Module 2 Learning Activity:

Design your own project to

develop your students’
competences
SECTION A: DESIGN YOUR OWN PROJECT
DESCRIPTION: This learning activity requires you to design your own project to
develop learners’ competences, using the principles and steps you have learned
about in the video talks in Module 1 and 2.
OBJECTIVE: To design a project which you can implement with your students in or
outside of the classroom, aimed at developing a range of competences. The project
can be as limited and focused or as broad and ambitious as you like, depending on
your context, experience, resources and constraints. The project can be focused on a
topic within the subject you teach, or alternatively can include a range of subject
areas; it can be with one or more classes or even schools, involving the local
community or international partners. The important point is to bear in mind the key
principles discussed in the video talks, as well as use the top tips suggested to
ensure your project is designed to effectively develop a range of higher order skills,
including collaborative problem solving, for example.
DEADLINE: Please complete this template by Sunday, 2 October, 23:59 CEST. It is
preferable for you to complete this learning activity by this date, as it will help you
benefit more from Module 3 of this course. However, should you not have time, or
join the course at a later stage, you can submit your learning activity until Sunday 9
October 23:59 CEST.
SUBMISSION: To complete this learning activity you need to fill in this template and
submit it, by clicking on the ‘hand-in task’ button in the ‘Learning Activity’ area.

TASK:
1. Think of a project idea: Think of a project you would like your students to work on
to develop their competences. Think back to your self-assessment of the 10 key
principles for teaching and assessing key competences you did in the Module 1
Learning Activity. You might like to focus your project idea around one or more of the
principles you identified as currently being weakly or not at all present in your
teaching. This is your opportunity to work on that gap in your current practice,
allowing you to develop your own competences, as well as those of your students!
2. Fill in the PBL Plan on pages 3-4: Once you have your project idea, fill in the
Project Based Learning (PBL) Plan below which requires you to think of all the key
dimensions involved in designing a competence-based project. Remember to provide
any relevant links in your plan – this might be a link to an online space where you are
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planning your project, or it might a specific link to an organization you would like to
partner with, or an example of an existing project you would like to adapt to your own
context. Remember, to help you design your project and fill in the PBL Plan, you can:

Refer back to the following advice given in the course so far:

a) The key principles for teaching and assessing key competences discussed by
Caroline and Janet in videos 1.3.2 and 1.3.3.
b) The preliminary checklist and 7 basic steps for designing a PBL activity, given by
Anne in video 2.3.1
c) The 4 top tips and 5 effective strategies given by Sandra, our Irish Mathematics
teacher in video 2.3.3
d) The suggested steps given by Patrick in video 2.3.2 on how to design a
collaborative problem based project, as well as his related paper available below the
video.
e) Advice given in KeyCoNet’s Teacher Guide: Using Project-Based Learning to
Develop Students’ Key Competences, as well as the other PBL resources provided in
the Module 2 Library.

Access examples of PBL activities for inspiration:

eTwinning Project – Rainbow Village:
VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?
id=58043&lang=en
TWINSPACE: http://new-twinspace.etwinning.net/web/p58043/welcome

eTwinning Project – Let Your Passions Shine:

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?
id=82576&lang=en
TWINSPACE: http://new-twinspace.etwinning.net/web/p82576/welcome

eTwinning Project – Pek, The Traveler Flea:

VIDEO:http://www.etwinning.net/en/pub/collaborate/project_gallery/detail.cfm?
id=58602&lang=en
TWINSPACE: http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=12439713

eTwinning Project – Health 4 Life:

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

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

PBL PLAN

PBL DIMENSION FILL-IN YOUR INPUT BELOW

DRIVING QUESTION/PROBLEM How to promote a healthy lifestyle with the

(Needs to be authentic, enable in-depth best food for nutritional value and lower
enquiry i.e. ‘non-Googleable’ and environmental impact
motivate students’ interest)

PROJECT GOALS Make children aware of a Proper lifestyle

PROJECT ELEMENTS (Break down 1. analyze the characteristics of a

the problem into its various parts) number of foods;
2. Knowing the needs of Several Food
(protein, vitamins, carbohydrates,
etc..);

RESOURCES (What resources will you 3. Manual Sciences, science textbook,

use and how will they be distributed etc… about the features of foods;
between students? Will you use any 4. with the aid of a PC to determine the
technology?) combinations of foods to meet the
needs of different nutrients

TOPIC/SUBJECT/S (Will your project It CAN involve different disciplines:

be focused on one specific subject or be mathematics, science, geography,
transdisciplinary/cross-curricular?) physics.

COMPETENCES/SKILLS (Will you Yes, the goal is to engage students to

develop a mixture of subject-based understand how the school can help them
competences and transversal skills?) feel better

TIME FRAME Two week

NUMBER OF STUDENTS AND The project may also affect different classes
TEACHERS INVOLVED (Will the
project only involve the students in your
class or also another class, or even
more schools locally or further afield?)

NATIONAL OR INTERNATIONAL? It would be useful to know the foods of other

countries to allow a cultural rapprochement.
WORKING LANGUAGE? (If it’s an It is preferable to the use of English
international project will you use English
or one or more other languages as the

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working languages for the project?)

PARTNERS? (Which partners will you My school has organized in the past
work with, in and outside of school?) experience in a garden, it would be useful to
introduce students to the origin of some
vegetables.
TANGIBLE ARTIFACT (What will the We can create food cards that allow a proper
students produce that addresses the caloric balance
issue, and makes learning visible and
accountable?)

PUBLIC AUDIENCE (Build in one or Arrange a meeting with parents and other
more opportunities for students to students and schools
present their work to a wider audience,
within or outside of school)

COLLABORATIVE PROBLEM You can create two groups of students. the

SOLVING (You can include a first decides the needs of different foods and
collaborative problem-solving the second works to combine different foods
component to your project, even if it is that they can ensure the requests of the first
group
not the main focus. Remember to follow
the steps presented in video 2.3.2 and
to ensure you ask students to keep a
record of their discussions and
decisions when they are carrying out the
collaborative problem-solving task)

STUDENT CHOICES (Which choices It is important not to exceed your calorie limit
are you giving to students in terms of set
how they work, how they use their time,
the products to be made etc.?)

FEEDBACK & REVISION (Build in Food cards could be used to prepare some
opportunities for students to receive dishes
feedback during the process from you,
other colleagues/project partners or their
peers. Ensure they have the time to
incorporate this feedback to revise their
way of working and final products before
the end of the project)

3. List your questions and concerns: Indicate in the box below which of the PBL
dimensions/project elements mentioned in the above PBL Plan you have any
questions about, are not sure how to implement, or can already anticipate
problems for. If you can think of possible solutions, mention these also. This has 2
purposes: a) it gives you the opportunity to reflect on which issues you need to
further explore and get help on before being able to successfully implement your
project with your students; and b) it gives you the opportunity to benefit from the

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advice of a fellow course participant who will read your questions and problems in
the peer review activity and will try and answer on the basis of their professional
experience and understanding of the course content covered so far.

In order to create a truly innovative project and useful it would be necessary the
use of WEB resources to be able to combine products with a lower impact on the
environment

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SECTION B: PEER REVIEWING ANOTHER
PARTICIPANT’S LEARNING ACTIVITY
DESCRIPTION: To maximize what you gain from this learning activity, please peer
review another course participant’s completed template by answering the 3 questions
below.
DEADLINE: Please complete this template by Sunday, 9 October, 23:59 CEST. It is
preferable for you to complete this peer review by this date, as it will help you benefit
more from Modules 2 and 3 of this course. However, should you not have time, or
join the course at a later stage, you can complete the peer review by Sunday 16
October 23:59 CEST.
SUBMISSION: Once you have finished the peer review, please upload it in the
‘Learning Activity’ area.

TASK:
1) In your professional opinion, to what extent does the participant’s input in the PBL
Plan effectively cover each of the PBL dimensions? Insert an ‘X’ in the appropriate
column to indicate your response.
A lot Quite a bit To some extent Not at all

2) Please justify your opinion in the text box below by making reference to specific
PBL dimensions as relevant. Remember to be constructive in your feedback and
clearly explain which parts of their project description you consider to cover the PBL
dimensions well, and/or which elements you found to be missing or incorrectly
understood.

there are all the features of pbl, to be perfect I miss only the practical part of the students

3) Please carefully consider the questions and problems faced by the participant in
designing their project, by reading their answer to question 3 in part A of this
document. Are these problems you have encountered in your own experience, or
questions you can suggest answers to? Please provide your suggestions in the box
below. This is your chance to help finalize your peer’s PBL Plan so that they can
successfully implement it in the near future with their students!

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It 'a project that fully realizes all the Content of pbl, plus advice to finish the project with the
construction of a shopping and then Lunch possible on the basis of the knowledge acquired.