / inventive / kind / loving
loyal / modest / neat  / nice / optimistic / passionate / patient / persistent 
polite / powerful / practical / pro-active / quiet / rational / reliable / reserved
resourceful / romantic / self-confident / self-disciplined / sensible / sensitive
sincere / sociable / straightforward / sympathetic / thoughtful / tidy / tough
understanding / versatile / warmhearted / willing

Movie Characters – Level: pre intermediate

Objectives

• ·         Identify emotions in a character
• ·         Reflect on a personal experience

Stage 1: Students watch a movie and then analyze the character's feeling at a certain moment in the film. What was he/she feeling at that moment? How did he/she solve the problem? What was the outcome? 

Stage 2: Students reflect on something important they have accomplished in life. What were the obstacles they had to overcome? What was the result? How did they feel? They can choose a song that may represent their experience.

Extra:They can also work with the lyrics of some movie themes that feature heroes like: Rocky, Magnificent Seven or Superman.

STORY STRING  - Level: Intermediate

Objectives:

• Engage students in a creative process
• Build on the contributions of others
• Develop group cohesion

A player says the first line of a story, e.g. “It was a stormy day.”  A  second player goes to the opposite side of the room and says the last line of the story, e.g. “I went to bed safe and sound.” Players must fill in with declarative statements between the 1^st and last line and make up a story. Each time a 'new idea' enters the chain, everyone in line repeats their line in the order in which they are standing, until the story is completed

What you are saying is …. – Level: upper intermediate

Objectives:   

•            Listen carefully to what other person is saying without judgment
• ·         Develop creative thinking

The teacher chooses a topic for discussion and two students take opposite sides. e.g. “Living in the country is better than living in the city” Living in the city is better than living in the country” The partners face each other.

Each partners shares their opinion one sentence at a time, and the partner responds by paraphrasing the sentence without using the same words,  "So what you're saying is..."

Example:

Partner 1: The country is better than living in the city because it is quieter and more peaceful.

Partner 2: So what you're saying is that you can lead a more relaxed life in the country because the city is much more stressful and noisier.

If partner 1 says "yes, that's what I said," then partner 2 shares a sentence and partner 1 paraphrases it.

Follow up activity: Some questions for reflection:

What was it like to paraphrase what your partner said?

Were you aware of your own judgements or perceptions interfering with simply re-stating their point?