PBL manual - probased.org · PBL manual The information provided in this manual is intended to be...

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PBL manual

The information provided in this manual is intended to be pure guidelines for a PBL

implementation. The tips and suggestions documented are mostly based in ETHAZI method

implemented in VET centers of Basque Country, Spain, under the leadership of Tknika.

However, there are other approaches that could be as valid as this one in order to implement the

PBL method that readers might take into account.

The development of this manual has been possible due to Erasmus+ KA2 program funds, with

2017-1-TR01-KA202-04599 project number.

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PBL manual

ABSTRACT ...................................................................................................................................................................... 1 0

INTRODUCTION ............................................................................................................................................................. 2 1

1.1 SOME TIPS FOR NO EXPERTS ........................................................................................................................................................... 3

DRIVEN QUESTIONS ..................................................................................................................................................... 4 2

COMPETENCIES.............................................................................................................................................................. 6 3

3.1 TRANSVERSAL COMPETENCIES ....................................................................................................................................................... 7

CHARACTERISTICS OF PBL ........................................................................................................................................ 9 4

4.1 INTER-MODULARITY ...................................................................................................................................................................... 10

4.2 SELF-MANAGED CYCLE TEACHING TEAMS .................................................................................................................................. 11

4.3 EVALUATE TO EVOLVE IN COMPETENCY DEVELOPMENT ......................................................................................................... 12

4.4 ADAPTATION OF LEARNING SPACES ............................................................................................................................................ 12

4.5 WHY PROJECT BASED LEARNING? ............................................................................................................................................. 15

PROJECTS ...................................................................................................................................................................... 16 5

5.1 METHODOLOGY .............................................................................................................................................................................. 16

5.2 11 STEPS ......................................................................................................................................................................................... 16

5.3 TEAMS’ ACTIVATION ...................................................................................................................................................................... 18

5.4 PROJECT IDENTIFICATION ............................................................................................................................................................ 19

5.5 FROM NECESSITY TO PROJECT...................................................................................................................................................... 20

5.6 ESTABLISH THE PARAMETERS ..................................................................................................................................................... 20

5.7 PLAN THE ACTIONS ........................................................................................................................................................................ 21

5.8 SEARCH AND ORGANIZE INFORMATION ...................................................................................................................................... 22

5.8.1 Information sources ................................................................................................................................................... 22

5.8.2 Organize the information ......................................................................................................................................... 22

5.8.3 Optional knowledge pills .......................................................................................................................................... 22

5.9 GENERATE ALTERNATIVES ........................................................................................................................................................... 23

5.10 SHOW THE OPTIONS ............................................................................................................................................................... 24

5.11 CHOOSE AN OPTION ................................................................................................................................................................ 24

5.12 IMPLEMENT AN ACTION ......................................................................................................................................................... 25

5.13 SHOW THE RESULTS ............................................................................................................................................................... 25

5.13.1 To the teachers’ group ............................................................................................................................................... 25

5.13.2 To the class ..................................................................................................................................................................... 25

5.14 ASSESSMENT ............................................................................................................................................................................ 25

5.15 TIMING ...................................................................................................................................................................................... 26

SOME KEY POINTS FOR TEACHERS ..................................................................................................................... 28 6

6.1 SCOPE OF INTERVENTION A: TEAM COHESION .......................................................................................................................... 29

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6.2 SCOPE OF INTERVENTION B: TEAMWORK, AS A RESOURCE FOR TEACHING .......................................................................... 31

6.3 SCOPE OF INTERVENTION C: TEAMWORK, AS A CONTENT TO BE TAUGHT ............................................................................ 32

PROJECT 0 ..................................................................................................................................................................... 33 7

LIST OF TERMS............................................................................................................................................................ 34 8

BIBLIOGRAPHY ........................................................................................................................................................... 36 9

APPENDIX A: EXAMPLES OF PROJECT 0 ............................................................................................................ 38 10

APPENDIX B ................................................................................................................................................................. 85 11

Table Index

TABLE 1: TRADITIONAL PLANNING OF A COURSE, DIVIDED IN SUBJECTS AND THEMES. ................................... 10

TABLE 2: PROJECT BASED LEARNING PLANNING OF A COURSE, DIVIDED IN PROJECT AND INTERMIXING

SUBJECTS. ....................................................................................................................................................... 11

TABLE 3: POSSIBILITY TO AWARD DIFFERENT ROLES INSIDE STUDENT’S TEAM. .............................................. 19

TABLE 4: EXAMPLE OF A TIMING ALONG A PROJECT. ........................................................................................... 26

Figure Index

FIGURE 1: EXAMPLE OF A FLEXIBLE CLASSROOM. ................................................................................................ 13

FIGURE 2: EXAMPLE OF A LEISURE AREA. .............................................................................................................. 14

FIGURE 3: 11 STEPS WHEEL IN ORDER TO FOLLOW DURING A PROJECT. ........................................................... 17

FIGURE 4: AREAS OF INTERVENTION IN ORDER TO GET EFFICIENT TEAMWORK. .............................................. 29

FIGURE 5: PLANNING PROJECT 0: RYAN-AIR..................................................................................................... 48

FIGURE 6: PLANNING PROJECT 0: PISA’S TOWER ............................................................................................ 63

FIGURE 7: PLANNING PROJECT 0: BRIDGE ........................................................................................................ 78

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PBL manual

Abstract This manual deals with the subject of Project Based Learning (PBL). Project Based

Learning, not to be confused with Problem Based Learning which shares the same

initials, is defined by the Buck Institute for Education as (Buck Institute for Education,

2018):

“A systematic teaching method that engages students in learning essential knowledge

and life enhancing skills through an extended, student-influenced inquiry process

structured around complex, authentic questions and carefully designed products and

tasks.”

These guidelines are intended mainly for teachers and pedagogues who work for VET

(Vocational Education and Training) schools. The core ideas explained in these

guidelines are based in ETHAZI methodology designed in Tknika, a center promoted by

the Deputy Ministry of Vocational Education and Training of the Education Department

of the Basque Government (Tknika, 2018).

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Introduction This manual is intended to be guidelines for teachers in order to implement the

collaborative learning project based learning (PBL) education mainly in Vocational

Education and Training (VET). As mentioned above the main target of these guidelines

are VET teachers and indirectly also VET students.

PBL consists in transforming a necessity into a project, which is structured according to

the technical and transversal competencies that currently are strategical, such as:

autonomy in learning, teamwork, orientation towards extraordinary results, digital

competencies, etc. The projects are presented within an environment of real-world

authenticity, which engage students in a deep and a long-lasting learning process. This

methodology can be transformative for students. Comparing with the traditional

learning methodology, in PBL environment the students become the axis of their

learning process and teacher acts as mere guide in this process.

These guidelines encompass some basic characteristic of PBL and some tips in order to

implement a project.

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1.1 Some tips for no experts

The guidelines show the characteristics of the Project Based Learning methodology

explaining the reasons that support it. In order to carry out the steps and suggestions of

collected here two main tips are shown below:

● Change of attitude: Both the teacher and the students need to get a change

in the attitude. In the ideal case, the students have to get by on their own

to overcome the project without the explanations of the teacher. The

teacher has to introduce the project (the task to do) and guide the

students.

● Importance of the transversal competencies: The companies claims

students with “good” attitude, students that want to learn and want to

work. They do not ask for students that get high marks in all the subjects.

In order to achieve that in the assessment the transversal competencies

have higher mark that in the traditional methodologies.

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Driven questions What is PBL?

PBL is a learning methodology, where students work on a project, which is based in a

necessity that they can find in a real life. By answering the specific needs that the

project presents the students acquire certain knowledge. The projects should be

designed carefully in order to get the desired knowledge.

Why PBL?

While the concepts are internalized better with PBL methodology, students are also

more motivated and engage with the learning procedure. Moreover, it has been proved

that with PBL methodology or similar methodologies the students develop more the

transversal competencies than with the traditional methodologies.

Why PBL in VET?

Experience has shown that VET students usually are students who have failed or do not

match with the traditional methods. On the other hand, these students usually are keen

on in practices. Therefore, a methodology like PBL fits perfectly with a general profile of

VET students.

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Where PBL?

In order to apply PBL in the classroom, it is needed only a motivated group of teacher,

who is willing to change the learning methodologies. It does not matter where, neither

the resources, it only matters the willingness to improve in the learning/teaching

procedure.

Whom for PBL?

To every teacher’s group who wants to change and especially to the ones that are not

getting good results with the traditional methodologies.

How many resources to use in the PBL?

In order to handle a PBL method, it is enough with a motivated and prepared group of

teachers, who is willing for a methodological change. However besides this aspect, an

adequate environment, physical spaces, accessible machinery and tools, accessible

material and easy access to information sources, such as good internet connection, will

be helpful.

What are the advantages of using PBL?

As aforementioned, with PBL methodology the students develop more the transversal

competencies, since they become the responsible of their learning process. Moreover,

the technical competencies are interiorized more in deep.

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Competencies As mentioned in the introduction the main idea is to transform a necessity that students

can find in a real world, into a project. However, this project should be designed

carefully in order to help the students in a development of the key competencies.

In 2005, the Organization for Economic Co-operation and Development, within DeSeCo

(Definition and Selection of Competencies) project, define competencies as the ability to

meet complex demands, by drawing on and mobilizing psychosocial resources

(including skills and attitudes) in a particular context. They remark that it is more than

a simple knowledge or skills (DeSeCo, 2006). Nowadays it is common to hear about the

21st century competencies, core competencies for work, citizenship and life-long

learning during the current century.

The key competencies can be technical or transversal. Technical competencies are those

related to the professional, social and personal competencies students need to achieve

within the education cycle. These competencies are usually specified in the official

curriculum of each title.

On the other hand, transversal competencies a student should achieve are set by the

European Commission in collaboration with the European Union countries.

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The experience has shown that transversal competencies are as important or even more

important than technical competencies. The professional and personal development of

each individual will depend on their abilities, values, ability to solve problems,

involvement, interest and etc. Therefore, it is necessary to design an educational

program where these issues are carefully taken into account.

3.1 Transversal competencies

The European Commission describes 'key competencies' as knowledge, skills, and

attitudes needed by all for personal fulfilment and development, employability, social

inclusion and active citizenship.

These key competencies include:

● Literacy and languages competency

● Math, science and engineering competency

● Personal, social and learning competency

● Civic competency

● Entrepreneurship

● Digital competency: Digital competency (European Union, 2016) is the set

of knowledge, skills, attitudes, strategies and awareness that the use of

ICT and digital media requires to perform tasks, solve problems,

communicate, manage information, collaborate, create and share content

and generate knowledge in an effective, efficient, adequate, critical,

creative, autonomous, flexible, ethical, reflective way for work, leisure,

participation, learning, socialization, consumption and empowerment.

The European Commission divides the digital competencies in 5 areas:

• Information area

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• Communication area

• Content creation area

• Safety area

• Problem resolution area

Based on these key competencies, specifically for Vocational Education and Training the

following transversal competencies are suggested as an example:

● Personal

• Autonomy

• Involvement

• Entrepreneurship

● Digital

• Safeness

• Content creation

• Information treatment

• Communication

• Problem resolution

● Communication

• Oral communication

• Written communication

● Collaborative

• Team work

• Problem resolution

• Decision making

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Characteristics of

PBL Problematic situations are based on real life necessities, where the work process has to

give the students within a team work the opportunity to live the situation as a real-life

challenge. The process of facing the problem or challenge will generate the necessary

knowledge to allow the students to provide the best solutions and to acquire the above

mentioned competencies.

In other words, project-based learning allows a scenario in which students individually,

as well as in team level put into actions all their knowledge, talent and skills in order to

give a solution to a problem. This process will generate ideal situations in order to help

the students in the development of the competencies.

Once the students get the solution, the final result is interpreted, it is analyzed what has

worked and what has not, and is decided what is going to be done differently in the

next project to approach higher objectives. Therefore, whole process is a learning

process which will help the students in their personal and professional development.

However, the approach of the project based learning methodology needs a

reinterpretation of the mechanics of learning as well as of teaching. The interpretation

that best fits the model is to understand learning as a process of evolution, where the

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students are responsible for their own learning development and teacher designs this

process and the learning environment in order to get the best from the students.

This work proposal does not fit the structural model as we have known so far; elements

such as schedules, assessments, classroom settings, etc. In their current format are no

longer valid and need a re-thinking and consequent redefinition.

It is necessary to have a close collaboration of students, as well as of teacher group,

which consists in: working together, helping each other, supporting each other,

encouraging each other, caring for each other, being attentive to the needs of each team

member and in order to achieve common goals; since success is sought not only for one

/ same, but for all team members. And it is based on the assessment of "we are all good

at something; nobody is good at everything.”

Furthermore, following points should be considered in order to design good project

based learning.

4.1 Inter-modularity

The design of projects is as close as possible to the situations of performance in the

work reality of each training cycle. This requires an in-depth analysis of professional

competencies, transversal competencies and learning outcomes of the cycle in order to

improve efficiency in learning times. Therefore, inter-modularity is crucial, projects

should encompass different modules in order to be as real as possible.

Table 1: Traditional planning of a course, divided in subjects and themes.

Subject/week 1 2 3 4 5 6 7 …

Subject 1 Theme 1 Theme 2 Theme 3

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Subject 2 Theme 1 Theme 2

Subject 3 Theme 1 Theme 2 Theme 3 Theme 4

Table 2: Project based learning planning of a course, divided in project and intermixing

subjects.

Subject/week 1 2 3 4 5 6 7 …

Subject 1

Project 1

Project 2

Subject 2 Project 3

Subject 3

Table 1 and table 2 show the difference between a traditional method planning and

project based learning planning. While in the first one each subject organizes and

schedules its own time dividing the course in themes, in the second one there is a

intermixing of subjects appear and the course is organized according to projects.

Furthermore, this intermixing results in a close collaboration of the group of teacher,

since it becomes vital for the students to have a group of teachers which shares the

same direction, bases and rules.

4.2 Self-managed cycle teaching teams

As mentioned above teamwork and responsibility from the teaching team is also crucial,

which ideally is composed of a small number of members who are responsible for the

complete training cycle, which through a high degree of self-management can adjust

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their schedules, the use of spaces, guards and substitutions, etc., to the needs the

development of student learning poses at each moment.

4.3 Evaluate to evolve in competency

development

The evaluation is integrated as a key element in the students’ own learning process,

providing frequent feedback on their evolution in the degree of acquisition of the

provided professional and transversal competencies.

Evaluation should be understood as a tool to model the learning process, i.e. an extra

element that will help the student acquiring the objectives.

4.4 Adaptation of learning spaces

The implementation of these new methodologies should encompass also physical

environmental changes, where the environment should be adapted to the needs of the

learning process. Therefore, it requires flexible classrooms, equipment, furniture and

specific spaces. Their design should favor active-collaborative work, where it should be

open and malleable.

In order to have an ideal working environment, which helps in a good development of

the students, the following learning places are envisioned (Tknika, 2016). Obviously,

depending on each center’s features, the following distribution of spaces could be

possible or not. In case the changes cannot be held properly, the same space can be used

to carry out different phases of the process. In this matter, spaces can be adapted

according to the room available.

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Figure 1: Example of a flexible classroom.

● Information space. It is a space, where students will search information, from the

internet, books, videos... The objective is to create a classroom rich in

information resources.

● Analytical space. It is the place to review and analyze, i.e. the room where the

students will discuss and take decisions.

● Creative space. This space needs to be suitable for the generation of ideas. It will

include drawing tools and tools to emphasize the creativity.

● Construction space. This space is designed for the prototyping of ideas.

● Execution space. This place is used to build the final product.

● Leisure area. The leisure space is as essential as all the other spaces. It is required

in order to create a relaxed atmosphere where students can disconnect from

previous emotional states, and then return to the task which was working on.

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Figure 2: Example of a leisure area.

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4.5 Why Project Based Learning?

The reasons for opting for collaborative learning are:

● It develops interpersonal intelligence in students.

● It creates a learning community in which all the students not only learn together,

so that the knowledge of one enriches and increases the knowledge of the others.

● It helps students to reach collaboration, in which solidarity, mutual help and

generosity are worked on, which makes those who initially simply work together

to be more effective, end up weaving emotional bonds deeper. Thus, we will

educate our students as committed and capable people to help improve other’s

life.

● Learn to learn. Since we put the emphasis on both cognitive development and

the process, in learning strategies, looking for students to be the protagonist of

their own learning process.

● Increase motivation towards learning, understood as the degree to which

students strive to achieve academic goals they perceive as important and

valuable.

● This makes teachers and students more easily sense the learning, feel more

active and involved and enjoy more class sessions.

With all this, the students become the main character of the classroom and a change is

generated in the learning process in which the students’ progress through the proposed

activities, their subsequent evaluation and the commitments.

In vocational training of the Basque Country big steps are accomplishing in the

relations between schools and business, in the organizations of the schools and in new

methodologies (PBL). Nowadays, 5600 students and more than 1600 teachers are

working with this methodology (Tknika, 2017).

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Projects As mentioned previously, projects are the problematic situations we present to the

students so they can develop their competencies. These are situations that should be as

close as possible to the labor reality they will have to perform, and therefore,

surrounding companies and organizations are key factors in designing these projects.

5.1 Methodology

The necessities, in order to become so, must generate a very particular resolution

dynamic in classroom; they must ensure a "divergence-convergence" process that

allows students to work from the perspective of multiple alternatives. This causes in the

students the need to work from basic skills such as interpreting, transmitting,

synthesizing, deciding and etc.

To facilitate this dynamic in the classroom an instruction sheet of 11 steps is proposed

(Tknika, 2015).

5.2 11 Steps

Image 1 shows the 11 steps for project resolution proposed in order to follow with

students.

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Figure 3: 11 steps wheel in order to follow during a project. Tknika (2015)

● Step 1 Challenge identification: The project is going to be introduced.

● Step 2 From necessity to challenge: Each student identifies individually what

they have to do. Then they reach an agreement in group.

● Step 3 Establish the parameters: They have to identify the knowledge that they

have about the matter (brainstorming).

● Step 4 Plan the actions: Divide the tasks, made a chronogram and define the

necessary steps to reach the objectives.

● Step 5 Search and organize information: Identification of information sources

like internet, books, notes… It is necessary to divide important information and

disinformation.

● Step 6 Generate alternatives: Each member of the group has to suggest at least

one alternative.

● Step 7 Show the options: Discussion of the different alternatives, explaining the

advantages and disadvantages.

● Step 8 Choose an option: Design of the final decision.

● Step 9 Implement the actions: Follow the planning and the chronogram. Correct

the actions if it is necessary.

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● Step 10 Show the results: Deliver and explain the project.

● Step 11 Assessment: Evaluation of the technical and transversal competencies.

A previous task to these steps should be the definition and explanation of the main

objectives of the projects, as well as students’ teams activation.

Additionally, global definition of technical outcomes (results) and transversals skills

should be also shown to students.

5.3 Teams’ activation

There are different techniques to create students’ teams. Some of these techniques are:

● Belbin (The Nine Belbin Team Roles, BELBIN Associates, 2018)

● DISC model from de W.M. (“colors”) (DISC Personality Test, Toolshero, 2013)

It is very important to have knowledge of different techniques, but it is also important

to know how to use them. That is, groups can be formed in different ways, for example,

they can be homogeneous or heterogeneous. In this case, the conclusion is reached that

in heterogeneous groups, the abilities of each student are usually enhanced and they

can cover their deficiencies. On the other hand, in homogenous groups, they must try to

improve their shortcomings and thus inevitably, they will obtain a progression that

otherwise would not be achieved.

Once the team is established, they should write an agreement in which the

commitments acquired by each of the members are described. These contracts will

evolve and be transformed as the teams incorporate experiences. An example can be

found in appendix B.

Moreover, it is useful to define some roles inside the team:

● 1 Coordinator: Responsible of following the established process of the tasks.

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● 1 Time controller: Responsible of time

● 1 Responsible of general material: Responsible of material, equipment, order and

cleanliness.

● 1 secretary: responsible of keeping well organized the documents shared by the

group.

Depending on the number of students that make up the group, each student in the team

will have these functions:

Table 3: Possibility to award different roles inside student’s team.

3 students team 4 students team

1 Coordinator 1 Coordinator

1 Time controller/material responsible 1 Time controller

1 Secretary 1 Material responsible

1 Secretary

5.4 Project identification

The project context is described by teachers to the students. It should be something

brief and attractive for them.

The project proposal is read again and then 1-2/3-class tool is performed:

● Each student takes notes about what it is requested: a provisional draft of the

project in block diagram is carried out.

● (2/3) The common understanding of the project is carried out within the each

team.

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● (Class) Brainstorming session is performed to check if every team has

understood correctly the project.

The organization and work methodology of the previous point will be explained. The

equipment and material for students to do the project will be explained. General

proposal of the project should be concluded.

5.5 From necessity to project

At this stage, each team will analyze the strengths and weaknesses to address the

project following “Six Thinking Hats" tool created by Edward De Bono (De Bono, 1999)

(explained in 5.9. section):

● Emotions and sensations they feel facing the project will be expressed (Red Hat).

● Strength points will be listed (Yellow Hat).

● Weakness points will be listed (black hat).

The task of visualization of the outcomes of the project and how to achieve them is

proposed to students:

● The features of extraordinary outcome. Reasoning it.

● The features of a bad result. Reasoning it.

● How to achieve this extraordinary result.

5.6 Establish the parameters

At this step, teacher gives some time to search information about the topic.

At a first stage, students will enumerate the following points according the presentation

of the project and information they have found:

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1. The knowledge acquired in the previous projects: what is what we already

know?

2. New needs to solve this project:

● Knowledge: theories, formulae, draws and etc.

● Process: information search, sharing information, teamwork and etc.

● Techniques: it depends on the course

● Materials: computer, machinery, perishable tools,

● Spaces: classroom, facilities, workshop and etc.

After that, the project will be parametrized in small tasks and milestones. In order to do

so, learning outcomes (LO) of the project would be taken into account. This process will

be carried out first within students’ team and once they have parameterized the project,

different group outcome will be put in common in class.

5.7 Plan the actions

At this stage, first of all, each group should define the project outputs, such as, the

reports, manuals, prototype and etc. For that purpose, each group will work with one

creativity technique (brainwriting, brainstorming, brain-painting and etc.).

Once they have finished generating ideas, each group will show the results to the rest of

the class.

To conclude with this part, teachers will unify the information and if something left will

add it.

Once the outputs have been analyzed and internalized, students will look for initial

information, organize it and perform a scheme of interdependencies between blocks.

Once interdependencies have been defined by students, faculty will temporalize the

scheme adding the milestones. Thus, planning will be designed in order to achieve the

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objectives of the projects (note that teachers should have Project Management

Knowledge to apply Project Based Learning properly).

5.8 Search and organize information

5.8.1 Information sources

In this section the group of teachers will enhance students’ self-learning and

collaborative-learning skills. It will promote the effective use of search engines on the

internet and the adequate selection of information source.

There will be some online material available for students also. Hereby, one can find

most of the information needed to carry out the project.

Teachers have valuable information for the successful outcome of the project (notes in

digital format, web resources, etc.). This information will be disclosed once the students

have already taken the first steps in an independent manner, i.e. look for information

on their own and face the initial necessities the project presents.

5.8.2 Organize the information

Organization is a key point at this step, which will be further evaluated. Organization

and planning skill of the learning process is a crucial aspect. All information collected

during the project will be sorted and classified in an online folder, which will be shared

with the teacher.

5.8.3 Optional knowledge pills

Due to the high complexity of some areas, the group of teachers will schedule some

training sessions or master classes to deepen on the concepts. These training pills will

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always be voluntary and will be valuable to carry out the project and for a greater

understanding of it.

5.9 Generate alternatives

After obtaining and organizing all the necessary information, groups will generate

alternatives to solve the project that sets the project using divergent thinking,

particularly using "Six Thinking Hats" tool, created by Edward De Bono (De Bono,

1999):

1. Green hat (creative): The groups have to generate different alternatives and

combinations. The key here is not to mix with the black hat.

2. Yellow hat (optimist): Which are the strengths and benefits of each alternative?

Here they must think about the best scenario and the reasons why each

alternative is going to work well.

3. Black hat (pessimist): Which are the weaknesses, drawbacks and problems of

each alternative? In other words, which aspect of the alternative we need to look

carefully. What can´t turn out wrong and its consequences?

4. Red hat (feelings): How do we feel facing each alternative? Everybody can talk

about their feeling and emotions, without justifying it. The justifications are not

needed.

5. White hat (incident): Information and numbers. Understand all the scenarios as

good as possible. At this point no feelings and no opinions are added, just

information.

6. Blue hat (moderator): It is who controls the other hats, controlling the times and

the order.

Alternatives have to be well understood and should be achievable.

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5.10Show the options

After completing the divergent process, alternatives must be shown to the teachers with

their pros and cons.

The group will present to the teacher in each parameter the alternatives they identified

and analyzed. Each member of the group must be able to present all the alternatives

they have analyzed with a detailed precision.

The teacher will establish if the whole group has clear ideas of the possibilities. In

addition, the teacher will assure the sufficiency of the alternatives presented, and the

depth with which they have been analyzed.

At the end of the presentation the teacher will perform the necessary questions to

ensure that they have respected the methodological process.

5.11Choose an option

The presentation will be concluded with the selection of the alternative. (5. Blue hat,

(De Bono, 1999)):

1. Blue hat: The group defends its final proposal among the compared and

presented alternatives, arguing the selection. The faculty is who validates the

final proposal.

In case of none of the alternatives is viable, the final proposal is not sufficiently justified

or it is not adequate, the group will return to section 5.

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5.12Implement an action

At this stage, the student’s team will implement the actions in order to carry out the

project. The teams should be responsible for meeting, planning and reaching the

milestones correctly.

Each action will be reflected in the products (reports, appendixes, prototypes and etc.)

at stipulated and planned time.

5.13Show the results

5.13.1 To the teachers’ group

Each group will present all its outcomes through reports and prototypes.

5.13.2 To the class

At the end, each group will show their project, the work process and outcomes (level of

new knowledge and etc.), based on a digital support to the class. In addition, an

exhibition of the complete project/prototype will be performed.

5.14Assessment

The assessments will be a process where the teacher will take into account the

percentage of the assessment of technical competencies and transversal competencies.

An example of how this assessment can be divided is explained below.

Technical competencies will be assessed, for example:

● 35% will be the result of the assessments of the learning outcomes (LO) defined

in the project. The average mark of each (LO) will be at least 5 out of 10 and in

all the cases any of the assessment criteria will not be less than 3 out of 10.

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● 35% individual exam.

Transversal competencies 30% of the final mark.

In order to perform a full assess, the students will be asked to perform their own

assessment, as well as to assess their colleagues.

The group of teachers will meet for example each week in order to discuss the following

issues:

● The development of each group concerning the project.

● The development of each student concerning the transversal skills.

Each of the above issues will be discussed in alternated weeks and the conclusion

obtained in the meetings it will be shared with students as a feedback.

5.15Timing

The timing planning is essential in order to coordinate teachers’ tasks and students’

performance throughout the project.

For example:

Table 4: Example of a timing along a project.

Monday Tuesday Wednesday Thursday Friday

Project

presentation

13/09/2017

14/09/2017 15/09/2017

18/09/2017 Options

19/09/2017 20/09/2017 21/09/2017 22/09/2017

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25/09/2017 26/09/2017

Prototype and

project

presentation

27/09/2017

Exam and feed

back

28/09/2017

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Some key points

for teachers In teaching task, it is important teachers to seek, develop and adapt teaching resources

that allow teachers to advance from individualist or competitive learning structures

towards a collaborative learning structure (Tknika, 2016). So that it is becoming more

feasible, and less utopian, students of a classroom can learn together even if they are

very different.

There are three closely related areas of intervention must be worked continuously and

simultaneously, taking into account the identified needs.

Those three areas are:

● Scope of intervention A: team cohesion

● Scope of intervention B: teamwork, as a resource for teaching

● Scope of intervention C: teamwork, as a content to be taught

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Figure 4: Areas of intervention in order to get efficient teamwork.

6.1 Scope of intervention A: team cohesion

Its objective is to get the students of a class to become aware of the team, to work on

values that are behind collaborative learning (solidarity, mutual help, respect for

differences and etc.) and to become a small "learning community".

This objective is difficult to achieve among students who have lived experiences of very

accentuated and confronted subgroups, who have suffered from marginalization and

abuse, who are used to -and prefer- to work alone, who have become used to

experiences of competitiveness. It is more difficult if, around them, there are family

members and teachers who think that organizing collaborative teams is against the

context, in an increasingly individualistic and competitive society.

However, the collaborative learning teams work very well in classes in which the

students have achieved a good atmosphere of class. In which everyone feels included,

valued and respected, they have created affective ties and they are cohesive.

Teamwork teaching

Teamwork taugth

Team cohesion

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The cohesion of the class group and a classroom climate promote an optimum learning

environment, although not sufficient, to be able to apply a collaborative learning

structure.

Teachers need to intervene in order to create those bases of cohesion, of affective

relationship, in which they perceive as something normal to help each other,

collaborate, be supportive and etc. It is essential to create a climate in which failures are

seen as a positive way to learn, and the words "I cannot" are always linked to the term

"still".

The cohesion of the class group is an aspect that should never be ignored, given that at

any moment problems or difficulties may arise that disrupt the "climate" of the

classroom and make necessary the restoration of a more adequate climate. Moreover,

these difficulties need to be seen as an opportunity to strength the cohesion of the class.

Teachers can work the cohesion with:

● Changing his/her attitude of positive care and respect.

● Removing the fear of losing authority: students respect more the teachers who

listen to them and respect their opinion than those who need to use their power

to maintain discipline in the classroom.

● Talking with students about what they consider a good classroom climate.

● Doing activities, dynamics, that help students to get to know each other, to

communicate, to respect each other, to see that everyone has positive aspects, to

practice cooperative skills and attitudes:

• Pay attention to the needs of each team member.

• Everyone contributes.

• Play your role in the team.

• Plan and organize the work.

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• No one ends until everyone ends up.

● Planning the classes so that:

• All students can actively participate in the learning process.

• All students become aware that they have skills, strengths, necessary for

the team and the task they should perform.

6.2 Scope of intervention B: teamwork, as a

resource for teaching

Once scope A is achieved, the following goal is to achieve a collaborative structure

within the class. Its objective is to ensure that students work as a team within their

group; since it is proved this is the way they assimilate best the content.

When facing a problem, despite having a cohesive atmosphere, students may find

difficult to work together and collaboratively, since they are used to work individually.

The main reason of this behavior is the education received so far, which encourage the

competition between students. The simple slogan that they must work as a team,

helping one another and doing the task among all, is not enough. And we can meet with

students who:

● go their own without the rest of the team

● refuse this type of work

It should be finding "something" that, in a certain sense, encourages, motivates, but

does not "force", to work together.

Moreover, teachers should ensure the simultaneous interaction between the members

of the same team, as well as the equal participation of all of them.

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Performances of this level should serve so that the students can make positive, real,

teamwork experiences, and they can feel working in this way is more pleasant and

effective, mainly because they can have the immediate help of another team-member

and among all of them they can achieve greater results.

While working on a team, it is essential for teachers to identify the strengths and

weaknesses of teams, therefore to model the internal functioning of the teams -

highlighting what they do correctly and correcting what they do not do well. Finally, the

teacher will find the best possible distribution of students in the different equipment.

6.3 Scope of intervention C: teamwork, as a

content to be taught

It should be taken into account that not everyone has the specific qualities to know how

to work in small teams and that working as a team is more difficult than it initially

seems. Thus, despite having worked on the cohesion of the class group and their

predisposition to work in collaborative teams (field A), and that we have carried out

some teamwork experiences applying collaborative structures (field B), conflicts may

arise within a team, or between the different teams, or that some students are more

and more resistant to working in this way in class and etc.

Therefore, it is essential to go a step further and teach students to organize, think and

work as a team. For that, it is crucial to have team meetings, where they analyze the

status of the team and where the teacher can give a positive constructive feedback in

order to solve the possible facing problems like a team.

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Project 0 It is good idea, in order to introduce students to project based learning to start with a

project 0, which is not related to the learning material, i.e. projects to familiarize the

students learning method dynamics. These are usually carried out in the beginning of

the course and include the basic concepts of a project, steps, assessment, team

agreement, etc. Few examples, of a project 0 can be found in Appendix A.

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List of terms Assessment: It is the systematic process of documenting and using empirical

data on the knowledge, skills, attitudes and beliefs. By taking the assessment,

teachers try to improve student learning. This is a short definition of assessment.

Brainstorming: an activity or business method in which a group of people meet

to suggest a lot of new ideas for possible development.

Challenge: a term used to define the project in a more attractive, encouraging

and motivating point of view for students. It should fulfil a detected need or solve

a problem, this way it will be felt as a suitable work to be done.

Commitment: compromise. Willingness to give your time and energy to

something that you believe in, or a promise or firm decision to do something.

Competency: the ability to meet complex demands, by drawing on and

mobilizing psychosocial resources (including skills and attitudes) in a particular

context. They remark that it is more than a simple knowledge or skills.

Divergent thinking: a thought process or method used to generate creative

ideas by exploring many possible solutions.

Evaluation: It focuses on grades and may reflect classroom components other

than course content and mastery level. Evaluation is a final review on your

instruction to gauge the quality. It’s product-oriented.

Inter-modularity: feature of encompassing more than one learning module.

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Learning outcomes (LO): statements that describe the knowledge or skills

students should acquire by the end of a particular assignment, class, course, or

project, and help students understand why that knowledge and those skills will

be useful to them.

Assessment criteria (AC): criteria that will be taken into account in the learning

outcomes in order to assure certain knowledge or skill level.

Learning with projects: projects are not designed as an environment to achieve

all the knowledge needed and usually focus on product. They can represent a

range of tasks that can be done at home or in the classroom, by parents or

groups of students, quickly or over time.

Methodology: a system of ways of doing, teaching, or studying something.

Project Based Learning (PBL): an environment to improve students learning

process and learner-peer-content interaction. Projects are developed, but only as

an infrastructure to allow students face real life situations and work with

relevant peers and community members in pursuit of knowledge.

Project: a piece of planned work or an activity that is finished over a period of

time and intended to achieve students’ personal and technical development.

Skill: ability to do an activity or job well, especially because you have practiced it.

Training pill: a master class to enhance students’ knowledge or complement the

knowledge approached in the project.

Transversal: that concerns different fields or learning modules instead of a

specific one.

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Bibliography Competencies

DESECO, (2006). Definition and Selection of Key Competencies - Executive Summary. Retrieved from: http://deseco.ch/bfs/deseco/en/index/02.html

European Union (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Retrieved from:

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101254/jrc101254_digcomp%202.0%20the%20digital%20competence%20framework%20for%20citizens.%20update%20phase%201.pdf

Team creations methods

BELBIN Associates (2018). The Nine Belbin Team Roles. Retried from:

https://www.belbin.com/about/belbin-team-roles/

Toolshero (2013). DISC Personality Test. Retried from:

https://www.toolshero.com/psychology/theories-of-personality/disc-personality-test/

Methodology

Buck Institute for Education (2018). What is PBL?. Retried fr0m:

http://www.bie.org/about/what_pbl

Tknika (2018). Tknika is a centre promoted by the Deputy Ministry of Vocational Education and Training of the Education Department of the Basque Government. Retried from:

https://www.tknika.eus/en/

Tknika (2016). Techniques for collaborative Learning. Retried from:

http://deseco.ch/bfs/deseco/en/index/02.parsys.43469.downloadList.2296.DownloadFile.tmp/2005.dskcexecutivesummary.en.pdf

http://deseco.ch/bfs/deseco/en/index/02.html




https://www.belbin.com/about/belbin-team-roles/

https://www.toolshero.com/psychology/theories-of-personality/disc-personality-test/

http://www.bie.org/about/what_pbl

https://www.tknika.eus/en/

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PBL manual

https://ethazi.tknika.eus/eu/ikaskuntza-kolaboratiborako-teknikak/

Tknika (2016). Spaces for collaborative learning in Basque Country’s VET. Retried from:

https://www.youtube.com/watch?v=YWbspYR5f1E

Tknika (2017). Research on Learning Methods Processes. Retried from:

https://www.tknika.eus/en/areas-2/research-on-learning-methods-and-processes/

Tknika (2015). Challenges. Retried from:

https://ethazi.tknika.eus/eu/erronkekin-lanean/

Tecnológico de Monterrey, Observatorio de Innovación Educativa(2105). Aprendizaje

Basado en Retos. Retried from:

https://observatorio.itesm.mx/edutrendsabr

Astigarraga Echeverria E., Agirre Andonegi A., Carreran Farran X. (2017). Innovación y

Cambio en la Formación Profesional del País Vasco. El modelo ETHAZI. Revista

Iberoamericana de Educación. Vol. 74, pp. 55-82 (2017)

Learning environment:

De Bono, E. (1999). Six thinking hats. Back Bay Books, Boston

Kofman F. (2000). Metamanagement. Editoria Granica, Argentina.

Leicester M. (2010). Teaching Critical Thinking Skills Bloomsbury. Publishing PLC,

London

Barkley E. F., Major C. H. and Cross K. P. (2014). Collaborative Learning Techniques: A

Handbook for College Faculty. Jossey-Bass, San Francisco, CA.

https://ethazi.tknika.eus/eu/ikaskuntza-kolaboratiborako-teknikak/

https://www.youtube.com/watch?v=YWbspYR5f1E

https://www.tknika.eus/en/areas-2/research-on-learning-methods-and-processes/

https://ethazi.tknika.eus/eu/erronkekin-lanean/

https://observatorio.itesm.mx/edutrendsabr

https://www.bookdepository.com/publishers/Bloomsbury-Publishing-PLC

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Appendix A: Examples of

project 0 I.I RYAN-AIR

PROJECT OVERVIEW

Name of Project: RYAN-AIR Duration: 23 h

Subject/Course: <subjects name> Grade Level: X

Other subject areas to be included, if any:

<other transversal subjects>

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Project Idea

Summary of the issue, challenge, investigation, scenario, or problem:

“Long ago, in a remote galaxy, very far away ......

Episode I: PROJECT RYAN-AIR

We are in a hard period where the crisis has destroyed many homes, salary and employment. Grief has spread among societies through all over the world.

In the face of imminent defeat, a new weapon has been found with which face the problem and change the course of history. However, this weapon is far away in another galaxy. In this project, you will be a young Palawan, who are willing to face new challenges and be a hero for the society.

In this mission you will have to build an aircraft capable of safeguarding our captain, which is an egg and transport it to the galaxy where there is the weapon. The aircraft should travel as far as possible, would be as big as possible and it will have an innovative design.”

Driving Question Which is the best design of an aircraft in order to carry an egg as far as possible? Which material is provided in order to build the aircraft? Where would be the egg positioned in the aircraft?

Content and Competencies to be addressed:

● LO1: Live a problem solving process. ● LO2: Acquire awareness of the problem-solving process. ● Autonomy

o LO1. Tasks, problems and unexpected situations are solved without external assistance. o LO2. There is an anticipated action to other groups when resolving setbacks.

● Adaptation to change o LO1. There is a constructive reaction facing methodological changes. o LO2. There is a constructive reaction facing material and tools changes. o LO3. There is a constructive reaction facing situations where people are involved (students and teachers).

● Involvement o LO1. There is an active participation in the school or extracurricular activities.

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o LO2. There is a compliance of individual and collective commitments. ● Planning and organization

o LO1. The collective schedule and planning are taken into account. o LO2. The learning process is planned and scheduled effectively and efficacy, through diary and planned tasks. o LO3. The work space and facilities are correctly maintained.

T+A E T+A E

21st Century Competencies

to be explicitly taught and assessed (T+A) or

that will be encouraged (E) by project work, but not taught or assessed:

Autonomy x Involvement X

Adaptation to changes X Autonomy X

Critical Thinking x Presentation X

Presentation Audience:

Culminating Products and Performances

Group: Realization of the prototype

Flight test

Egg check

Report with different alternatives

Class: X

School:

Community:

Individual:

Since it is a project 0 it will not have any individual product, such as, a test. Experts:

Web:

Other:

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PROJECT OVERVIEW

Entry event to launch inquiry, engage students:

Video explaining the problem and state

Assessments

Formative Assessments

(During Project)

Quizzes/Tests Practice Presentations x

Journal/Learning Log Notes

Preliminary Plans/Outlines/Prototypes Checklists x

Rough Drafts Concept Maps

Online Tests/Exams Other:

Summative Assessments

(End of Project)

Written Product(s), with rubric:

__________________________________________________

x Other Product(s) or Performance(s), with rubric:

__________________________________________________

X

Oral Presentation, with rubric Peer Evaluation

Multiple Choice/Short Answer Test Self-Evaluation

Essay Test x Other:

.

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Resources

Needed

On-site people, facilities: Personal Computers

Equipment:

Materials: 1 egg, 30 drinking straws, 3 large frozen bags, a roll of scotch tape, indelible marker, scissor.

Community resources:

Reflection

Methods

(Individual, Group, and/or Whole Class)

Journal/Learning Log x Focus Group x

Whole-Class Discussion x Brainstorming, brainwriting... x

Survey

PROJECT TEACHING AND LEARNING GUIDE

Project: RYAN-AIR Course/Semester: Project 0

Knowledge and Skills Needed by Students

to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided

by the project teacher, other teachers, experts,

mentors, community members

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LO1: Live a problem solving process.

Ability to build a prototype (aircraft) which fulfills the requirements. Direct instruction and practice in use of multimedia tools

LO2: Acquire awareness of the problem-solving process.

Ability to solve problems resolution. Direct instruction and practice in use of multimedia tools

Creative thinking, alternatives proposal. Perform practical exercises.

Ability to document the process in a report. Direct instruction and perform practical exercises

Autonomy

Ability solve problems and setbacks that arose during the challenge without outside help.

Perform practical exercises

Ability to anticipate to setbacks while answering to the project needs Perform practical exercises

Adaptation to changes

Ability to react constructively to methodological changes Perform practical exercises

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Ability to react constructively before material and tool modifications. Perform practical exercises

Ability to reacts constructively in situations that involve people (students or teachers)


Involvement

Active participation in school and extracurricular activities Perform practical exercises

Fulfillment of the commits acquired individually and collectively Perform practical exercises

Planning and organization

Respect work schedules and collective organization. Perform practical exercises

Ability to plan and organize his/her learning process in an orderly and effective way, through daily and daily tasks.


Ability to maintain the workplace and collective facilities correctly. Perform practical exercises

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PROJECT CALENDAR

Project: RYAN-AIR Start Date: XX/XX/XXXX

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

PROJECT WEEK ONE

Presentation (Following 11

steps)

Option choose Building

Flight launch /

Assessment

11 steps

1. Set out and identify the necessity At this point, the class with the teacher's guide should at least identify these points:

● Design and build the RYAN-AIR

● Have an innovative design

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● Its presence should stand out for its large size.

● The aircraft should travel as far as possible.

● It should be robust in order to carry the captain, which would be an egg, safely.

2. From the necessity to the project. The benefits.

At this stage, each team will analyze the strengths and weaknesses to address the project. Moreover, the task of visualization of the

outcomes of the project and how to achieve them is proposed to students.

3. Establish the parameters

The parameterization that should be obtained in a group would be:

● Size

● Design

● The flight

● Robustness

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Since the project is simple, the parameters are closely related to the identification of the project and to the evaluation. In the rest of the

projects this usually does not happen, the parameters are usually related to technologies and functionalities. This difference can cause

doubts in future projects if it is not explained properly at this point.

4. Plan the actions

Once the interdependencies have been defined by the students, the teaching staff will temporalize the outline and add the milestones to

be able to carry out the project as a whole. In this way, planning is designed to achieve the final objectives (learning outcomes) of the

project.

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Figure 5: Planning project 0: RYAN-AIR

5. Search and organize information

6. Generate alternatives

Students will need to obtain the necessary information for each of the parameter. They will need some time to identify several

alternatives for each parameter. Alternatives have to be well understood and should be achievable.

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In this project, project 0, the student does not need to look for a lot of information since it is based on the knowledge the students already

have. It is important to check each alternative with the Learning Outcomes, calculating the final grade for each of them. In this way,

students will be able to come up with the best option to build the airplane and obtain the best mark.

7. Show the options

After completing the divergent process, alternatives must be shown to the faculties with their pros and cons.

8. Choose an option

Once the students justify the best option the teacher will provide with necessary material. In case of none of the alternatives is viable, the

final proposal is not sufficiently justified or it is not adequate, the group will return to section 5.

9. Implement the actions

10. Show the results

The secretary of each group will line up with their plane and the teachers will evaluate the LO1 (a, b, d) of each aircraft. After that, each

group will individually launch their plane; the faculty will take note of the distance traveled and the quality of the flight. With these data

they will evaluate LO1 (c).

In order for students to better understand the evaluation:

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● Students will perform a self-assessment of both technical competencies and transversal competencies.

● Teachers will show and comment on the evaluation made by the teaching team in both technical and transversal competencies.

The evaluation will be a process in which we will take into account the following indications:

Technical Skills: are worth 70% of the grade.

The evaluation is made from the defined learning outcomes.

The average of each technical competency (LO) must be at least 5 and in no evaluation criteria can be taken out less than 3.

Evaluation criteria:

● LO1: Live a problem solving process.

a) An aircraft with a size has been executed. Very large for an aircraft of this type ............ .. ............................................ ...... ..10

Great for an aircraft of this type ...... .. ...... .................................. ...................... ... 8

Beautiful for an aircraft of this type ......................................................................... 7

Normal for an aircraft of this type ...................................................................... .... 5

Something fair for an aircraft of this type ............................................................... 3

Small for an aircraft of this type ........................ ........................................ ....... ... 1

b) An aircraft with a certain design has been executed. Spectacular for an aircraft of this type ......................................................... ...... ..10

Soft and symmetric lines ..................................... ..................... ..................... ... 8

Classic for an aircraft of this type .... ........................................... .... ..................... .6

Without form ........................................................................................................... .5

Not finished for lack of time ......... .... ........................................................... ...... ... 1

c) The executed aircraft is able to fly

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Long distance and smooth ... .... .................. ... ........................................ .. ...... ..10

Medium distance and smooth ... ................................................... ..................... .. .8

Long distance and abrupt ................... .... .................................. .... ..................... .6

Medium distance and abrupt ...... ... ......... ......... ........................................ ...... .. .5

Short distance .................................................................................................... ... 3

It has not advanced one meter .............................................................................. 1

e) The flight of the aircraft has been carried out with an egg. In perfect state ….. …....……………………….………………………………. ...... ..10

With a small slit ............. ....................... ... .................................. ..................... ... 9

With a small blow ....... ................................. .............................. ... ..................... .7

With a serious blow ....... ...... ... ......................... ........................................ ... …...5

That loses some substance .... .......................................................................... ... 3

Who loses all the substance ............................................................................. .... 1

● LO2: Acquire awareness of the problem-solving process.

a) The problem resolution process has been carried out. It has been followed the process of solving problems in an active way following the order established in the methodology without looking for shortcuts ... .10

It has been actively followed the process of solving problems but it has always been necessary to remind him that there is a methodology and an order to follow

…………………………………..……………………………………………………………………………………………………….…………............................... 8

It has been actively followed the process of problem solving but it has often been necessary to remind him that there is a methodology and an order to follow

...................................................................................................................................................................................................................................................... 6

It has been followed the methodology but has questioned the methodology and it has been necessary to remind him that there is an order ...

………………...............…………………………………………………………………………………………………………………………………...……………….…….3

It has been not followed the methodology and although he has been reminded that there is a methodology he has not followed the steps

……………………………………………………………………………………………………………………………………………...................………………………….1

b) Alternatives have been made in the process of solving the problem. It is essential that there are as many alternatives as members of the team and choose the most appropriate justifying it ................................................... .10

They have generated several alternatives with criteria and have chosen the most appropriate justifying it .............................................................................9

They have generated several alternatives and have chosen one of them, although the justification is not clear ........................................................... ...... .. 6

They have worked with an alternative and a solution. Its objective was to finish the report not to document it justifying the election ......................................3

Do not give evidence of having tried or think about the problem, has not generated an alternative .................................................................................... .... 1

c) The problem resolution report has been made. The report has been made in accordance with the points and has been delivered on time in the manner requested to be delivered (Report: Alternatives)

...................................................................................................................................................................................................................................................10

The report has been made one of the points is not consistent and has been delivered on time in the manner requested to deliver it ............. ………….........9

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The report has been made two of the points is not satisfied and has been delivered on time in the way that was requested to deliver it ............................... 8

The report has been made three of the points is not consistent and has been delivered on time in the way that was requested to deliver it ............. ………..6

The report has been made four of the points is not consistent and has been delivered on time in the manner requested to deliver it ........…………...…........4

It has not been delivered on time or not in the way it was asked to deliver it .............................................................................................................................1

Transversal competencies: they are worth 30% of the grade.

The evaluation is done from the defined competencies. In each one of the competencies, certain Learning Outcomes defined by the

teaching staff will be evaluated.

● LO1 (Autonomy): In the face of unforeseen situations, resources and the ability to find solutions for oneself.

● LO2 (Adaptation to changes): Before a methodological change, of place, material, tool, schedule and etc. adapt to these changes.

● LO3 (Involvement): Participate in the projects, demonstrate commitment and responsibility in the activities and work situations

proposed / agreed upon.

● LO4 (Planning and organization): Plan the project from start to finish, determine the steps of the project, the time required for

each step, the resources (spaces, material, tool, schedule, people ...), the alternatives, evaluate and justify correctly the solution to

follow. Carry out the project following the planning and in the face of unforeseen events reacting proposing corrective actions

(before the problem and planning).


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LO1 (Autonomy):

● AC1. Solve problems and setbacks that arose during the project without outside help.

● AC2. Anticipates in the resolution of the problems and setbacks.

LO2 (Adaptation to changes):

● AC1. Reacts constructively to methodological changes.

● AC2. Reacts constructively before material and tool modifications.

● AC3. Reacts constructively in situations that involve people (students or teachers)

LO3 (Involvement):

● AC1. Actively participates in school and extracurricular activities.

● AC2. It fulfills the commitments acquired individually and collectively.

LO4 (Planning and organization):

● AC1. Respect work schedules and collective organization.

● AC2. Plan and organize his/her learning process in an orderly and effective way, through daily and daily tasks.

● AC3. Maintains the workplace and collective facilities correctly.

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I.II PISA’S TOWER

PROJECT OVERVIEW

Name of Project: PISA’S TOWER Duration: 23 h




Project Idea


In order to increase the tourist offer in your town, the town council has thought to create miniaturized popular monuments

museum, similar to the one in Belgium (https://www.minieurope.com/es/). To do so, it has open a call for students, where it will be a prize for the most spectacular, robust and innovative design. You decided to take part in the Pisa’s tower creation, where the bases of the competition are the following:

High and linear structure (with spaghetti, clay and pinecone). "Beautiful" and innovative design Pinecone has to be at the highest point of the structure for at least for15 seconds.

Driving Question Which is the best design for a tower? Which material is provided in order to build the tower? How can I assure to support at pinecone during 15 seconds?

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● LO1: Live a problem solving process. ● LO2: Acquire awareness of the problem-solving process. ● Responsibility.

o Assistance. o Punctuality. o Appropriate use of material, facilities, tools and technologies (ICT). o Use of the personal tool

● Involvement o Participation and involvement

● Teamwork o Respect towards classmates and the work group o Respect the teacher. o Team work.

● Communication o Oral communication

T+A E T+A E


to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:

Responsability x Involvement X

Teamwork X Communication X



Group: Realization of the prototype Class: X

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15 second test with the pinecone


School:

Community:

Individual:


Web:

Other:

PROJECT OVERVIEW

Entry event to launch inquiry, engage students:


Assessments


(During Project)







Written Product(s), with rubric: x Other Product(s) or Performance(s), with rubric: X



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(End of Project)

Essay Test x Other:

.

Resources

Needed


Equipment:

Materials: 50 raw spaghetti, 1 pack of clay, tape, pinecone, scissors


Reflection

Methods




Survey


Project: PISA’S TOWER Course/Semester: Project 0

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Knowledge and Skills Needed by Students



Scaffolding / Materials / Lessons to be Provided




Ability to build a prototype (tower) which fulfills the requirements. Direct instruction and practice in use of multimedia tools





Responsability

Attendance to class Perform practical exercises

Ability to be on time Perform practical exercises

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Appropriate use of material, facilities, tools and technologies (IKT). Good use of consumables, laptops and tools


Appropriate use of the personal tools. Perform practical exercises

Teamwork

Respect towards classmates and the work group Perform practical exercises

Respect towards the teaching staff. Perform practical exercises

Ability to distribute the work Perform practical exercises

Involvement



Communication

Ability to transmit in a clear way the message Perform practical exercises/oral presentation

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PROJECT CALENDAR

Project: PISA’S TOWER Start Date: XX/XX/XXXX


PROJECT WEEK ONE

Presentation (Following 11 steps)


15 second test /

Presentation/

Assessment

11 steps

1. Set out and identify the necessity

At this point, the class with the teacher's guide should at least identify these points:

Design and build the PISA’s tower

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Beautiful and an innovative design

It should be high and it should have a linear structure.

It should support a pine-cone during 15 seconds at least.






Height

Linear structure

Design

Robustness

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doubts in future projects if it is not explained properly at this point

4. Plan the actions



project.

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Figure 6: Planning project 0: PISA’S TOWER





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7. Show the options


8. Choose an option





The secretary of each group will line up with their plane and the teachers will evaluate the LO1 (a, b, d) of each aircraft. After that, each

group will individually launch their plane; the faculty will take note of the distance travelled and the quality of the flight. With these data

they will evaluate LO1 (c).

In order to students better understand the evaluation:

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Students will perform a self-assessment of both technical competencies and transversal competencies.

Teachers will show and comment on the evaluation made by the teaching team in both technical and transversal competencies.







a) A structure with a size has been executed. Very large for an structure of this type ............ .. ............................................ ...... ..10 Great for an structure of this type ...... .. ...... .................................. ...................... ... 8 Beautiful for an structure of this type ......................................................................... 7 Normal for an structure of this type ...................................................................... .... 5 Something fair for an structure of this type ............................................................... 3 Small for an structure of this type ........................ ........................................ ....... ... 1

b) A structure with a certain design has been executed. Spectacular for an structure of this type ......................................................... ...... ..10 Subes and symmetric lines ..................................... ..................... ..................... ... 8 Classic for an aircraft of this type .... ........................................... .... ..................... .6 Without form ........................................................................................................... .5 Not finished for lack of time ......... .... ........................................................... ...... ... 1

c) The executed structure is able to support the pinecone

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Without any problem during 15s... .................. ... ........................................ .. ...... ..10 With some problems during 15s ... ................................................. ..................... .. .8 With substantial problems during 15s ........ .... .................................. .... .................. .6 With a lot of problems during 15s ...... ... ......... ......... ..................................... ...... .. .5 Less than 15 s ...................................................................................................... ... 3 Not able to support the pinecone............................................................................. 1

LO2: Acquire awareness of the problem-solving process. a) The problem resolution process has been carried out.

It has been followed the process of solving problems in an active way following the order established in the methodology without looking for shortcuts ... .10 It has been actively followed the process of solving problems but it has always been necessary to remind him that there is a methodology and an order to follow

…………………………………………………………………………………………………………………………………………………………......................... 8 It has been actively followed the process of problem solving but it has often been necessary to remind him that there is a methodology and an order to follow

......................................................................................................................................................................................................................................... 6 It has been followed the methodology but has questioned the methodology and it has been necessary to remind him that there is an order ...

………………...............…………………………………………………………………………………………………………………………………...………………...... 3 It has been not followed the methodology and although he has been reminded that there is a methodology he has not followed the steps

……………………………………………………………………………………………………………………………………………...................…………………..... 1 b) Alternatives have been made in the process of solving the problem.

It is essential that there are as many alternatives as members of the team and choose the most appropriate justifying it ................................................... .10 They have generated several alternatives with criteria and have chosen the most appropriate justifying it .............................................................................9 They have generated several alternatives and have chosen one of them, although the justification is not clear ........................................................... ...... .. 6 They have worked with an alternative and a solution. Its objective was to finish the report not to document it justifying the election ......................................3 Do not give evidence of having tried or think about the problem, has not generated an alternative .................................................................................... .... 1

c) The problem resolution report has been made.

The report has been made in accordance with the points and has been delivered on time in the manner requested to be delivered (Report: Alternatives)

...................................................................................................................................................................................................................................................10 The report has been made one of the points is not consistent and has been delivered on time in the manner requested to deliver it ............. ………….........9 The report has been made two of the points is not satisfied and has been delivered on time in the way that was requested to deliver it ............................... 8 The report has been made three of the points is not consistent and has been delivered on time in the way that was requested to deliver it ............. ………..6 The report has been made four of the points is not consistent and has been delivered on time in the manner requested to deliver it ........…………...…........4 It has not been delivered on time or not in the way it was asked to deliver it .............................................................................................................................1

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The following points will be graded, with 30% of the final mark:

LO1 Responsibility.

o AC1 - Assistance. Class attendance of the student will be qualified using this formula: If you attend 80% of the hours of a

challenge the grade will be a 5, if you attend 100% of the classes, the grade will be a 10.

Mark = ((total hours of the challenge - hours absent from this challenge) / total hours of the challenge) -0.8) * 25) +5

o AC2 - Punctuality: punctuality will be evaluated at the beginning of the classes, after the recess and after the rest. At the

beginning of the class and after returning from recess, a student who is not present will be considered punctual.

Mark = 10- (lack of punctuality)

o AC3 - Appropriate use of material, facilities, tools and technologies (IKT). Good use of consumables, laptops and tools of

center. And also once they are finished using them, put them back in their place. For this, 5-10 minutes before the end of

the class, the teacher will leave some time for the students to collect everything, and for the teacher to write the appropriate

evidence. The needs in each challenge may be different, but closing windows, collecting laptops and putting chairs on the

table will be essential.

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Mark = 10 - (number of evidences)

o AC4 - Use of the personal tool. At the beginning of the course the students must collect their own tool, and they must use it

during the course. The teachers will audit in each challenge, that the students have at hand this tool:

The student has all the tools (4 screwdrivers, 1 pliers, 1 scissors, 1 multimeter) stored in a suitable way (in a box or case) and well identified with his / her name

....................................... ……………………………………....................... ..10

The student has all the tools (4 screwdrivers, 1 pliers, 1 multimeter) well identified with his name ...... .. ................................. ..8

The student has all the tools (4 screwdrivers, 1 pliers, 1 multimeter) but not stored properly and not identified ............ ..6

You are missing a tool ... .................. ... ......... .. ................................. .4

You are missing two tools ............ ..... ............................................. ... 3

Three tools are missing ... ............. ............. ................................. ... 2

LO2 Implication

o AC1 - Participation and involvement. This learning outcome will be evaluated through self-evaluation and co-evaluation at

the end of each challenge, and it will be the group of teachers who will decide in which challenges to apply it. It is

appropriate to carry out these two evaluations on paper (provided by the faculty) and in an individual way and, if possible,

in another isolated space of the class, to avoid contamination in the answers. The teacher will always have the last word

when putting the note, to contextualize the results issued by the students.

LO3 Teamwork

o AC1 - Respect towards classmates and the work group. The respect that the student presents to his classmates will be

valued. For example, the tone and manner of speaking when addressing them, teasing, insults, making a partner empty, ..

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Evidence of these attitudes will be collected and the note will be placed depending on these. Here they can be missing minor

and serious, what weight to give to each of them, will be in the hands of the teacher.

Mark = 10 - evidences

o AC2 - Respect towards the teaching staff. The respect that the student presents to their teaching staff will be valued. For

example, if you pay attention when the faculty is speaking, talk to the faculty in a proper tone and manner, .. Evidence of

these attitudes will be collected and the note will be placed depending on these. Here they can be missing minor and

serious, what weight to give to each of them, will be in the hands of the teacher.

Mark = 10 - evidences

o AC3 - Teamwork. It will be assessed if; They distribute the work in an organized way, if the work done by a component is

transmitted in a suitable way to their colleagues, if they follow a road map or a plan in the execution of the daily work. It

will be valued through the sections of feedback that the faculty carries out and what is seen by the faculty in the daily work.

The members of the group have been able, without the help of the teacher, following a roadmap in an organized way and transmitting to the rest of the group the

concepts acquired by each one ....................................... .. 10

The members of the group have been able, with the help of the teacher, following a road map in an organized way and transmitting to the rest of the group the

concepts acquired by each one ............... .. ........................ ..8

The members of the group have been able, with the help of the teacher, following a road map in an organized way but with problems to transmit to the rest of the

group the concepts acquired by each one ............... ... ... .. ...... ………………………..………………………………..5

The members of the group have not been able, with the help of the teacher, following a road map in an organized way and of transmitting to the rest of the group

the concepts acquired by each one ....... ................................. .0

LO4 Communication.

o AC1 - Oral communication. This competency will be evaluated in the oral presentations made at the end of each challenge.

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I.III BRIDGE

PROJECT OVERVIEW

Name of Project: BRIDGE Duration: 23 h




Project Idea


The objective of the Project is to build a replica bridge so that it can withstand the load of a toy truck with a 1kg payload. The

challenge will be completed in 2-3 person teams. The bridge needs to have a minimum of 1 meter in length.

Driving Question Which is the best design of a bridge in order to withstand the load of a toy truck with a 1kg payload? Which material is provided in order to build the bridge? What structure does the bridge need to have in order to be stronger?


● LO1: Live a problem solving process. ● LO2: Acquire awareness of the problem-solving process. ● Autonomy

o LO1. Tasks, problems and unexpected situations are solved without external assistance. o LO2. There is an anticipated action to other groups when resolving setbacks.

● Adaptation to change

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o LO1. There is a constructive reaction facing methodological changes. o LO2. There is a constructive reaction facing material and tools changes. o LO3. There is a constructive reaction facing situations where people are involved (students and teachers).

● Involvement o LO1. There is an active participation in the school or extracurricular activities. o LO2. There is a compliance of individual and collective commitments.

● Planning and organization

o LO1. The collective schedule and planning are taken into account. o LO2. The learning process is planned and scheduled effectively and efficacy, through diary and planned tasks. o LO3. The work space and facilities are correctly maintained.

T+A E T+A E


to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:

Autonomy x Involvement X

Adaptation to changes X Autonomy X




Group: Realization of the prototype

Resistance test


Class: X

School:

Community:


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Individual: Web:

Other:

PROJECT OVERVIEW

Entry event to

launch inquiry, engage students:


Assessments


(During Project)







(End of Project)

Written Product(s), with rubric:

__________________________________________________

x Other Product(s) or Performance(s), with rubric:

__________________________________________________

X



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Essay Test x Other:

.

Resources

Needed


Equipment:

Materials: 1Toy truck, cardboard, wood, saw, cutter, glue, Scotch tape, scissors..


Reflection

Methods




Survey


Project: RYAN-AIR Course/Semester: Project 0

Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided

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Ability to build a prototype (bridge) which fulfills the requirements. Direct instruction and practice in use of multimedia tools





Autonomy

Ability solve problems and setbacks that arose during the challenge without outside help.


Ability to anticipate to setbacks while answering to the project needs Perform practical exercises

Adaptation to changes

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Ability to react constructively to methodological changes Perform practical exercises

Ability to react constructively before material and tool modifications. Perform practical exercises

Ability to reacts constructively in situations that involve people (students or teachers)


Involvement



Planning and organization

Respect work schedules and collective organization. Perform practical exercises

Ability to plan and organize his/her learning process in an orderly and

effective way, through daily and daily tasks.


Ability to maintain the workplace and collective facilities correctly. Perform practical exercises

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PROJECT CALENDAR

Project: BRIDGE Start Date: XX/XX/XXXX


PROJECT WEEK ONE

Presentation (Following 11

steps)


Brigde resistance test/

Assessment

11 steps

2. Set out and identify the necessity

At this point, the class with the teacher's guide should at least identify these points:

● Design and build the BRIDGE

● Have an innovative design.

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● There is a limit in the minimum size of the bridge.

● The bridge must hold a load of 1kg (over the toy truck).






● Size

● Design

● The truck

● Robustness



doubts in future projects if it is not explained properly at this point.

4. Plan the actions

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project.

Figure 7: Planning project 0: BRIDGE



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7. Show the options


8. Choose an option





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The secretary of each group will line up with their bridge and the teachers will evaluate the LO1 (a, b, d) of each bridge. After that, each

group will individually test their bridge; the faculty will take note of the distance the truck travels and the quality of the bridge. With

these data they will evaluate LO1 (c).

In order for students to better understand the evaluation:

● Students will perform a self-assessment of both technical competencies and transversal competencies.

● Teachers will show and comment on the evaluation made by the teaching team in both technical and transversal competencies.






● LO1: Live a problem solving process.

a) A bridge with a size has been executed. Very large for a bridge of this type ............ .. ............................................ ...... ..10

Great for a bridge of this type ...... .. ...... .................................. ...................... ... 8

Beautiful for an bridge of this type ....................................................................... 7

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Normal for an bridge of this type ...................................................................... ...5

Something fair for a bridge of this type ............................................................... 3

Small for a bridge of this type ........................ ........................................ ....... ... 1

b) A bridge with a certain design has been executed. Spectacular for a bridge of this type ......................................................... ...... ..10

Subtle and symmetric lines ..................................... ..................... ..................... .8

Classic for a bridge of this type .... ........................................... .... ..................... .6

Without form ..........................................................................................................5

Not finished for lack of time ......... .... ........................................................... ...... .1

c) The executed bridge withstands the weight of the truck The truck crosses the bridge without collapsing and without cracks …….. .. ...... ..10

The truck crosses the bridge without collapsing but with cracks.......................... .. .8

It collapses almost at the ending of the bridge ............................ .... ..................... .6

It collapses in the middle of the bridge ...... ... ......... ......... .......................... ...... .. .5

It collapses in a short distance ........................................................................... ... 3

It collapses immediately………............................................................................... 1

e) The truck chosen for the project is adequate for the job: It is perfect ….. ….. …....……………………….………………………………. ...... ..10

It may deteriorate in the long run ........... ... .................................. ..................... ... 9

The payload will almost never fall off ....... .................................... ... ..................... .7

The payload will fall off in 50% of the experiments ....... ............................... ... …...5

The payload could fall off in some cases .... ......................................................... ... 3

It is too small for the payload ............................................................................. .... 1

● LO2: Acquire awareness of the problem-solving process.

a) The problem resolution process has been carried out. It has been followed the process of solving problems in an active way following the order established in the methodology without looking for shortcuts ... .10

It has been actively followed the process of solving problems but it has always been necessary to remind him that there is a methodology and an order to follow

…………………………………..……………………………………………………………………………………………………….…………............................... 8

It has been actively followed the process of problem solving but it has often been necessary to remind him that there is a methodology and an order to follow

...................................................................................................................................................................................................................................................... 6

It has been followed the methodology but has questioned the methodology and it has been necessary to remind him that there is an order ...

………………...............…………………………………………………………………………………………………………………………………...……………….…….3

It has been not followed the methodology and although he has been reminded that there is a methodology he has not followed the steps

……………………………………………………………………………………………………………………………………………...................………………………….1

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b) Alternatives have been made in the process of solving the problem. It is essential that there are as many alternatives as members of the team and choose the most appropriate justifying it ................................................... .10

They have generated several alternatives with criteria and have chosen the most appropriate justifying it .............................................................................9

They have generated several alternatives and have chosen one of them, although the justification is not clear ........................................................... ...... .. 6

They have worked with an alternative and a solution. Its objective was to finish the report not to document it justifying the election ......................................3

Do not give evidence of having tried or think about the problem, has not generated an alternative .................................................................................... .... 1

c) The problem resolution report has been made. The report has been made in accordance with the points and has been delivered on time in the manner requested to be delivered (Report: Alternatives)

...................................................................................................................................................................................................................................................10

The report has been made one of the points is not consistent and has been delivered on time in the manner requested to deliver it ............. ………….........9

The report has been made two of the points is not satisfied and has been delivered on time in the way that was requested to deliver it ............................... 8

The report has been made three of the points is not consistent and has been delivered on time in the way that was requested to deliver it ............. ………..6

The report has been made four of the points is not consistent and has been delivered on time in the manner requested to deliver it ........…………...…........4

It has not been delivered on time or not in the way it was asked to deliver it .............................................................................................................................1




● LO1 (Autonomy): In the face of unforeseen situations, resources and the ability to find solutions for oneself.

● LO2 (Adaptation to changes): Before a methodological change, of place, material, tool, schedule and etc. adapt to these changes.

● LO3 (Involvement): Participate in the projects, demonstrate commitment and responsibility in the activities and work situations

proposed / agreed upon.

● LO4 (Planning and organization): Plan the project from start to finish, determine the steps of the project, the time required for

each step, the resources (spaces, material, tool, schedule, people ...), the alternatives, evaluate and justify correctly the solution to

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follow. Carry out the project following the planning and in the face of unforeseen events reacting proposing corrective actions

(before the problem and planning).


LO1 (Autonomy):

● AC1. Solve problems and setbacks that arose during the project without outside help.

● AC2. Anticipates in the resolution of the problems and setbacks.

LO2 (Adaptation to changes):

● AC1. Reacts constructively to methodological changes.

● AC2. Reacts constructively before material and tool modifications.

● AC3. Reacts constructively in situations that involve people (students or teachers)

LO3 (Involvement):

● AC1. Actively participates in school and extracurricular activities.

● AC2. It fulfills the commitments acquired individually and collectively.

LO4 (Planning and organization):

● AC1. Respect work schedules and collective organization.

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● AC2. Plan and organize his/her learning process in an orderly and effective way, through daily and daily tasks.

● AC3. Maintains the workplace and collective facilities correctly.

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Appendix B COLLECTIVE AGREEMENT

DIPLOMA:

PROJECT X:

ACADEMIC YEAR: GROUP:

PROFESSIONAL MODULES

TRANSVERSAL SKILLS

By this collective agreement it is established the working team <team’s name in

CAPITAL LETTERS> to face the project number <x> of the <academic year, for

instance 18-19> academic year and which is made up by the following members:

WORKING TEAM MEMBERS’ DATA

INDICATE THE TEAM COORDINATOR

NAME AND SURNAME EMAIL SIGNATURE

And the members of the team promise:

WORKING TEAM’S INNER OPERATION

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GENERAL COMMITMENTS IMPROVEMENT ACTIONS

Comply with the ROF (Regulation of the Organization and Functions) of the centre.

-

Respect department’s inner regulations. -

Care the spaces, tools and available equipment. -

Respect scrupulously entry and exit times. -

The use of the mobile-phone is prohibited, unless for a specific case and with the teacher's permission.

PROJECT’S SPECIFIC COMMITMENTS IMPROVEMENT ACTIONS

The failure to fulfill some of the regulations will imply the collective agreement’s

revision and an improvement action will be held by the team in order to achieve the

commitments’ compliance for the team’s proper operation. The reiterative failure to

fulfill those regulations could have influence in the individual final marks.

Moreover, <team’s coordinator name> is chosen as the maximum responsible and

coordinator of the team, likewise, the members promise to respect the coordinator at all

times.

On the other hand, the team of teachers compound by:

TEACHER TEAM MEMBERS’ DATA

* INDICATE THE TEAM COORDINATOR

NAME AND SURNAME EMAIL SIGNATURE

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they commit to:

TEACHER TEAM’S OPERATION

COMMITMENTS IMPROVEMENT ACTIONS

Guide and accompany the working teams to solve the project.

Advise and transmit knowledge when necessary.

Make active listening and meet the needs of the working teams.

Share classroom time and strengthen the collaboration between teachers/students.

Offer feedback on the individual performance of working teams’ each member.

Feedback meetings at the end of the project.

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