TLQ-BOOK-3-Motivating Teaching and Learning Methods

Quality development
at school
In-company classes
Motivating teaching
and learning methods
Inspiration book
Lifelong Learning Programme Lifelong Learning Programme
www.tlqproject.eu
This project has been funded with support from the European Commission
This publication refects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.
Published May 2012
Oscar Chueca Segura
Jean-Paul Deledicque
Patricia Hogh
Csar Marques
Luc Beelprez
Jess Cuadra Sols
Montse Gonzlez Barrionuevo
Marja Luopa
Olga Roig Arnau
Wim Simoens
Susana Trindade
Arja Tuovinen
Peter Van de Moortel
Frank Van Wolvelaer
Persons involved in the project:
Educational quality is of vital importance for the future of
our society. This inspiration book focuses on the primary
process in the classroom: teaching and learning as key factors
for educational quality.

This inspiration book gives some insights on the transitions
we are facing towards future teaching and learning. We
provide several methods and good practice examples. They
illustrate how teaching enables active learning with motivated
students.
Motivating teaching and learning methods | TL+Q | Inspiration Book 3
Quality development
at school
In-company classes
Motivating teaching and
learning methods
Inspiration book
7 | TL+Q | Inspiration Book 3
- PREFACE 11 - PREFACE 11
1 INTRODUCTION 13 1 INTRODUCTION 13
1.1 Change or transition 13
1.2 The transitions we are facing 14
1.3 The challenge is how to increase the students motivation 15
1.4 Activating the Learning Zone 16
1.5 Conceptual framework - Tools for the teacher 17
1.6 Increasing students motivation 18
2 ASPECTS TO INCREASE MOTIVATION 21 2 ASPECTS TO INCREASE MOTIVATION 21
3 ACTIVE AND PARTICIPATIVE STUDY AND LEARNING 23 3 ACTIVE AND PARTICIPATIVE STUDY AND LEARNING 23
3.1 Description of methods 23
3.2 The key design elements 27
3.2.1 Initiating: stimulate the will to cooperate. Cooperative games. 27
3.2.2 Forming: arrange group formation. 27
3.2.3 Performing: active and participative study and learning (APSL) 29
3.3 Examples of good practice 30
3.3.1 Problem-based APSL 30
3.3.2 Project-based APSL 31
Table of contents
3.3.3 Jigsaw-based APSL 32
3.3.4 Cooperative-review-based APSL 33
3.4 Conclusions 34
4 TO PEER OR NOT TO PEER 35 4 TO PEER OR NOT TO PEER 35
4.1 Description of methods 35
4.2.1 Newsfash project 37
4.2.2 The reading aloud champion 38
4.2.3 The Weblog-project 39
4.2.4 Gantry crane-project 42
4.3 Conclusions 43
5 PROJECT BASED LEARNING 45 5 PROJECT BASED LEARNING 45
5.1 Description of method 46
5.2.1 Photo orienteering 49
5.2.2 Presentation of the school 50
5.2.3 Access control device 51
5.2.4 JOEOUTOAUTO-project 51
5.3 Conclusions 52
6 GEOCACHING, MOODLE AND INTERACTIVE TOOLS 55 6 GEOCACHING, MOODLE AND INTERACTIVE TOOLS 55
6.1 Geocaching 55
6.1.1 Practical description 56
6.1.2 Conclusions 58
6.2 Interactive whiteboard 59
6.2.1 Examples of Good Practice 60
6.2.2 Benefts 62
6.2.3 Points to consider 62
6.3 Moodle 63
6.3.1 Description 63
6.3.2 Examples of Good Practice 64
6.3.3 Results of the students enquiry regarding the use of Moodle 65
6.3.4 Conclusions 65
7 APPENDIXES 67 7 APPENDIXES 67
7.1 Cooperative Games and methodologies 67
7.2 Group implementation in the classroom 69
7.3 Explanation of the steps to perform the strategies 70
7.4 Active and Participative Methodologies 71
Active and participative study and learning worksheets 75 Active and participative study and learning worksheets 75
7.5 Problem-based APSL 75
7.6 Project-based APSL 77
7.7 Jigsaw-based APSL Vocational and laboral guidance 79
Jigsaw-review-based APSL Computing 80
7.8 Cooperative-review-based APSL 82
7.9 Presenting a newsfash 83
7.10 Cooperative Games and methodologies 84
7.11 Photo orienteering 85
7.12 Geocaching Activity 86
7.13 Mathematics, physics and citizenship 87
11 Preface | TL+Q | Inspiration Book 3

Preface Preface
The main aim of TEACH, LEARN AND QUALITY or TL+Q is to improve the quality
of vocational education and training within Europe by means of creative and
motivating teaching and learning methods which are embedded in a quality
system supported by industry and service.
TL+Q focuses on actions that afect school management and class practice. The
produced didactic support and tools for quality assessment have been tested,
evaluated and validated during the project. All testing took place in cooperation
with the associated partners such as industrial enterprises and services, advisory
bodies and in-service training institutions. Validation was achieved by the TL+Q
industrial partners.
Moreover, the validation process was also monitored by ofcial educational policy
makers.
Setting up a quality system in schools stimulates refective skills and competences.
Gradual but constant improvement of the school quality results in a better
educational performance and an enhanced employability. By introducing creative
and motivating methods, students attitudes will improve and their eagerness and
readiness to keep learning for life will be stimulated. Teaching and learning will
keep pace with the changes and demands of industry and services.
TL+Q developed three key items, which contribute to the improvement of
educational quality:

Quality development at school

In-company-classes

Creative and motivating teaching and learning methods
The results of the exploration and practical research on each item are assembled in
an inspiration book. The three inspiration books contain evidence-based examples
of good practice, transferable methodologies and testimonies of management,
teachers/trainers and students.
The inspiration books support schools and companies as well as students who take
part in in-company-classes exchanges and are downloadable from the web site
www.tlqproject.eu
To facilitate the reading of the inspiration books, we agreed on the use of school
and students. When talking about a school, we also refer to a training centre, a
centre for vocational education or a formation centre. And when talking about a
student, we also mean a pupil or a trainee.
12 Preface | TL+Q | Inspiration Book 3
A teacher can also be a trainer or mentor and a principal is to be considered as
the head of the organisation, training centre or enterprise.
We dont make any gender distinction using names or titles, so a student, a
principal, a teacher,... can be male or female.
And fnally, this inspiration book is used as part of an international course on
educational quality.
See http://ec.europa.eu/education/trainingdatabase or
https://webgate.ec.europa.eu/llp/istcoursedatabase.
Search within the thematic feld of the training: Pedagogy and didactics, School
improvement and quality evaluation, School management and school autonomy
and Quality development and Educational quality. Course title: Teach, Learn and
Quality or Teach, Learn and Quality for adult education.
(text involves writing AND reading)
13 Chapter 1: Introduction | TL+Q | Inspiration Book 3
Chapter 1
Introduction Introduction
1.1 Change or transition
We are talking about change but we are facing transitions. Change is situational,
is fast and happens without people transitioning. For example the student uses
a new textbook or the teachers use PowerPoint instead of overhead projection.
Transition is a psychological process where people accept the details of the new
situation and the changes that come with it. For example the changing way of
teaching using ICT or cooperative learning activities are transitions. Transitions are
slow processes with deep efects on all levels of the organisation and the people
working in it. Changes are about using tools, diferent curricula transitions are
about diferent ways of teaching related to diferent ways of learning.
Transitions are hard to cope with. There are three phases in the process:

The end of a traditional way of thinking and doing. This phase comes with denial,
shock, anger, frustration and stress.

Entering the neutral zone is the zone where the traditional security is gone and
where the new way of doing is not clear and transparent. It comes with emotions
of ambivalence, scepticism, moving to acceptance.

Establishing the new situation is a beginning of a new fow. It comes with
impatience, hope, and enthusiasm.
Schools as educational organisations are facing turbulent and radical transitions,
and so are teachers. This inspiration book tries to give suggestions for teachers in
the neutral zone by providing very practical methodological examples, approved
and tested by colleague teachers who successfully adopted new ways of teaching.
1.2 The transitions we are facing
The transitions are situated on diferent axes (here defned as polarised statements):
1. New ways of learning: transitions from traditional to socio-constructive
learning.
Moving from to
Useful activities Meaningful activities
Focus on the product Focus on process and procedure
Applying knowledge Building knowledge
Diploma as a primary target Lifelong learning
Formal learning Authentic learning
Executing tasks Taking up responsibilities
Mainly receptive skills Higher thinking skills such as
experimenting and explaining
Single intelligence Multiple intelligence
Comparing to the average Benchmarking
Analytic thinking Holistic thinking
Learner as a passive receiver Learner as the owner
of the learning process

2. From traditional ways of teaching to new ways of teaching.
Moving from to
Classical class teaching methods Group work
Supply driven Demand driven
Learning for reproduction in tests Learning to apply in life situations
Teacher as an expert Teacher as a coach
Linear curriculum Circular curriculum
Subject teaching Tasked-based, problem-solving
projects
Selected sources Open sources
Learning only at schools Learning anywhere and anytime
Standardization as a goal Diferentiation as a goal

3. Some additional questions to be answered in the future but already in research.
What are our students like? And how is puberty infuencing the behaviour of
our young people?
What about the complex environment in which young people are growing up
and are fnding their way? Modern life results into a marked deconstruction of
values and social structures, along with a considerable increase of the fun factor.
What about the brain research and the consequences for learning and teaching;
for example mind mapping, multiple intelligence, learning styles,
What about peer infuence? The infuence of peer groups has often become
more important than the impact of parents during puberty. How can we use
peer feedback in educational situations?
1.3 The challenge is how to increase the students motivation
One of the key factors for success is increasing the motivation of students. Recent
research defned some conclusions for teachers
1
.
What can teachers do apart from teaching their subject?

Connect to the personal interests of students. Let them give feedback from
their own point of view and appreciate the personal aspect of it. Use their social
communication platforms such as digital cloud, mobile phone, Facebook

Make it relevant for them. Connect the content to current situations. Use
examples from their world of living.

Be authentic and give positive attention and confrmation. Transfer your own
enthusiasm into enhanced motivation in learning.

Introduce the possibility to choose. It results in ownership and ownership creates
intrinsic motivation.
Suggestions from colleagues:

Show empathy to the student

Let students refect on their learning behaviour

Give transparent explanation and feedback

Let them contribute to the contents of the lessons

Enrich with diferentiation activities

Use diferent cooperative learning formats

1. Dries Heij, Deby Ondaatje, Danille Tokarski en Michal van Veen, Universiteit Utrecht, IVLOS lerarenopleiding,
gamma cluster, February 2009 -January 2010 and Ebbens en Ettekoven (2005)
1.4 Activating the Learning Zone
Efective learning should focus on facilitating the students learning, rather than
focusing on evaluation and reporting issues of the process. Students make most
progress when they are challenged to leave the comfort zone and enter the
learning zone.
Some general suggestions and examples of good practice
Teachers should fnd a balance between curriculum-driven and learners-driven
didactic processes and also adjust the balance between content-driven and skills-
driven didactic approaches.
The main line for action is to engage the student into the learning process.
Refection, personal goal setting and self-knowledge will become ever more
important in future professional and personal environments. It will become a
challenge for teachers to activate each students personal learning motivation.
Future abilities include knowledge and skills which help young people to survive in
the ever-changing world and to confront diferent options for the future. Following
competences become essential:
Source: Futures Education, Irmeli Halines & Ritva Jrvinen, Finnish National Board of Education
Future
abilities
Self
knowledge
Change
management
skills
Creativity
Interaction
and
cooperation
skills
Survival skills,
persistance,
courage
Emotional
skills
Thinking,
imagining and
building skills
Participating
and
infuencing
skills
1.5 Conceptual framework - Tools for the teacher
Before tackling the problem, it is worth mentioning some remarks on teaching,
learning and motivation.

Education involves the process of content transmission and favours student
socialisation.

Teaching induces and produces a systematic transformation in the students, in a
progressive and dynamic manner, so that their cognitive abilities are continuously
evolving.

To gather and select new information and ideas or to develop skills students have
to work actively on well-defned targets.

An efective learning process can be defned as follows:

It is an active and constructive process in which students assimilate the
information and relate this new knowledge to a framework of prior knowledge.

It requires a challenge that opens the door for the student to actively engage his
peers, and to process and synthesise information rather than simply memorise
and reproduce it.

Students bring multiple perspectives to the classroom: diverse backgrounds,
learning styles, experiences and aspirations.

It is infuenced by the context and activity in which it is embedded.

It fourishes in a social environment where conversation between students takes
place and they become practitioners.
1.6 Increasing students motivation
Jere Brophy introduces four factors infuencing students motivation
2
:

stimulation through modelling

communication of expectations

direct instruction

socialization by signifcant others (especially parents and teachers)
In addition to these factors, good evidence on students motivation is given in
the fnal report of the Enhancing School Quality in Europe, ESQ-EUR Comenius
multilateral project (SSDP/06/CO/R2/04). In this report the authors developed, by
using the methodology of the Goal Oriented Project Planning
3
, a problem tree,
which helps to identify problems that could lead to a decrease in motivation with
students according to cause-efect logic (as you can see in Figure 1).
Figure 1: The problem tree
The problem tree is to be read from the bottom, each step being the cause of the
following. This sort of logical project framework could help in planning objectives
and later activities.
The problem tree
Unmotivated
Students
Boring learning
activities
Inadequate teaching
strategies
Non-Flexible school
organisation
Lack of cohesion among
groups of teachers
Students low
self-esteem
Inadequate
learning strategies
Widespread social model with
low consideration for study
Unmotivating
contents
Study perceived
as useless
Wrong choice
of school
Low employability
-
teacher relationship
Students personal
problems
Students family
problems
Students uneasiness
at school
Scarcely motivated
teachers
students study-
overload
By restating the problems into realistic objectives, an objective tree which shows
the desired situation was suggested (see Figure 2). The objective tree converts the
problems into objectives, and helps to identify possible solutions and intervention
areas which should/could be improved or realistically implemented. In our case, the
diagram shows the steps that could lead to motivated students.
The objective tree
Motivated
Students
interesting learning
activities
Flexible and varied
teaching strategies
Flexible school
organisation
Cohesion among
groups of teachers
Students high
self-esteem
Appropriate learning
strategies
Social appreciation of
study
Motivating
contents
Study perceived
as useful
Guidance for
school choice
Employability
Good student-teacher
relationship
Absence of students
personal problems
Students councelling
Students well-being
at school
Motivated teachers
Well distributed
study-activities
Figure 2: The objective tree
20 Chapter 2: Methods & principles for increasing motivation | TL+Q | Inspiration Book 3
Chapter 2
Methods and principles Methods and principles
for increasing motivation for increasing motivation
Self-esteem fourishes from action and activity,
from trying to do something rather than passively avoiding action.
Some aspects to consider:
Teacher
Role Classroom Learning Evaluation Strategies
designer participative students-
centred
students
involvement
responsibilities
interiorise
organiser interactive attitudes
change
socialisation agent cooperative social habits
improve
environment
pleasant
eectiveness
Figure 3. The teachers focus tree.
The TARGETT model suggests considering the following parameters
1
:
Task motivation, Autonomy, Rewards, Grouping, Evaluation & feedback,
Time for learning, and Teacher expectations.
To favour students communication with others in the classroom, we suggest small
groups of two to four students as a starting point and as a basic classroom working
structure. This criterion is based on the fact that group size marks considerable
efect on student participation in oral activities. In big groups, shy or passive
students tend to fall in silence and let the most talkative ones do the talking. In this
small group:
Students will work together for the completion of the task
Everyone will be awarded his/her responsibility and role and will commit himself/
herself to accomplish it in the best way possible
Labours division will be established by assigning task roles or maintenance roles.
1. WOOLFOLK, ANITA (2001). Educational psychology. Eighth edition. Boston: Allyn and Bacon
Additionally, in these small student groups a quantitative change in attitudes will
be encouraged:

to know and accept a group of equals

to learn to cooperate

to feel the group identity among students

to stimulate learning for obtaining common objectives

to facilitate intellectual and afective development

to provide security in learning

to encourage the individual accountability for the learning of the other members
in the group

to facilitate collaboration skills

to stimulate common goals within the work groups
We introduce and explain some selected examples of active student-centred
learning and the procedure used in order to create a participative, interactive and
cooperative atmosphere. The participative strategies and the work in small groups
are meant to maximise the acquisition of the main competences and the academic
contents, and to develop interpersonal skills and teamwork abilities. They also
provide a stable and supporting environment for learning, and the opportunity
to experience the personal and academic growth that comes through learning.
To support the application of these strategies in the classroom we introduce
a worksheet, which is expected to be used as a guide for helping educators to
implement and to organise the teaching and learning process, and to help teachers
manage classes.
23 Chapter 3: Active and participative study and learning | TL+Q | Inspiration Book 3
Chapter 3
Active and participative Active and participative
study and learning study and learning
Students learn more by doing something active than by simply watching and listening.
Bonwell, C. C. And J. A. Eison
1

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

1. Active Learning: Creative Excitement in the classroom ASHE-ERIC Higher Education Report N 1.
George Washington University, 1991.
2. Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate
Education. New Directions for Teaching and Learning. Number 47, Fall 1991. San Francisco: Jossey-Bass Inc.
Pairs
Sporadic
teams
Specialised
roles
within
teams
Consulting
among
students
Class-
building
activity
Team
building
games
INTERACTION
Specialist
teams
Figure 4. Students interaction
The methodologies can be used separately during a theoretical or practical lesson,
or in conjunction with other class activities.
They can be used in a variety of ways, such as

30 seconds brainstorming activities

fve-minute team builders to introduce a lesson

short activities to evaluate the students understanding

a series of brief activities to teach content
These activities can take an entire class period or a number of classes. They also
focus on the students motivation, by promoting an interactive and positive
framework, where students have the opportunities to learn from one another, and
to create a learning community.
In this learning community fve main active learning modes are promoted.

talking
writing
reflecting reading
listening
learning
community
The main goals of these methodologies are graphically described in the following
mind map.
Figure 5. Active and Participative Strategies goals.
The APSL activities have been designed by bearing in mind the six elements of the
cooperative learning instruction:
1&2

positive interdependence

individual accountability

face-to-face promotive interaction

teamwork

social skills

group processing
subject areas
academic achievement
graduation
high-level
learned material
self-esteem
situation
relationship with peers
in class
lower levels
greater intrinsic motivation
ACTIVE AND
PARTICIPATIVE
STRATEGIES
positive attitudes
higher
greater persistance
reasoning
critical thinking skills
understanding deeper
higher
positive
supportive
learn
achieve
anxiety
stress
more on-task
behaviour
ability to view others perspective
1. Johnson D. W., R. T. Johnson and K. A. Smith, Cooperative Learning: Increasing College Faculty Instructional
Productivity, ASHE-ERIC Higher Education Report No. 4, George Washington University, 1991.
2. Kagan, S (1990). Cooperative Learning resources for teachers. San Juan Capistrano, CA.: Resources for
Teachers.
In order to foster motivation, teachers interested in these methodologies should
take care of:

atmosphere: the classroom should be perceived by students as a supportive place
where respect and sense of belonging are cultivated
1

difculty of tasks: they should be challenging but achievable
2

relevance of what is to be learnt

link with real world outside of school
2

transparency of evaluation criteria

activities and tasks should be defned in terms of their specifc short-term
objectives and purpose
1

external rewards (grades, praise, etc.). Teachers should be considerate and
cautious with negative feedback, which may cause a decline in intrinsic
motivation to learn.
Finally, an important aspect of the approach suggested here, is the classroom
organization and management:

Class
The classroom has to be arranged so that each student has equal and
easy access to each teammate and all students are able to easily and
comfortably see the teacher and the blackboard.
The teacher has to establish a quiet signal which at any time quickly
focuses all attention away from peer interaction and toward the teacher.
Noise level is managed while teamwork is in progress.
Prepare and give the classroom an enjoyable atmosphere.
Efcient methods of distributing material are established.
Class agreements enhance team as well as individual responsibilities.
1. Stipek, Deborah. MOTIVATION TO LEARN: FROM THEORY TO PRACTICE. Englewood Clifs,
New Jersey: Prentice Hall, 1988.
2. Lepper, Mark R. Motivational Considerations in the Study of Instruction. Cognition and Instruction 5, 4 (1988)
289-309.
3.2 The key design elements
In this section, the organisational structure of the generic conceptual framework for
APSL is described. This framework represents a generic approach which supports
diferent cooperative learning situations and settings according to the specifc way
a students group is organised.
3.2.1 Initiating: stimulate the will to cooperate. Cooperative games.
The realization of cooperative games constitutes
the frst action of our approach. Its main goal is to
initiate students into the new experience. They are
designed to train interaction, team building, and
cooperative and collaborative skills. In fact, the
purpose of the games is multiple:

prepare the students to tackle the next phases
(group formation and performing) better

get an initial feeling and information of how their classmates will
think and act in group work

become familiar with group work skills through an exchange of
opinions and ideas, discussion and refection
These factors not only prepare the students but also motivate them further to be
engaged in the real cooperative study and learning. They can make them conscious
of possible benefts and problems intrinsic in cooperative group work.
See appendix 7.1 for examples of diferent cooperative games performed in
diferent classroom groups of the Esteve Terradas i Illa Institute, Cornell de
Llobregat (Barcelona), Catalonia, Spain.
3.2.2 Forming: arrange group formation.
To favour students communication with others in the classroom, we suggest small
groups of two to four students as a starting point and as a basic classroom working
structure. This criterion is based on the fact that group size has a considerable efect
on student participation in oral activities. In big groups, shy or passive students
tend to be silent and let the most talkative ones do the talking.
In a small group:

students will work together for the
completion of the task

everyone will be given a responsibility and a
role and will commit himself to accomplish
the task in the best possible way

division of tasks will be established by
assigning task roles or maintenance roles
Additionally, in small student groups a quantitative change in attitudes will be
encouraged:

know and accept a group of equals

learn to cooperate

stimulate learning for obtaining common objectives

facilitate intellectual and afective development

provide security in learning

encourage the individual responsibility for the learning process of the other
members in the group

facilitate collaboration skills

stimulate common goals within the teams
The phase is used to carry out the rather complex task of group formation and
organisation as well as to establish an accepted group normative.
Some options for arranging group formation are suggested underneath:
Group
Formed by the teacher:

on the basis of predetermined criteria

to accentuate the positive efects of small-group learning
The group may be of any size, but it should range between 2 and 4.
Maximise the heterogeneity.
Groups meet regularly over an extended period of time.
Provide time for internal organization and determination of team plan.
Give time for the periodic review of the team function.
Encourage the success in teams.

Other interesting aspects, related the use and efectiveness of the group
implementation in the classroom are exposed in appendix 7.2. In addition to the
options above, three main actions could be carried out to arrange group formation:
introducing, negotiating, and norming.
If these phases were successful, easy and fast process are guaranteed.
The ultimate discussion allows for disagreements to arise, be detected and solved.
In case of serious conficts, students still have the possibility to look for another
group under construction that suits them better. In that case, even if a student
has to search for a new group, the experience acquired serves him to fnd a more
appropriate group faster.
It is worth mentioning that group formation procedure will be becoming an
efortless and fast process. The students have experienced it two or three times and
they are getting to know each other better.
3.2.3 Performing: active and participative study and learning (APSL)
Group members are now engaged in a cooperative active and participative study
and learning. The type of methodology carried out by the students depends on the
nature, the characteristics and the learning objectives of each subject matter. The
variety of methodologies has been selected and adapted to the subject in order to
facilitate their implementation in the classroom. Each methodology focuses on the
development of cognitive skills for understanding, memorising and interpretation.
In addition, the face-to-face student interaction enhances the development of
interpersonal skills and teamwork abilities. A short description of some active
and participative methodologies used in diferent classroom groups of the Esteve
Terradas i Illa Institute (ET), Cornell de Llobregat (Barcelona), Catalonia, Spain, are
given in appendix 7.3.
Finally, to use active and participative methodologies and to make groups
cooperate, the teacher will take a series of steps in planning the strategy:

Introducing
Students frst introduce themself by
presenting relevant information that
their classmates could use to decide on
possible group members.
Based on this introduction, an
interaction between students begins in
order to form a group.
Negotiating
Negotiating should cover:
- individual and group goals,
- group cohesion (commitment of its
members and responsibilities),
- number of participants,
- members specifc characteristics,
beliefs, needs and desires.
Negotiation will fnally result in an initial
proposal of group formation.
Norming
The purpose of this internal discussion is
- to reach an agreement
- to determine the details of the working
methodology
- to plan the functioning and the
structure of the group.
A consistent agreement has to take into
account:
- timing
- level of student knowledge and
expertise
- members specifc roles and attitudes
Figure 6. Planning Active and Participative Strategies.
A description of every step can be found in the Appendix 7.4
3.3. Examples of good practice
In this session four diferent practices are explained underneath:
problem-based APSL, project-based APSL, jigsaw-based APSL
and cooperative review-based APSL. Please see appendix 7.5 till
7.8 for diferent examples of worksheets.
3.3.1 Problem-based APSL
The main learning goal for the students is to achieve cooperative study of the
content in small groups of specialists. The activity is designed so that each group
has to learn to resolve one single problem and then share it with the other groups,
engaging the group members in simultaneous discussions. To elicit exchange
among diferent groups, the inner-outer circle methodology was implemented.
In this practice we focus on a methodological approach, in order to ensure that
Introduce the strategy
Model the strategy
Give explicit instructions
Divide the class into groups
Assign roles
Check for clarifcation
Set the task in motion
Monitor the task
Set a time for debriefng
and feedback
students cooperate and reach the learning goals. In fact,
training students to learn to cooperate proved to be an
important factor, not only to enable them to achieve
their main learning objectives, but also to make them
realise that cooperating and sharing knowledge and
worries with other people can improve their critical
thinking skills.
In appendix 7.5, the instructional setting and the
description of the diferent activities carried out in the problem-based APSL are
provided in a worksheet.
3.3.2 Project-based APSL
There are several interesting ideas and issues that characterize this practice, which
not only explore a new form of learning and teaching but also set the basis for the
development of a model of cooperation from a diferent perspective.
We briefy present these issues below:
The course starts with a brainstorming session in order to activate previous
knowledge. Then the course content is mind mapped and randomly assigned to
diferent students.
Each student acts as an expert and is responsible for only one part of the content.
Additionally, diferent problems are suggested so that students should not only
apply their knowledge acquired from their respective feld of studies but also
search for those pieces of knowledge that are missing in order to resolve the
problems. This implies an important exchange of information among students.
The technology includes components of a fuel injection system, a training Toyota
engine, and diagnostic and measurement equipment. Moreover, three training
workshops are carried out at the Electronic Department of the University of
Barcelona (www.teti.el.ub.es).

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

According to Aronson (2008) there are ten steps considered important in the
implementation of the jigsaw classroom:

Students are divided into a 5 or 6 person jigsaw group.

One student should be appointed as the group leader.

The days lesson is divided into 56 segments (one for each member)

Each student is assigned one segment to learn. Each student should only have
direct access to their own segment.

Students should be given time to read over their segment at least twice to
become familiar with it. Students do not need to memorize it.

Temporary experts groups should be formed in which one student from each
jigsaw group joins other students assigned to the same segment. Students in this
S1 S2
S4 S3
expert group should be given time to discuss the main points of their segment
and rehearse the presentation they are going to make to their jigsaw group.

Students come back to their jigsaw group.

Students present their segment to the group. Other members are encouraged to
ask questions for clarifcation.

The teacher needs to foat from group to group in order to observe the process.
Intervene if any group is having trouble such as a member being dominating or
disruptive. There will come a point that the group leader should handle this task.
Teachers can whisper to the group leader as to how to intervene until the group
leader can efectively do it themselves.

A quiz on the material should be given at the end so students realize that the
sessions are not just for fun and games, but that they really count.
This activity facilitates:

the students accountability and responsibilities

mutual acceptance

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

Its not easy for students to adapt to this constructive approach of learning.

Students might have initial problems when having to participate in joint activities,
when having to organise knowledge and share it with others efectively.

Attention for the student as an individual might be too restricted.

The methodology constitutes an important abandonment of master classes and
solo learning efort.
Obstacles to the widespread implementation of APSL methodology are not
insignifcant, however.

The approach requires teachers to move away from the safe, teacher-centred
methods that keeps them in full control of their classes to methods that
deliberately turn some control over to students.

Teachers have to deal with the fact that while they are learning to implement the
APSL approach, some mistakes might occur.

Teachers may also have to face and overcome substantial student opposition and
resistance, which can be a most unpleasant experience, especially for teachers
who are good lecturers.
Current pedagogical research shows that there is much to be gained by performing
the teaching and learning processes in small cooperative groups to achieve
common goals.

This form of studying and learning suggests new expectations and benefts for
both the students and the teachers.

It is now possible to improve learning environments according to multi-
dimensional practices.
The benefts of the APSL approach outnumber the difculties that are faced
when implementing it. Teachers who pay attention to APSL methodologies when
designing their courses, who are prepared for possible negative student reactions,
and who have the patience and the confdence to cope with these reactions, will be
rewarded with better student learning and less attitude problems.
35 Chapter 4: To peer or not to peer | TL+Q | Inspiration Book 3
Chapter 4
To peer or not to peer To peer or not to peer
1

When returning tasks to our students, many of the teachers in our school noticed
that only a few of them neither read our comments nor even considered to use our
feedback to improve the quality of their work.
At the same time we also noticed that students tend to rank their peers opinion
higher than their teachers. A peer is a person who shares a similar or equal status
and who is usually of roughly the same age, in this case a peer is a fellow student.
As students value the peers opinion higher than the teachers, we chose also to let
them evaluate each other apart from the usual teacher evaluation.
This method can be used for the evaluation of skills, process and attitude.
4.1 Description of methods
Peer evaluation is a diferent approach to learning. Its an alternative way of
evaluation. Peer evaluation means that students will evaluate other students, giving
them the beneft of assessing someone elses work/product, group processes and
(in the end) their own work by using pre-set criteria.
Above this, peer assessment or peer evaluation can mean many things a means of
raising the bar by exposing students to exceptionally good (or bad) solutions; peer
grading of homework, quizzes, etc.; and an aid to improving team performance or
determining individual efort and individual grades on team projects.
2
Goals/Benets

By using peer to peer evaluation students will learn from mistakes and/or
success from other students.

Students will learn gradually to revise their own work more thoroughly (before
handing it in) and to make (necessary) adaptations after having received the
peers feedback.

Peer evaluation enhances competition and it stimulates cooperative learning.

Students will be involved more in learning processes.

Motivation is increased remarkably by using peer evaluation.

Students learn to be open to criticism.

Peer evaluation puts the student in a central position (as evaluation is seen as a
means to help the student to make progress).
1. For more information on peer-coaching and learning, we refer to Chapter 7.2.9 of the inspiration book on
Quality development at school
2. www.foundationcoalition.org Peer Assessment and Peer Evaluation

Through self-refection (which is inherently linked to peer evaluation) students
will be able to stipulate their own points of focus.

Peer evaluation involves quite some responsibility among students while
carrying out the evaluation.

Peer evaluation comprises the integration of several skills (e.g. peer evaluation
of a written text involves writing AND reading)

Feedback given by a peer frequently has more success than feedback given by a
teacher.

Students learn to respect each others opinion.
Peer
evaluation
learn from
experience
remarkable
increase in
motvation
stimulates
cooperative
learning
more involved
in learning
process
enhances
competition
open to
criticism
stimulates
gives more
responsibilty
to pupils
integration of
several skills
students in
central position
4.2 Examples of good practice
4.2.1 Newsfash project
In the frst grade, students use a very simple evaluation form to judge the reading
exercises of their fellow students. In the given example they have to read aloud a
newsfash about the Japanese disaster.
First bend the twig, then bend the tree. It is very important to get our frst grade
students acquainted with peer evaluation in order for them to develop important
attitudes, such as open-mindedness and respect. Through the years evaluation will
be extended with more and more complex criteria.
At frst they learn how to evaluate in an objective way, not using grades but smileys.
Per student there will be two peer evaluators.
http://www.youtube.com/watch?v=ngJHi1V1Wws
Example of possible evaluation form
I assess:
About:

Attitude/
Body Language
Eye contact
with the audience
Intonation
4.2.2 The reading champion
This sample of peer evaluation is part of a contest between some 15 technical
schools in our region. All of our third and fourth years students can join in the
competition. The frst selection is done in every class itself: in each class students
chose the best expressive reader using an evaluation form. Those best readers
compete against each other in the school fnal, judged by a professional jury of
teachers, the headmaster and our sixth grade students. Scores given by the other
competitors are also part of the fnal decision.
http://youtu.be/p7OW-nFeoEg
Example of evaluation form
Scores ranged from 1 to 9 (1 being the lowest score, 9 being the highest score), in
pronunciation, tempo of speaking, text interpretation and contact with public.
Name:
Score:
Prononciation
Informal language used, many
sounds and inadequate articulation
Occassionally uses dialect and
articulation sounds sometimes less.
Uses the sounds of Standard Dutch
and articulates well
1 2 3 4 5 6 7 8 9
Tempo of speaking
Tempo of speaking not adapted
to the text. Submit inadequate or
wrong breaks. Falters regularly
Tempo of speaking is generally
sufciently addapted to the text.
The breaks are sufciently well
chosen. Sometimes falters.
Tempo of speaking is well adapted
to the text. Used breaks at the
right place at the right time. Read
without a hitch.
1 2 3 4 5 6 7 8 9
Reading comprehension
Remains week. There is a gap
between the meaning, scope and
emotional content of the text
on the one hand and the way
further contribute. The text is not
sufciently supported by mimicry.
Insufcient infection.
Good attempt to ft the text to
interpret. Makes good efort to
functionally mimic the text to
modify. Sufcient infection.
Interprets the text in a good way.
Shows that the meaning, scope and
emotional content of the comments
clearly understood. The mimicry
is in line with the spirit of the text
and supports him in an attactive
manner. Good voice modulation.
1 2 3 4 5 6 7 8 9
Contact with public
Submit insufcient contact with the
public. Has hardly any eye contact.
Strongly tied to the text.
Has sufcient contact with the
public. Has sufcient eye contact. Is
sufciently independent to the text.
Explains a good contact with the
public. Has good eye contact and is
clearly separate from the text.
1 2 3 4 5 6 7 8 9
Comment:
4.2.3 The Weblog-project
This is an alternative, creative and motivating way to have students make a task on
a mandatory novel. It is also a combination of the four communicative skills writing,
reading, speaking and listening as well as ICT.
http://www.youtube.com/watch?v=A06dabsXspY
The project comprises several steps:

Each student has to read a novel (in this case it was the same novel for all the
students).

While reading the novel each student has to keep an online diary (=weblog)
about it. Students get a full description of the task with goals, minimum number
of entries, links that have to be taken up, background info etc. At this stage the
students are also informed about evaluation (teacher and peer) criteria laid down
in an evaluation form. Strong classes might even draw up the criteria together
with their teacher.
Name:
Evaluator:
Item Evaluation/assessment
The weblog contains at least 10 personal messages/entries each consisting of
min 5 sentences, proving that the student read the novel.
The most recent entries are placed in the upper part of the list.
The weblog contains at least 5 links to web pages with information on the subject.

Biography

Links to work, analyses and reviews

Interviews with the autor

Quotes
The student has added some comment to each link.
The weblog was updated on a regular basis.
The weblog is presented as a diary.

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

In a next phase each peer evaluator gives a judgmental presentation of the
weblog he evaluated. In order to comment on the presentation, students are
asked to base themselves on the evaluation form (see above in point 2). Students
should build up their presentations according to the evaluative text structure:

What do you evaluate?

What are the positive aspects of it?

What are the weaker aspects?

What is your overall conclusion?

What could be better?

During this presentation the speaker will be (peer) evaluated by the teacher and
a class member using an evaluation form which was communicated (or set up by
students and teachers) previously.
Speaking skills - Weblog Evaluation form
Speaker: Evaluator:
LANGUAGE 1 2 3 4 5
Criteria Feedback

Formal language

Natural and fuent
PRESENTATION 1 2 3 4 5
Criteria Feedback

Body: open, calm, friendly,

Eye contact
CONTENT 1 2 3 4 5
Criteria Feedback

Evaluation structure

Supported by enough arguments

According to instruction
ATTITUDE 1 2 3 4 5
Criteria Feedback

Willingness to:

Do an efort

Be critical
Well done
Still some work

At the end of this project the students are asked to fll in a self evaluation form.
Self- Evaluation Weblog Evaluation form
Name:
PREPARATION
Task

I completely understood the instructions.
Timing

I got hold of the novel in time.
Weblog

I had a clear image of how my weblog would look like
before I got started.

I had a draft.
EXECUTION
Timing

I started reading the novel in time.

I made entries on my weblog on a regular basis.
Language

I used diary style.

I used formal English.

I kept an eye on spelling and grammar.
Technical

I saw to presentation and lay-out.

I provided enough links and other necessary information.

I did not forget to make backups of my work.
REFLECTION
Control

I proofread the whole text.

I checked if all links were active.

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

Coefcient:

% Risk analysis
% TCD
Project % Finishing
% Functioning
RISK ANALYSIS
QUESTIONS ANSWERS
Number of risks discussed? 0 1 >1
Question about all hazards: answer is Clear Incomplete Insufcient None
Main risk fully analysed? Complete Incomplete Insufcient No
Safety analysis EN953 is present Yes No
The result is unequivocal Yes No
Correct choice of safety relay Yes No
Question about choice safety relays: answer Clear Incomplete Insufcient None
Peer evaluation is an ideal way to prepare our students for real-life professional
situations, in which employees frequently get judged by fellow employees, for
example when working on the same machine. Its striking that some of my students
seem to rate their fellow students opinion higher than the teachers. (Frank Rubben,
teacher)
4.3 Conclusions
It is very important to inform the peer evaluator to focus on positive as well as
negative aspects of the peers work/product. Some students might be too gentle
with their fellow students, others might heavily criticize them.

Peer evaluators should be told to give as much feedback (not just grades) as
possible.

Peer evaluation is a method that needs to grow, to get part of school culture.
Evaluation criteria should grow as well, e.g. from simple to complex, from
restricted amount to a larger amount, etc.. Teachers who implement peer
evaluation should try to get colleagues working with it as well.

Evaluation criteria need to be pre-set (students should be informed about them
or, ideally, help setting them up).

Teachers should know that traditional evaluation techniques are not banned and
still can be used.

Teachers should have a good relationship of trust with their class and create an
atmosphere of respect. It is very important for teachers to have a good insight
in the students relations amongst each other in order to prevent bullying or
students being made fools.
44 Chapter 5: Project-based learning | TL+Q | Inspiration Book 3
Chapter 5
Project-based learning Project-based learning
Vocational education in Finland is based on national curricula, but the colleges
and teachers are not bound by certain methods or restricted by national fnal
examinations. This enables a relatively free approach to teaching. Teachers can
implement the content of the curriculum according to the students interests,
learning styles and skills, as well as their own. They are encouraged to try out
diferent methods and develop their teaching. Local and regional conditions are
often taken into consideration, too.
The teachers in the North Karelia College as well as the administrators of the
North Karelia Educational Consortium have noticed that the traditional teaching
and learning methods are not sufcient to serve the needs of the students and
the working life. Some attempts to broaden the range of teaching methods have
been made in recent years. A good example of this is a Leonardo TOI project called
Plime
1
, which brought together vocational school students from six European
countries to work on common projects using modern communication facilities and
resulted in a project-based learning model. The increasing cooperation between
European schools helps to transfer good practices over national boundaries.
Several forms of eLearning are being utilised all over Europe and many schools are
constructing Moodle platforms to enable and encourage new kind of learning in
order to prepare the students for tomorrows world.
However, the organization and arrangements of teaching sometimes restrict the
freedom of practical measures. For example, the school year in the North Karelia
College is divided into fve periods of 7-8 weeks, which causes some problems for
integrating diferent subjects, because vocational and general subjects are taught
during diferent periods. Teachers have many groups during the school week,
which often hinders the co-operation between teachers and the holistic approach
to teaching. This is exactly where project-based learning could provide the solution.
It is important to show the students the interdependence of diferent subjects and
the usefulness of being able to integrate various skills and knowledge.
1. http://plime.finalreport.fi/
5.1 Description of method
1

Project-based learning is a cooperative learning method where students explore
and solve real-world problems and challenges. The students work in collaborative
groups which have, already in the beginning of the project, a vision of the result.
The students then try to fnd various solutions to the problems that arise during the
project. The real-world problems are meant to motivate students to engage actively
in learning that is student-centered, self-directed and meaningful. Project-based
learning emphasizes communication and responsibility within the working group,
too.
Project-based learning usually combines diferent subjects and skills. It develops
the students organizational and research skills such as problem solving, decision
making, investigative skills and refection. It also allows creative and critical thinking
and emphasizes the ability to work well with others. These are often called the 21
st

century skills.
Project-based learning is very close to problem-based learning. Both engage
students in authentic real-world tasks or problems. They are student-centered,
encouraging them to search for information and process it in diferent ways in
groups. In problem-based learning students usually have a single problem to
solve, whereas in project-based learning new problems can arise during the
process. Therefore, project-based learning is usually more time-consuming and
comprehensive. In practice, there is hardly any diference.
The diferent steps of project-based learning/teaching are presented in the next
fgure. The whole process starts with assigning the working groups and ends with
evaluation. The diferent steps are discussed in more detail in the next paragraphs.
1. http://edutopia.org/project-based-learning-guide-implementation
http://en.wikipedia.org/wiki/Project-based-learning
http://www.worksheetlibrary
http://www.edutopia.org/project-learning-introduction
The steps of project based learning

1. Assigning working groups
This can be done randomly or according to cooperative learning principles, such as
learning skills and competences, in order to make the groups as heterogeneous as
possible. It is also important to make sure that all group members know that they
have to participate in and contribute to the assignment.
2. Presenting a real-world problem
The topic of the project presents a real-world problem that the students can relate
to and be interested in. The students can have several approaches to the problems
they encounter, and the solutions can vary. The goals can be reached using diferent
methods and via diferent routes.
3. Organizing the group work
The working methods, time line, roles and responsibilities must be defned frst. This
means that the students must organize their own work and manage their own time.
They have to plan the project and divide the tasks between themselves.
4. Active and collaborative learning
The students learn to work both independently and as a team. Project-based
learning also requires peer critique and cooperation. Several studies have shown
that peer learning/teaching and group activities increase motivation and therefore
improve the results. There is further information on motivation in the introduction
of this chapter and on peer critique in the chapter of our Belgian partner.
5. Teacher guidance/feedback
The teacher acts as a facilitator by initiating the project and giving guidance, input
and feedback during the project. He encourages all the students to participate
and ensures that the student accomplish their tasks as scheduled. Furthermore,
overall planning including schedules, resources and sources of information are the
teachers responsibilities. The role of a teacher is naturally dependent on the age of
the participants and the extension of the project.
6. Presenting the results
The process results in a publicly presented product or performance. It might be a
Power Point presentation, a visual presentation of the work process, a video clip, or
an activity. The audience can interact by imposing questions and giving feedback.
The results of a project may be later used as teaching or motivating materials.
1. Assigning
working
groups
2. Presenting
a real world
problem
3. Organizing
the group
work
4. Active and
collaborative
learning
5. Teacher/
guidance
feedback
6. Presenting
the results
7. Evaluation
7. Evaluation
After the actual project work has been completed, it is useful to evaluate the
processes during the project as well as the results achieved. A fnal report of all
the things to be taken into consideration in advance, the new insights created by
or during the working process and the problems encountered provide valuable
information not only for all the participants but for those who are interested in
trying out project-based learning for the frst time.
It is important that vocational education prepares the students for the real world.
The working life requires research skills, creative thinking and team work, which
are also needed in project-based learning. The students might be more motivated
when they are allowed to work actively and independently in a group without the
teachers strict control.
5.2 Examples of good practice
We present four cases of project-based learning in our college. They were chosen to
give a versatile picture of the topics and extensions of projects.
5.2.1 Photo orienteering
A teacher of Finnish as a mother tongue experimented photo orienteering as a
means of project-based learning. The teacher chose a group of frst-year students of
electronics to do the project. They were given 8 to 10 hours to fnish it. The aim was
to use the photo orienteering tasks with the new students the following year. When
the new students start their studies, they do not know the school campus nor each
other. The tutor students can use this as a means of grouping the newcomers in the
beginning of the school year.
The students were divided into groups of three or four. Each group was responsible
for taking a certain number of photos of diferent places at the school campus and
planning routes for going around and getting to know the campus. They were
instructed not to make it too easy or in any way inaccessible to fnd the places.
They also planned tasks or questions for each place. The route was supposed to take
no more than 90 minutes. The students of the group involved as well as two other
groups also tested the routes. In addition, they wrote the instructions and feedback
forms as well as a fnal report of the project. When the routes and questions were
tested, it happened according to the students instructions and they photographed
the test walks and also gathered the feedback from the members of the test groups.
The students opinions on the project task were controversial, some of the
electronics students found it interesting and diferent from the normal classroom
teaching while others regarded the task tedious and irritating, for example, they
did not enjoy walking around outdoors and taking photos. They were, however, all
satisfed with results of their work. The students of the test groups mostly liked the
walks around the campus and seeing all the diferent buildings there. Yet, many of
them found some of the tasks or questions far too easy. The planning of the routes
aroused critique, because the students had to go back and forth.
The teacher regarded the project as a rewarding and refreshing variation to
everyday work in a classroom. In the beginning, both teacher and students had
to get used to the uncertainty of changing and redefning plans continuously.
Gradually, the students took a more active role and more responsibility of their
actions. According to the teacher, this method of working is very similar to ones
in the students future work places as ICT assemblers. It was interesting to notice
that by dividing a comprehensive task into smaller parts and fnally bringing the
parts together, it is possible to cover larger areas of learning in shorter time. Every
student does not have to do all the same smaller tasks at the same time in the same
classroom. The teaching of grammar and writing rules became more practical and
therefore also more meaningful for the students. The teacher is willing to continue
implementing the methods experimented during this project.
The worksheet can be found in appendix 7.11
This method of working is similar to the ones used in real working life situations.
The teacher
5.2.2 Presentation of the school
Two teachers of the North Karelia College were going to visit a vocational school in
France and needed a short presentation of their school. They consulted a teacher
of English, who presented the idea to a group of students of information and
communication technology. They formed groups of 2-3 students and divided the
topics between themselves. Each group designed one page on Power Point with
text and pictures. There was not much time before the departure, so the students
had only 2-3 hours to fnish the project. The presentation was shown to all the
members of the group who commented on it, which resulted in some alterations
on the text.
The motivation for completing the presentation arose from a real-life problem and
therefore it interested the students. One of them was even planning to present
it during his on-the-job training period abroad. Nevertheless, some problems
occurred during the project. Firstly, the school vocabulary in English caused some
difculties. Secondly, some topics were too difcult for some of the groups. The
teacher could have infuenced more on the selection of the topics and the groups.
Also, the teacher had to proof-read and correct the texts because they were going
to be presented in public.
5.2.3 Access control device
The project initiated in a problem detected in a classroom in the electrical
department. A theory classroom was located between two workshops and the
students and teachers were going through the classroom and disturbing the
teaching. A group of students was given the task to solve the problem. The group
consisted of two Finnish and two Turkish students who planned and constructed an
access control device together.
The aim of the project was to decrease the disturbance. The device shows a red
light when the classroom is occupied and a green light when it is vacant. It contains
two components: a control unit with trafc lights outside the theory classroom
and a motion sensor inside. In order to construct the device the students had to
exploit programmable logics.
The international co-operation provided challenges. The mutual language was
English, which developed the students language and communication skills but
at the same time it was stressful for them to get themselves understood during
the two weeks. The group members taught each other new vocational skills. The
Turkish students were not familiar with the technology used. Therefore, the Finnish
students had to guide them through the process. This is an excellent example of
peer teaching.
The students presented the project work to the students and teachers of electrical
engineering and information technology. Thus, it served as a way of transferring
good practices inside our own school.
The device is now operating and used daily. It has decreased the disturbing
interruptions of classes. All in all, this proved to be a very successful, practice-
oriented project.
This method was new to us; it was relaxing and educating. We learnt a lot of new
things. The Turkish students.
5.2.4 JOEOUTOAUTO-project
This project was realized in co-operation with the electrical department in
Outokumpu College of the North Karelia College and the automotive department
in the Joensuu College of Technology. So it combined vehicle technology and
electronics. The Finnish Ministry of Education encourages this kind of co-operation
between diferent felds of vocational education. However, this project was unique
in Finland at the time.
The aim was to design a teaching platform of automotive electronics. As CAN
bus system has been used in cars since the beginning of the 21st century, it was
considered necessary to try to fnd a motivating way to teach it to the automotive
students. Some of the more advanced students, three car mechanics students
and three electronics students were given the task. They decided to construct the
platform on a car frame. First they all learnt about Matrix Multimedia software and
Flowcode programming with a control unit called MIAC. All the learning materials
and plans were stored on the Moodle for all the participants to use. Then the
students from Outokumpu designed the program and the students in Joensuu
installed the control units for the lights and hif audio systems. They also built some
body parts by welding steel panels onto the car frame. Finally, vehicle painters
painted the car body.

This project was very successful. It gave the advanced students an opportunity
to work independently. They decided on the individual tasks and solved the
problems within the group, while the teachers in both colleges only planned and
controlled the schedules. The project took nearly fve months, which was longer
than scheduled, but the students worked on it only on two days a week. In addition,
the distance of 50 kilometers between the colleges was one of the reasons for the
delay. In general, practical work tasks tend to take more time than planned.
5.3 Conclusions
Project-based learning has many key success factors, as presented in the scheme.
The projects provide variation in teaching and learning. The connection to real life
increases motivation. Working in teams often gives better results than individual
eforts. Combining diferent points of view, compiling and processing ideas lead
to more advanced and comprehensive ideas. The self-directedness of the students
and the controlled freedom of thinking with the constant support of the teacher
provide a safe way of experimenting things. The project-based learning is thus a
means of self-expression and individualization. In addition, as the students take
responsibility for their learning, their self-esteem improves and they become more
independent. Simultaneously, they learn from each other.
Properties of project-based learning

There are also some obstacles. The resistance to change among teachers and
students is constantly present. It is not easy to break away from old habits and
patterns. All that is new is challenging and frightening.
Each teacher is responsible for developing his teaching, but the time for it is
limited. It is not easy to introduce new methods to the students and it takes time
to get the methods established. New kind of teaching requires more preparation
and planning, too. The role of the teacher changes from the traditional provider
of information to the facilitator of learning. In project-based learning the students
make errors and changes during the learning process and the teacher has to learn
to tolerate the uncertainty. Teaching the students for longer periods of time gives
the advantage of knowing them better and being able to adjust the methods and
tasks according to the needs of the group and the individual members of the group.
It is also easier to allocate the tasks so that they are not too demanding. The teacher
has to think about multiple means for assessing the students work during the
project and after the completion of the project.
PROJECT
BASED
LEARNING
REAL
WORLD
ORIENTED
MOTIVA-
TING
CREATIVE
FLEXIBLE
SELF-
DIRECTED
DYNAMIC
STUDENT-
CENTERED
COLLABO-
RATIVE
COMMU-
NICATIVE
INTEGRA-
TING
It is often the students who oppose to the methods they are not used to. Students
might fnd it difcult to start working in a new group. Some of the tasks can be too
demanding, too. It can be irritating to search for information, make decisions, do
deductive reasoning and think critically instead of just mechanically solving well-
formulated and premeditated tasks prepared and chosen by the teacher. If the
student cannot see any specifc goal for the project in advance, it is challenging to
maintain interest and responsibility.
The projects vary in content and complexity of the problem explored. They can
have multiple learning goals depending on the extent of the activities and relate
to one or several subjects. The projects can involve a whole class of students, a
small group of them or even some individual students who require diferent type of
learning methods.
The learning process itself should be valued. Although traditional teaching
methods are often considered to follow the curriculum very precisely and to
ensure the learning results to the maximum, there is no guarantee of every student
learning the same things to the same extent. Therefore, project-based learning can
ofer a valuable alternative for teachers to utilize the diferent characteristics and
skills of their students in order to create a more holistic approach to learning and
teaching.

55 Chapter 6: Geocoaching, moodle and interactive tools | TL+Q | Inspiration Book 3
Chapter 6
Geocaching, moodle Geocaching, moodle
and interactive tools and interactive tools
Students motivation is a vital factor for classroom efectiveness and school
improvement. Commonly assumed to be a positive aspect that is infuencing
an individuals behaviour and performance at work every teacher is aware of its
importance to increase students self-esteem, to achieve better results and to build
interest on the diferent subjects that students study at school.
The fnal motivation for our school projects to be implemented was the need to
diversify and to bring diferent activities and methods to school and the classroom
according to the feedback given by our students and their parents.
Because its not always possible to provide students with outdoor activities or tasks
in every class, theres the need to bring motivating methods and techniques into
the classroom in order to increase their interest inside the classroom. In our school
we use Moodle Platform and interactive whiteboards two IT tools ofering many
possibilities to be applied in the classroom.
6.1 Geocaching
It is an outdoor activity that works like a treasure hunting game where you use
coordinates and precise points to hide and seek containers. It provides the students
with lower motivation levels or students feeling more and more disconnected from
school work and subjects a way to discover that the information they get in class is
going to be useful on diferent levels of their everyday life.
A typical cache is a small waterproof container containing a logbook where the
geocacher enters the date he fnds it and signs it with his established code name.
Larger containers such as plastic storage containers (Tupperware or similar) or other
boxes can also contain items for trading, usually toys or objects of little value. Then
he records the GPS coordinates. These coordinates, along with other details of the
location, are posted on a listing site online.
Geocaching is often described as a game of high-tech hide and seek. Geocaches
are currently placed in over 100 countries around the world and on all seven
continents, including Antarctica. After 10 years of activity there are over 1.3
million active geocaches published on various websites. There are over 5 million
geocachers worldwide.
If a geocache has been vandalized or stolen it is said to have been muggled.
This word plays on the fact that those not familiar with geocaching are called
muggles, a term borrowed from the Harry Potter series of books which was rising
in popularity at the same time geocaching started. Geocaches vary in size, difculty,
and location. (See appendix 7.12)
6.1.1 Practical description
A group of teachers from several subjects/areas of knowledge (English language,
Citizenship, Mathematics and Physics/Chemistry) joined in order to organize an
activity that would not only be fun, motivating and interesting for students but
also could show them how they can use what they learn in school in several daily
situations. The main goal of the Geocaching activity was to connect some of
the studied contents and the history of Almada and show our students how fun
learning can be.
The group of teachers contacted the Almada Archaeology Centre in order for them
to provide with some data about the city of Almada, especially in the Almada Velha
area which is near the school, so that the teachers could do some research and try
to link the history of the city to the contents of the subjects they were teaching.
The Almada Archeology Centre was so interested in the activity that they ofered
the school a partnership, so they could provide the data and also use the caches
and include them on their website. This way, the geocachers from all over the world
will be able to access the caches and, visiting Almada, use them to discover some
more information about the area.
The teachers decided that the activity would be directed for the second-year
students (in a three year course) and that each class would participate with teams
of 4 or 5 students. The school had six second-year classes and all of them would be
participating. The purpose was to have all the students joining the activity and not
only one team per class.
Using contents from Mathematics and Physics the teams goal would be to fnd
out two middle points and then, by solving some puzzles and tasks, get to a fnal
location where the main cache would be. Their only help would be a compass and
the knowledge acquired in class.
As one teacher would supervise each team, the activity was implemented on
several days, so that one class at the time, everyone would be able to participate in
the game.
The winner of the Geocaching activity would be the class that fnished the game in
the best time.
The teachers created several clues, charades and word games that the students
should read and solve in order to fnd the places where the caches were and fnish
the entire route.
They hid the caches on places in the street (a fountain, a hole on a wall, for example)
and left some marks so the teams would fnd what they were looking for.
The students were warned that they should be careful in order to avoid muggles
to know what they were doing, so the teams should be discrete and quiet when
searching for clues and caches in the streets.
The teams didnt start all at the same time because the element of surprise and
discovery of the clues would be ruined so the following team could only start when
the previous one had abandoned the frst location after they had discovered the
frst cache and clue.
In order to be the fastest, the students ran from location to location, only stopping
when they had to search the place and fnd out the clues/ caches.
The teachers were not allowed to help the teams they were following and their only
tasks were checking if the teams were not cheating (asking for help outside the
team or the people who were walking in the streets) and giving the students the
following clues and tasks so they could fnish their game.
The activity scores were divided in two diferent categories: the class teams were
competing to be the fastest in their class and the six classes were competing
among them in order to fnd out which one was the fastest from the whole game.
At the end of the activity the class teams had not only been competing among each
other but they were working together in order to be the fastest class and win the
game.
The winning class/ team received a prize.
A description of every step can be found in the Appendix 7.13
6.1.2 Conclusions
The Geocaching activity is very important in order to increase the levels of
motivation of our second-year students who tend to develop low levels of interest
in school activities and tasks in the middle of the school year. One of the most
signifcant reasons of their lack of interest and motivation is the feeling that the
subjects they are learning at school are not applicable in the real world in other
situations outside school. With this activity they are able to discover things about
their citys history, using some contents learned at school and also having a good
time outside, playing and having fun with their classmates.

Positive aspects:

encouraging team work: the students have to work as teams in order to
accomplish the tasks they were given

encouraging students to join diferent activities

showing students how school subjects are related to everyday life:
they should be able to use their knowledge in several daily tasks

promoting the discovery of the history of the community they live/study in

bring teachers and students closer: the relationship among teachers and students
is softened when they participate in activities outside the school enclosure

stimulating competition: the teams are working for a common goal and they
want to belong to the best class

increasing motivation and interest levels: students feel motivated and happy to
go to school not seeing it as an obligation or a punishment
As we dont fnd major negative aspects in this kind of activity, we are totally aware
of some aspects that are important and should be monitored in order to control the
state of the activity and its participants:

clues and caches are hard to hide: we had to replace two caches because days
before the activity the previous ones had been removed from their locations. Its
important to be discrete when hiding the clues

it can be necessary to ask for permission in order to hide the caches or clues. Not
everyone is willing and open to participate in these activities

the activity depends on weather conditions: cold and rain are obstacles for
students to participate

some tasks can take so much time or be so hard to complete, the students can get
frustrated and want to give up

as the students are not aware of the difculty and complexity of creating an
activity like this one, they might think that the game is too short. For this school
year the teachers could only create two middle points and one fnal point but
they want to continue building up more and more clues and caches

being part of the Geocaching community, the caches and clues must be accurate
so that geocachers are able to fnd them if they visit the city. At the same time,
someone should check from time to time if everything is in its place and if
muggles are surrounding the area

the most important aspect of the development of an activity like this is to
help students to feel motivated for their school activities and to allow them to
understand that they dont have to be in the classroom in order to learn things
that are useful and interesting
6.2 Interactive whiteboard
The interactive whiteboard is a large interactive display that connects to a
computer desk and projector. A projector projects the desktop onto the surface of
the board, where users control the computer using a pen, fnger, stylus, or other
device. The board is typically mounted to a wall or on a foor stand. They are used
in a variety of settings, including classrooms at all levels of education, in corporate
board rooms and work groups, in training rooms for professional sports coaching, in
broadcasting studios and others.
Uses for interactive whiteboards may include:

Running software that is loaded onto the connected PC, such as a web browser or
proprietary software used in the classroom

Capturing and saving notes written on a whiteboard to the connected PC

Capturing notes written on a graphics tablet connected to the whiteboard

Online whiteboard

Controlling the PC from the white board using click and drag, markup which
annotates a program or presentation;

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

demonstrations: it is easy to show the important features of a text or exercise by
writing with the stylus on the board

keeping students organized and oriented on their school work. Classes can be
recorded and the students are able to start working right away on their following
class

creating drawings, notes and concept maps in class time which can be saved for
future

reference or issued as instant handouts for the lesson we have just given

providing the class with access to internet links, videos or audio tools quickly and
with quality

maximizing the board area, not having to select information to write on the board
as its software allows us to create as many blank sheets as we wish

viewing and navigating the Internet from the whiteboard. Surf and display
websites that the entire room will be able to see in a teacher-directed manner

run online tests and opinion polls and display instant feedback to the group (we
can articulate with the Moodle platform for this kind of tasks)
Experience using interactive whiteboards is very positive. Every year more teachers
start using this tool. So they create modern, motivating and fun classes and help
students in their educational process.
6.2.2 Benefts

It allows the students to absorb information more easily.

The interactive whiteboard is a colourful tool. Students respond to displays where
colour is employed, and marking can be customized both in the pen and in the
highlighter features to display a number of diferent colours. Width of lines can
also be adjusted to add fexible marking choices.

The board can accommodate diferent learning styles - audio learners can have
the class discussion, visual learners can see what is taking place as it develops at
the board.

One-computer classrooms can maximize the use of limited computer access by
using the whiteboard. Students can work together with individuals contributing
at the board, other participants at the computer, and the group as a whole
discussing the activity.

The boards are clean and attractive tools. There is no messy chalk dust or other
by-product, which can limit use.

It is a student/ adults magnet: adults who are frst attracted by the novelty fnd
themselves suggesting ways they could see it used efectively and children just
want to use the board at every opportunity.
6.2.3 Points to consider

Interactive whiteboards are more expensive than conventional whiteboards.

Front projection boards can be obscured by the user(s).

Teachers need training in order to be able to use the device.

Some teachers might not be willing to change their old teaching methods by new
ones.

If the school sufers a power cut the teacher will not be able to continue the class
as planned so a backup lesson plan will be needed.

Teachers might have to create new material for their classes to ft the interactive
board software that comes with it or start using diferent software.

Overall, this is an extremely useful tool not only for teachers to explore but also
for students. Class motivation and interest levels will keep up longer and students
are able to stay focused on their activities. It is easier for teachers to know which
student is (or is not) paying attention in class because there is no need for them to
read from their textbooks, they can all read from the projection. These interactive
whiteboards become daily tools in classrooms.
6.3 Moodle
Moodle is an Open Source Course Management System (CMS), also known as a
Learning Management System (LMS) or a Virtual Learning Environment (VLE). It
has become very popular among educators around the world as a tool for creating
online dynamic web sites for their students.
6.3.1 Description
The focus of the Moodle project is to give educators the best tools to manage and
promote learning. There are many ways to use Moodle.

Moodle has features that connect large groups of students

Many institutions use it as their platform to conduct fully online courses, while
some use it simply to augment face-to-face courses (known as blended learning).

Many users love to use the activity modules (such as forums, databases and wikis)
to build richly collaborative communities of learning around their subject matter.
Others prefer to use Moodle as a way to deliver content to students and assess
learning using assignments or quizzes.
Moodle has many core activities and resources. There are about 20 diferent types
of activities available (forums, glossaries, wikis, assignments, quizzes, choices (polls),
databases etc.). They can be customized quite a lot. The main asset of this activity-
based model comes in combining the activities into sequences and groups. This
helps to guide participants through learning paths. Each activity can build on the
outcomes of previous ones.
There are a number of other tools that make it easier to build communities of
learners, including blogs, messaging, participant lists, etc. Other useful tools are
grading reports, integration with other systems and so on.
Moodle is built with fve key principles in mind:

we are all potential teachers as well as learners

we learn well by creating and expressing for others

we learn a lot by watching others

understanding others transforms us

we learn well when the learning environment is fexible and adaptable to suit our
needs
6.3.2 Examples of good practice
1
In our school we are experimenting with Moodle in two diferent ways:
as a learning/evaluation tool and as an informative tool.
Physics and Chemistry, traditionally not being the most successful for students,
was introduced in the Moodle platform.
Actions Efects
distribution of work sheets

easy access to the sheets with 24/7
on-line access
communication outside classes

easy circulation of information
forum interaction

explore/discuss curricular,
and extra-curricular subjects
on-line upload of works

respect for the deadline times
constructive homework

keep a regular work, fnding out the errors
and improving results
homework with substantial
importance on the fnal grade

motivation to keep working and
improving results

motivation with the obtained results

respect of the deadline times

better preparation during the classes

faster evolution

better results in tests

self awareness of the relationship between
the achieved work and corresponding results

give students the main part of responsibility
in the learning process
random questions

diferent homeworks for diferent students

group work to help each other solve the
diferent homeworks
video integration

questions using video real situations

students can access to videos made by the
teacher, with help to solve exercises
1. For the use of Moodle during the process of In-company classes, we refer to Chapter 3.6.2 of the inspiration book
on In-company classes
6.3.3 Results of the students enquiry regarding the use of Moodle
There were 68 students answering the enquiry. On a 1 to 5 scale, 1 being the lowest
score and 5 the highest score, the students evaluation was the following:
Moodle use: 56% of the students evaluated this aspect with 5 and 32% with 4;
Moodle use importance as class support: 51% of the students evaluated this point
with 5 and 38% with 4.
We can notice that 88. 5% of the students referred to Moodle as a major support to
their classroom activities. Some of the comments below reinforce this idea:
Quotes of students:

My suggestion is to use Moodle from the frst test on.

I think the homework tasks done on Moodle became very important because we are
able to practice and get ready for the evaluation tests.

The only negative aspect was that I wasnt sure how to use Moodle before but the
teacher helped and the problem was solved. Congratulations

My difculties with this subject stopped since we started using Moodle. From that
moment on, my grades improved a lot, so I think this platform is very useful

Working the subject contents but with Moodle all became easier.
6.3.4 Conclusions
We can conclude that the students reacted very well to the Moodle platform and its
use as an evaluation/study tool and that they are willing to keep using it.
Benefts:

students have a better theoretical background during the classes

students learn faster and in a more personal way in practical lessons

students feel more support in their studies

there is a noticeable diference in the results achieved by students who worked
on their homework on a regularly basis

more exercises available

the teacher gets direct feedback about the students performance
Remark:
In test mode, evaluation is mainly restricted to product and not to process
evaluation.
Our major goal now is to have all our school teachers use Moodle in some way
so that everyone is familiar with its functions and possibilities. It can provide our
students a rewarding and complete study experience, being able to enjoy their
work and the achieved results.
66 Chapter 7: Appendices | TL+Q | Inspiration Book 3
Chapter 7
Appendices Appendices
7.1 Cooperative Games and methodologies
Example of cooperative games performed in diferent classroom groups of the
Esteve Terradas i Illa Institute, Cornell de Llobregat (Barcelona), Catalonia, Spain.
Game Short description
Cooperatives chairs Students have to climb onto the chairs they have.
Chairs and stereo At the beginning a chair is put in front of each student. When the music starts playing, all
students start to circle around the chairs. When the music stops, everybody has to step
onto some chair. Then one chair is taken out and the game continues. When the music
is stopped again, the students try to stand onto the remaining chairs. The game fnishes
when it is impossible for the students to climb onto the remaining chair(s).
It is important to see if students help each other, and do not let anyone out,
because otherwise they all lose.
Turn over the sheet A sheet of paper has to be turned over with
the students standing on the sheet.

A sheet A sheet of paper is put on the ground and the
students take place on it. Then they are asked
to turn over the sheet, but without stepping
of it. The game fnishes when the sheet is
turned over.
During the game it is possible that students
need to stop and discuss the diferent
solutions. It is also important to consider and
analyse how decisions have been taken and
solutions have been found.
The magic pole Students have to place a rod (or pole) down
onto the ground.

Continued on following page
A rod (Flexible rod
used for tents)
between 1-2 meter
long.
Students form a line and support the rod with
one of their index fngers. The rod is more or
less at waist level. Then they are asked to let
the rod down, but that every student keeps in
touch with the rod. Every time the rod comes
of one of the students fnger, they have to
start again.
analyse how the decisions have been taken
and solutions have been found.
The alternative
balloon
Students have to take out a balloon from
inside a circle.

Students form teams of 4 persons. Each team
forms a circle. The balloon is located in the
centre of the circle on the ground. Then the
students are asked to take out the balloon
from inside the circle without using their
hands or their feet.
Balloons During the game it is possible that students
analyse how the solutions have been found.
The circle Students have to form a square from a circle.
A long rope
(6 8 meter long)
Students form a circle. The rope is located
circle wise on the ground at the feet of each
student Then each student blindfolds him/
herself. Then they are asked to transform the
circle into a square. They are allowed to speak
to each other but not to touch each other.
analyse how the solutions have been found.
7.2 Group implementation in the classroom
In order to understand the use and efectiveness of the group implementation
in your classroom, it is worth mentioning some principles on which these are
grounded:

Learning is enhanced when it is more like team efort than a solo race. Cooperative
and social learning can boost learning processes.

Group work gives students more opportunities to interact and share opinions
more freely. Small groups provide opportunities for student initiation, for
face-to-face give and take, for practice in negotiating meaning, for extended
conversational exchanges, and for student adoption of roles that would otherwise
be impossible.

Group work creates a positive atmosphere in the sense that some students will not
feel vulnerable to public display that may cause rejection or criticism. It is totally
true that shy or low risk-taker students feel much more confdent working in small
groups than in teacher-fronted classes. Sharing ones ideas and responding to
others reactions improves thinking and deepens understanding.

Learners responsibility and autonomy are encouraged through group work the
small group becomes a community of learners cooperating with each other in
pursuit of common goals. Students are not constantly relying on the teacher to
complete their tasks. They learn that they can complete an activity successfully
with the help of other classmates or by themselves.

Working in group work often increases involvement in learning.

By using group work, the teacher has the opportunity to teach turn-taking
mechanisms
1
. Turn-taking can be described as a process in which one participant
talks, then stops and gives the foor to another participant who starts talking, so
we obtain a distribution of talk across two participants.
As every method, group work also has disadvantages that are important to identify.

The frst drawback relates to noise the noise created by group work is usually
good noise since students are working and are engaged in a learning task. To
solve the noise problem the teacher can point out to the students that they do
not need to shout to be heard and this will help to keep noise at moderate level.

Teachers may lose control of the class or have difculties controlling the class,
especially concerning discipline. But even if students are working in small groups
and are in charge of the completion of a task, the teacher is still the director and
manager of the class and needs to make students aware of this. In order to stop
activities getting out of control, it is important to give clear instructions, to give
clearly defned tasks and to set up a routine so that the students exactly know how
and what to do. If a teacher circulates around the class to clarify doubts and to
monitor what students are doing, there is no reason for losing control of the class.

When working in groups, students are surely going to make mistakes errors are
a necessary manifestation of the learning process, and we do well not to become
obsessed by constant correction. Well-managed group work can encourage
spontaneous peer feedback on errors within the small group itself. Teachers are
facilitators and guides, not police ofcers who stand behind our students backs in
order to correct everything they say or do.
1. http://turn-taking.blogspot.com/2010/08/turn-taking-mechanism.html
7.3 Explanation of the steps to perform the strategies

Introduce the
strategy
Students need a clear explanation of the activity they will carry out. Learners must know
the topic, the number of members they will work with, the time allowed to make the
activity, what their responsibilities are, the points they will obtain once the activity is
fnished, among others.
Model the
strategy
Once students have an idea of what they are supposed to do, the teacher should model
or show what students will do. Tasks such as debates, discussions, or problem-solving
situations cannot be modelled entirely, but at least it is the instructors responsibility to
make the main characteristics clear to students.
Give explicit
instructions
Instructions must be crystal-clear. They should be short, precise, and with simple words.
If an instruction contains several steps, the teacher should highlight those steps by using
roman numerals, letters, or numbers in bold and with a readable font size. In this way,
students will notice the diferent parts of the activity, and the way they should complete it.
Divide the class
into groups
It is a good idea to use a variety of grouping techniques to make students work with
diferent people every time a new activity is assigned.
Assign roles Even though students know their own abilities very well and can assign themselves their
own roles, at the beginning it would be a good idea if the teacher can say what every
member of the group is responsible for. In this way lazy or irresponsible students would be
forced to work hard and to participate as much as the other team members.
Check for
clarifcation
It is very important to verify if students have understood what they have to do. One way of
doing this is by asking learners to repeat the instructions themselves.
Set the task in
motion
Once steps 1 to 6 have been completed, the teacher asks students to start the activity.
Monitor the
task
The teacher should constantly walk around the room to monitor what students are doing.
Students usually like to ask questions, clarify doubts, or even make the teacher another
member of the group for a few minutes. During this step, the teacher can write down
certain considerations to give feedback at the end of the activity. Also, depending on the
activity, this would be a nice moment to grade the students unnoticeably.
Set a time for
debriefng and
feedback
This last step is fundamental to make an activity efective. Students need to present and to
share what they did. Sometimes, because of lack of time, teachers do not go through this
step, but students do need to be rewarded and praised for what they did. They also need
feedback to correct or reinforce certain weak areas. By doing general comments in relation
to content, learners will clearly see the main purpose of the activity.
7.4 Active and Participative Methodologies
Short descriptions of some active and participative methodologies
1
, used in
diferent classroom groups of the Esteve Terradas i Illa Institute, Cornell de
Llobregat (Barcelona), Catalonia, Spain.
Strategies short description
Simulation
It is a kind of game, in which students simulate a real situation. This is
done by acting according to established rules. The game, which can be
competitive or cooperative, requires control and regulation strategies
from the teacher. After the game consider a debate on the content and
how the process has developed.

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

Instructions:

Make groups of 3 or 4 persons.

Give each group a role. Each group only knows about its role.

The teacher will control the time and monitor that each group acts
according to its role.

Each group has a task. To clarify their tasks, the students fll in a card .

The persons inside the group can talk to each other before the general
debate in order to negotiate agreements. However, they should respect
what your role indicates.
Before distributing the roles, it is necessary to read the instructions. The
simulation begins after this reading, and after a preparation time is given
(20-25 minutes). The teacher shows the diferent groups and controls the
time, which is limited to 40 minutes, and also controls that the norms are
respected.
Jig saw
Teach subject material, encouraging listening, commitment and empathy
by giving each member of the group an essential part to play in the
activity.

> Continued on following page
1. Learning to cooperate, cooperating to learn. Edited by: R. Slavin, S. Sharan, S. Kagan, R. H. Lazarowitz, C. Webb
and R. Schmuck. Plenum Press, New York, New York. 1985
The jigsaw classroom is very simple to use. Just follow these steps:

Divide students into 5- or 6-person jigsaw groups. The groups should
be diverse in terms of gender, ethnicity, race, and ability.

Appoint one student from each group as the leader. Initially, this
person should be the most mature student in the group.

Divide the days lesson into 5-6 segments.

Assign each student to learn one segment, making sure students have
direct access only to their own segment.

Give students time to read over their segment at least twice and
become familiar with it. There is no need for them to memorize it.

Form temporary expert groupsby having one student from each
jigsaw group join other students who worked on the same segment.
Give students in these expert groups time to discuss the main points
of their segment and to rehearse the presentations they will make to
their jigsaw group.

Bring the students back into their jigsaw groups.

Ask each student to present her or his segment to the group.
Encourage others in the group to ask questions for clarifcation.

Move around from group to group, observing the process. If any group
is having trouble (e.g., a member is dominating or disruptive), make
an appropriate intervention. Eventually, its best for the group leader to
handle this task. Leaders can be trained by whispering an instruction
on how to intervene, until the leader gets the hang of it.

At the end of the session, give a quiz on the material so that students
quickly come to realize that these sessions are not just fun and games
but really count.
Project electronic fuel injection systems
This technique confronts students with situations that make them look
for, understand and apply what they have learned in order to resolve
problems or to suggest improvement.

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

The most characteristic stages of the project are:

Selection of the project.

Planning all the details of the project. Distribution of tasks.

Selection of the needed material. Preparation and structure of
information.

Monitoring Project.

Realization of the project.

Presentation of the project.

Analysis and evaluation of what have been done and the individual
contributions.

Teams-game-tournament
Students learn materials in class; this can be taught traditionally, in
small groups, individually, using activities, etc. The heterogeneous Study
Teams review the materials, and then students compete in academically
homogeneous Tournament Teams. Students bring from 2-6 points back
from their tournament to their Study Teams. Points are totaled and
normalized (for a group size of 4). It is the Study Team which is successful.
It should be noted that the Tournament is based on open-ended
questions
Heterogeneous Teams: Generate a ranked class list of all students. The
ranking should be according to students academic marks. Team size: 4
students Homogeneous (Tournament) Teams:

Use the same ranked student list.

Form groups of 3 (alternate size is 4).

Cluster students by 3s, going down the ranked student list. This will
result in the 3 strongest students competing together, the 3 weakest
together, etc.

Have a deck of numbered cards (1 - 30) available for each tournament
table.

Make up a worksheet of 30 numbered questions.

Make up a numbered answer sheet.

Each team picks up an envelope/deck of cards, question sheet and
answer sheet.
Inner outer circle
This is a speaking activity that works well for open discussions or literature circles. It allows students to speak
in a smaller group rather than in whole-class discussions, and students receive feedback from their peers about
their participation in the group, while the teacher can observe the group as a whole.

Split the class in half. Each student will need a partner; depending on your context, it may be easier to ask
students to fnd a partner, than to assign pairs and put one member of each pair in each group.

Create two concentric circles of chairs (an inner and an outer circle).

To begin, members of group one will sit on the inner circle chairs. Their partners (who are in group 2) will sit
on a chair in the outer circle. Students should sit in facing each other.

Give peer evaluation guidelines to members of the outer circle. Before doing this activity for the frst time, it
would be helpful to go over guidelines for peer evaluation.

Students in the inner circle are assigned a topic for discussion. This could involve one broad topic or a series of
questions, as in a literature circle.

Discussion on the topic takes place among inner circle students for a set amount of time. Outer circle students
are observers, taking note of how well their partner participates in the discussion. Criteria for evaluation are
up to the teacher.

When time is up, partners meet briefy to debrief the discussion. Inner circle participants receive constructive
feedback from his/her partner in the outer circle.

Roles are switched. The outer circle students move into the centre. It is helpful if they have a related topic or
diferent discussion questions for their discussion. Repeat steps 4-7 with the second group in the centre.

Discuss evaluation criteria in advance. If the observer is looking for use of specifc grammar structures or
examples of content knowledge, make sure the students know this before the discussion begins.

Debriefng as a class helps students generate ideas about qualities of a good class discussion.

Time allowed for discussions should be equal for each group and depends on the level of the students.

Discussion questions should be of similar difculty.

Active and participative study and learning worksheets
7.5 Problem-based APSL
Subject of the
activity
Basic electro technical circuits
Class(es) / working
groups
1st year automotive electromechanical
students (from 16 year-old)
Nstudents 20
Date October 2010 N lessons /
timing
4 hours (240)
Objective
Content Resolution of basic electrical circuits: series, parallel and mixed. Learn to use the
multimeter.
Skills Cooperation among students. Students responsibility.
Description
Students will learn how to use the multimeter and experimentally resolve basic
electrical circuits. They will learn frst, in small groups of specialist and then they
will share and teach each other their knowledge by using the inner outer circle. As a
closing activity a common exposition of the results is proposed.
Organization
The subject class content in divided in fve parts: multimeter; series, parallel, and
mixed (seriesparallel and parallelseries) circuits. Students are divided into fve
small groups of specialists. The diferent parts can distributed randomly among the
group or choose by the groups themselves. Once each group is ready, it starts to
shear and to teach the other group about their part. Inner outer circle is used for this
proposes.
Materials

Multimeters, training circuits, and worksheets with exercises on every part. Optionally,
calculator and a simulation computing programme (electronic workbench) can be
used. Electrical plugging is necessary for the simulating panel and the computer.
Learning
environment
(classroom)
The groups are distributed around the whole classroom so that there is enough space
between them.
Tables group are located so that members can see each other.
Teachers
tasks
Before
Prepare the needed material.
Gives explanation of the class content.
Follows the forming procedure exposed above and organize the classroom.
During
Monitors the activity, clarifes doubts, gives ideas and recommendation, assess both
individual learning and the group as a whole by asking questions.
After Gives feedback and comments the activity.
Students
tasks
Before
Read the class content. Make sure they understand the activity procedure and have
the needed materials.
During
Specialist group:
Read the instruction given in the worksheets. Each member of the group takes on a
specifc role and responsibility: material, lector, secretary and spokesman. Perform the
tasks assigned and complete the worksheets. Each member is trained on the assigned
problem.
Inner outer group:
Two members of the group (inner) stay on their own place.
The other two members (outer) will rotate visiting the other inner groups.
The inner groups members explain and demonstrate the resolution of the own
problem. The outer groups members learn and fulfl its own worksheet on the other
problem.
After
Once, the circle is closed, the whole group of specialist starts rotate. In this case, the
outer groups members explain to their own inner groups member.
The specialist groups complete the fve worksheets.
The spokesman of each specialist group present the results obtained.
Make some remarks and comment results.
Evaluation
Specialist groups peer evaluate each other based on the criteria exposed by the
teacher. By using the training circuit students are asked to resolve a mixed circuit.
Feedback
Students

Shared goals and responsibility

Good learning atmosphere

Rely on the classmate
Teacher

Large content on short time

Students get involved in the class

Combination of theoretical and
practical exercises.
7.6 Project-based APSL
Subject of the
activity
Electronic Fuel Injection Systems
Class(es) / working
groups
students (from 16 year-old)
Nstudents 12
Date Spring 2009 N lessons /
timing
35 hours
Objective
Content Study of the electronic fuel injection system: components, functionalities, electric
and electronic circuits, verifcation and diagnostics of the injection system faults and
repairs.
Skills Responsibility, accountability, organisation, information processing, communication.
Description
The project aims to build the main knowledge (theoretical and practical) on the
electronic fuel injection systems. This knowledge will enable students to work in a
real situation and with the needed diagnosis and measurement equipments. We frst
perform two cooperative games (turn over the sheet and the magic pole). Then a
brainstorming on the subject content is proposed. After that, and considering some
ideas given during the brainstorming, the teacher gives by using a power presentation
a general overview on the fuel injection systems. The content is divided mainly
in three parts: sensors, actuators and electronic control unit, each one containing
diferent elements or components. A list of these elements are made and then
delivered randomly amongst the students. Students work and become specialist
on one components only. They use a worksheet to development the activity and
the practice. Students share and explain their knowledge by using the inner and
outer circle, receive feedback after a power point presentation of their themes, and
then by simulating the diferent operating engines functionality put together their
knowledge. Finally, individual, by test and questionnaire, and group evaluation (by
TGT) is performed.
Organization
The whole subject under study is divided in diferent parts. Each student is delivered
with one part, which has to study and learn individually. The part comprises both
technological and experimental aspects. Then students are proposed to learn from
each other and fnally are evaluated on the whole subject: the electronic fuel injection
systems.
Materials

Computers, one projector, diferent components from the electronic fuel injection
system, Toyota training motor and its diagnosis equipments, and multimeter.
Learning
environment
(classroom)
The students use both the classroom and the experimental room to perform
uncommented tasks. They also have to disposition computers in order to look for
information and prepare the worksheet and the presentation.
Teachers
tasks
Before Plans the activities and look for the needed materials.
During
Follows the forming procedure exposed above and organize the classroom. Tutors and
monitors the tasks. Makes needed comments and suggestions.
After Performs debriefng and gives feedback.
Students
tasks
Before
During
Plans its own parts content. Look for the needed documentation and materials.
Organizes the information and fulfls the worksheet. Performs practical verifcation
and checking on his own component. Shares the information with the rest of students
in an inner outer circle. Prepares a power point presentation on his part. Organises and
performs simulation of the diferent operating engines phase (cold, idling, medium
and full), and gives feedbacks to his mates.
After Participates in the debriefng and gives feedback on the activities.
Evaluation A test and questionnaire, and TGT evaluation was performed.
Feedback
Students


Theoretical and practical contents are
connected and related

Easy visualisation of the fuel injection
system as a whole


Learn more by sharing and telling each
other

Use of measurement and diagnosis
equipments

Pleasant evaluation style
Teacher


Theoretical and practical contents are
connected and related

Easy visualisation of the fuel injection
system as a whole


Learn more by sharing and telling
each other

Use of measurement and diagnosis
equipments

Pleasant evaluation style
7.7 Jigsaw-based APSL Vocational and laboral guidance
Subject of the
activity
Vocational and labor guidance (formaci i orientaci laboral fol)
Class(es) / working
groups
1st. year. Micro-computing systems and
network (frst technical level). From 16
years old
Nstudents 20
Date N lessons /
timing

Objective
Content Learn and use a payslip
Skills Favor the understanding and interpret the content of a payslip.
Individual accountability and responsibility.
Promote research ability and encourage the right interpretation of the fnding.
Description
Each group has to produce a payslip.
Each student has to understand and to know how use a payslip.
Organization
The class activity will perform by using jigsaw strategies (see appendix).
The class group is organized such as to form 5 groups of 4 students.
The groups are organized randomly or by students afnity.
Materials Blackboard, 5 computers (at least), students textbook, calculator.
Learning
environment
(classroom)
Classroom. It is expected to organize the groups in such a way the tables will be
perpendicular to the blackboard.
Teachers
tasks
Before
A brainstorming is suggested. Question e. g.: What a payslip is for you?
By taking into account the right ideas from the brainstorming (see appendix), a
general explanation on payslip is given by the teacher. Teacher explains the main goal
of the activity: Learning and using a payslip.
Then, Jigsaw strategy is explained (see appendix).
5 basic groups are formed and classroom distribution is done.
The payslip is dived in four parts. These are delivered to the 5 groups.
During Supporting. Guidance. Facilitator.
After An exposition is suggested.
Students
tasks
Before
Students take part in the brainstorming, contributing with ideas.
They form 5 groups with 4 students each.
During
At the groups each member takes responsibility of one part of the payslip.
Then the groups member with the same part, form a new specialist group and learn
only that part of the payslip.
Once the specialist has fnished its tasks, they come back the original group.
Now each specialist share and teach each other inside the group.
After
Each member of the group gives a short explanation on those parts he/she has learned
during the sharing of information.
Evaluation
An examination in form of questions is given to each student. The examination is
based in an already fulflled payslip. The students give an interpretation of each part
of it.
Feedback
Jigsaw-review-based APSL Computing
Subject of the
activity
Basics on Computer Hardware
Class(es) / working
groups
1st year students of Computer and
Network Systems Administration.
Nstudents 24
Date Autumn 2011 N lessons /
timing
33 hours. (19h. explain
method, research and
do + 12h. exposures +
1h. fnal Jigsaw + 1h.
exam).
Objective
Content Research information, generate a document and have an interactive exposure.
Skills Group working: taking responsibility, interaction. Explain basic concepts with current
and useful examples.
Description
Focus in a part of the subject and share the information with each other having an
interactive exposure. Resolve a quiz (around 100 questions) about all the topics. The
topics are: VonNeumann architecture, CPU/Chipsets, Main Memory (RAM, cache),
Hard Drives and fles systems, secondary storage, BIOS and Firmware, MotherBoards,
Output devices, Input Devices, maintenance and troubleshooting, Electro-Mechanical
(Power Supplies, Chassis, Fans, Coolers).
Organization The students were divided into groups of 2-3. Each group is assigned to a specifc topic.
Materials Computers, projector, internet access and diferent types of hardware devices.
Learning
environment
(classroom)
Classroom and workshop.
Teachers
tasks
Before
Planning and introduction of the task (topics). Submit the quiz.
Dividing students into groups. Assign the topics. Submit an exposure assessment
sheet.
During
Assist the students to focus in his topic (neither to short nor to long).
Establish minimum contents for each topic (Brainstorming).
Discuss the exposure assessment sheet.
Bring ideas about the exposure and how to make it interactive (tutoring).
After
Feedback (the documentation and exposure task) and evaluation (with parts of the
quiz). Submit a timetable to exposures. Guarantee exchange of information.
Ensure 1 hour before the exam to have a jigsaw session.
Students
tasks
Before
During
Research general information, knowing about the rest of the topics, because most of
them are interrelated (cooperative review, social skills). Assign roles (one member
search into the quiz his topic questions, other research information about the topic;
one member prepare documentation, other member prepare interactive exposure).
Share the fnal documentation. Prepare the environment. Do the interactive exposure.
Share the answers related to the quiz (personal responsibility).
After
Evaluate the documentation and exposure of the other groups/topics (following the
assessment sheet).
Verify the accuracy of quiz responses elaborated by other groups (positive
interdependence and group processing).
Propose more questions to the quiz with relevant information (promotive
interactions).
Evaluation
Peer evaluation (using the assessment sheet).
Teacher evaluation (exam using the old and new quiz questions) .
Feedback
Students

Controversial opinions: interesting,
tedious, irritating, too easy.

Review the topics (current issues related
to the subject curriculum).

Take common decisions.
Teacher

Rewarding and refreshing variation
to every-day work in the classroom,
preparing the documentation and
exposure.

Teaching is focused in small groups,
but can also implement to the group-
class.

Method similar to working life >
project activities.

Larger areas of learning in shorter
time

Learn to tolerate uncertainty

Discover new resources.
7.8 Cooperative-review-based APSL
Subject of the
activity
Starting Automobile Systems
Class(es) / working
groups
students (from 16 year-old).
Nstudents 20
timing
120 minutes
Objective
Content Mission, components and functionalities of the starting system.
Skills Individual responsibility and accountability. Share classmates goals.
Description
Evaluation activity considering both the individual and the group contribution.
Students are asked to formulate questions based on the subject content, and
considering the diferent parts of the starting system: the solenoid, armature with
commutator; yokes poles, feld windings and brush holders; pinion and overrun clutch
drive; and intermediate transmission systems. Students are evaluated on the basis of
these questions.
Organization
Five groups of 4 students are formed. One of them plays the role of spokesman.
Each group receives one component of the starting system (see above).
Each groups member formulates two questions based on the component he/she has.
In total, 8 questions by group. Good formulated question grates by for the group.
Wrong question rests . In this case, the question is formulated by the teacher.
Each groups member starts asking his/her questions to other groups member.
Right answer grates 1 point. Wrong answer can be answer by the group and in the
case of a positive solution, it grates point. In the case of negative solution the
question can be answered by the next group
Materials Components of the starting system. Multimeter.
Learning
environment
(classroom)
The groups are distributed around the whole classroom so that there is enough space
between them. The group stays in each corner of a big star.
Teachers
tasks
Before The starting automotive systems have been studied and explained.
During Checks and evaluates the questions and answers.
After Collect the point.
Students
tasks
Before Learn all about the starting automotive systems.
During Formulate and response 8 questions.
After Collect the point.
Evaluation
Feedback
Students

Diferent and pleasant evaluation format

They can say more than usually do by
writing


They learn also from the evaluation
session
Teacher

The evaluation session is performed
by and for the students

Number of papers to grade decreases
notably
7.9 Presenting a newsash
Subject of the
activity
Presenting a newsash mother tongue
Class(es) / working
groups
2nd year age of fourteen Nstudents 17
Date September 2010 N lessons /
timing
2 lessons
100 minutes
Objective
Content Basic news vocabulary
Skills Reading and presentation skills
Description
In the frst grade, students use a very simple evaluation form to judge the reading
exercises of their fellow students. In the given example they have to read aloud a
newsfash about the Japanese disaster.
At frst they learn how to evaluate in an objective way, not using grades but smileys.
Per student there will be two peer evaluators.
http://www.youtube.com/watch?v=ngJHi1V1Wws
Organization Make reservation for video camera.
Materials Video camera / copies of evaluation sheet
Learning
environment
(classroom)
classroom
Teachers
tasks
Before
Task description ask the students to draw up a newsfash (fake or authentic)
Make reservation for video camera. Set up criteria for evaluation together with
students.
During Take notes for each individual student using your own evaluation form.
After
Collect all evaluation forms from all students. Short feedback session in the classroom.
Teacher and students discuss the remarks.
Students
tasks
Before
Draw up a text for a newsfash fake or adapted from a real news item.
Prepare the presentation. Set up criteria for evaluation together with teacher and
fellow students.
During Listen and fll in the form or give the presentation of the newsfash.
After Short feedback session in the classroom. Teacher and students discuss the remarks.
Evaluation
Did the students understand what they had to do? Text newsfash ok? Was timing a
problem? Did the evaluation happen on a fair basis?
Feedback
What solutions did you fnd for possible encountered problems?
What changes would you make to the project?
7.10 Cooperative Games and methodologies
Subject of the
activity
Weblog
Class(es) / working
groups
6th year age of eighteen Nstudents 22
Date november 2010 N lessons /
timing
5 lessons
250
Objective
Content theory of the novel
Skills Reading, writing, speaking, listening
Description

Each pupil has to read a novel (in this case it was the same novel for all the pupils).

While reading the novel each pupil has to keep an online diary (=weblog) about
it. Pupils get a full description of the task with goals, minimum number of entries,
links that have to be taken up, background info etc. At this stage the pupils are also
informed about evaluation (teacher & peer) criteria laid down in an evaluation
form. (Strong classes might even draw up the criteria together with their teacher).

The weblogs are then evaluated by the teacher and by the peers (pupil A will
evaluate weblog of pupil B, pupil B will evaluate weblog of pupil C etc). Teacher
and peer evaluators make use of the evaluation form . Peers take as many notes as
possible (=evaluation moment nr. 1).

In a next phase each peer evaluator gives a judgmental presentation of the weblog
he/she evaluated. For comments for this presentation pupils are asked to base
themselves upon the evaluation form (see 2). Secondly the pupils should build up
their presentations according to the evaluation text structure

During this presentation the speaker will be (peer) evaluated by the teacher and
a class member using an evaluation form which was communicated (or set up by
pupils and teachers) previously (=evaluation moment nr. 2)
Organization
Make reservation for computer class for peer evaluation of weblog.
Make reservation for beamer/computer for presentation purposes.
Materials copies of evaluation sheets - novel
Learning
environment
(classroom)
classroom
Teachers
tasks
Before
Task description explain whole process.
Fix date for last entry weblog.
Fix date for peer evaluation web log.
Fix date for presentation.
Evaluate weblog.
During
Check on pupils.
Help during peer evaluation of weblogs.
During presentation fll in evaluation sheets.
After
Collect all evaluation sheets from all pupils. Short feedback session in the classroom.
Teacher and pupils discuss the remarks. Look at all evaluation sheets and grade
students work.
Students
tasks
Before
Read the novel.
Keep an online weblog.
Peer evaluate the weblog.
During Peer evaluate the presentation.
After Short feedback session in the classroom. Teacher and pupils discuss the remarks.
Evaluation Teachers evaluation - Peer evaluation
Feedback
Students are very sensitive to their peers opinion and their product is of high quality.
Teachers task is slightly decreased thanks to assistance of evaluating students.
7.11 Photo orienteering
Subject of the
activity
Photo orienteering (project-based learning)
Class(es) / working
groups
Finnish:
1st year students of electronics
Nstudents 10
timing
10
Objective
Content Writing instructions and reports, grammar, spelling
Skills Group working: taking responsibility, interaction
Description To use the photo orienteering tasks with the new students as a means of grouping
Organization
The students were divided into groups of 3-4 and given instructions to take photos and
plan tasks connected to them.
Materials Computers, cameras
Learning
environment
(classroom)
School campus and classroom
Teachers
tasks
Before
Planning and introduction of the task
Dividing students into groups
During
Guiding activities
Taking care of the schedule
After Feedback and evaluation
Students
tasks
Before
During
Taking photos of diferent places at the campus
Planning tasks or questions for each place
Testing the routes and gathering the feedback
After Writing a report of the project
Evaluation
Self-evaluation
Peer evaluation
Teacher evaluation
Feedback
Students: controversial opinions interesting, tedious, irritating, too easy
Teacher:

rewarding and refreshing variation to every-day work in the classroom

teaching is more activating and practical

method similar to working life

larger areas of learning in shorter time

learn to tolerate uncertainty
7.12 Geocaching Activity
Description Geocaching activity the water path
Organization

search for possible points and routes;

check weather conditions;

research on historical facts about the city of Almada with the help of the Almada
Archaeology Center;

decide which topics to include on the activity;

ask permission to parents for their children to leave school area;
Materials Compass, GPS, notebooks, pencils, containers, stickers, maps; logbooks; timers.
Learning
environment
(classroom)
City of Almada
Teachers
tasks
Before

prepare the route the activity will follow;

hide the caches and clues in place;

make the teams;

explain the activity goal and rules to the teams;

show the students how to use the compass.
During

follow the diferent teams, making sure the rules are being followed;

support the teams making sure not to give them the answers;

check if the previous team leaves everything in place for the following group;

contact the other teachers in order to keep them up to date.
After

check the duration of each teams activity, in order to decide who is the winner;

get the caches and clues from the hiding places;

write a fnal report on the activity.
Students
tasks
Before

read the guide and rules of the activity;

make sure the team has all the needed materials;

check with the teacher how to use the compass.
During

read the clues/hints carefully;

follow the given rules;

use information received on the three subjects related to the activity.
After

give feedback.
Evaluation
Feedback
Students
Positive feedback:

all students enjoyed being able to spend some time outside the school building;

they were surprised how easy it was to apply some topics they have learned in class;

the students worked very well in teams as they were able to help each other on the
tasks they had to perform;

they loved the competition among second year classes;

the majority of students mentioned they would to keep doing these kinds of
activities, regarding diferent subjects and topics.
Negative feedback:

students pointed out they would like to participate in a bigger Geocaching activity,
with more points and places to go to.
Teachers
Positive feedback:

the activity brought teachers and students closer;

noticeable increase on the students motivation;

the activity encouraged team work and promoted a healthy competition level
among the students;
Negative feedback:

it was difcult to hide some caches as they kept disappearing;

it was hard for the students to be discreet while participating on the activity,
making too much noise in the streets;

some students found it so difcult to complete a given task that they got frustrated
and wanted to give up.
7.13 Mathematics, physics and citizenship
Subject of the
activity
Mathematics/ Physics/ Citizenship
Class(es) / working
groups
All second year students Nstudents 108
N lessons /
timing
1 hour 30 min.
Objective
Content Applying concepts acquired in mentioned subjects regarding:

Trigonometry;

Trajectories;

History of Almada;

Local communities and traditions
Skills

measure angles;

calculate distances using points and coordinates;

read about the local history of Almada;

use previous acquired information;

share ideas and points of view;

participate in teamwork;

respect the opinions of others.
88 Chapter 8: Bibliography | TL+Q | Inspiration Book 3
Chapter 8
Bibliography Bibliography

Anon, logo-4045x1000.jpg (JPEG Image, 4045x1000 pixels) - Scaled (11%),
Available at: (http://moodle.org/logo/logo-4045x1000.jpg) (Accessed February 2,
2012a).

Anon, Moodle.org. In Standard Moodle Packages. Available at: (http://download.
moodle.org/).

Anon, Moodle.org Documentation. In About Moodle. Available at: (http://docs.
moodle.org/en/About_Moodle).

Anon, Moodle.org: open-source community-based tools for learning. Available
at: (http://moodle.org/) (Accessed February 2, 2012d).

Weller, M, 2006. VLE 2.0 and future directions in learning environments,
Proceedings of the frst LAMS Conference, Sydney

Glover, D. & Miller, D., 2001. Running with technology: the pedagogic impact of
the large-scale introduction of interactive whiteboards in one secondary school.
Journal of Information Techology for Teacher Education, 10(3), pp.257-278.

Anon, CENTRO DE ARQUEOLOGIA DE ALMADA. (http://caa.caparica.com/
contactos.htm) (Accessed February 2, 2012a).

Anon, Geoaching.com. In Bad Ideas (bomb scares, etc.) http://www.geocaching.
com/bookmarks/view.aspx?guid=909c9502-796e-442f-aa8f-b71be68a772b).

Anon, Geocaching - The Ofcial Global GPS Cache Hunt Site. (http://www.
geocaching.com/) (Accessed February 2, 2012c).

DRIES HEIJ, DEBY ONDAATJE, DANILLE TOKARSKI en MICHAL VAN VEEN,
Universiteit Utrecht, IVLOS lerarenopleiding, gamma cluster, February 2009
-January 2010 and Ebbens en Ettekoven (2005)

BROPHY, JERE. On Motivating Students. Occasional Paper No. 101. East Lansing,
Michigan: Institute for Research on Teaching, Michigan State University, October
1986. 73 pages. ED 276 724.

QUADERNI DEGLI ANNALI DELLISTRUZIONE 109/2004, Laboratori di didattica
orientativa, Esperienze di progettazione nelle scuole, LE MONNIER. Roma.

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

Active Learning: Creative Excitement in the classroom ASHE-ERIC Higher
Education Report N 1. George Washington University, 1991.

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

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

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

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

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

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

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

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

http://plime.finalreport.fi/

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

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

http://www.worksheetlibrary

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

http://turn-taking.blogspot.com/2010/08/turn-taking-mechanism.html
Published May 2012
Oscar Chueca Segura
Jean-Paul Deledicque
Patricia Hogh
Csar Marques
Luc Beelprez
Jess Cuadra Sols
Montse Gonzlez Barrionuevo
Marja Luopa
Olga Roig Arnau
Wim Simoens
Susana Trindade
Arja Tuovinen
Peter Van de Moortel
Frank Van Wolvelaer
Persons involved in the project:
Educational quality is of vital importance for the future of
our society. This inspiration book focuses on the primary
process in the classroom: teaching and learning as key factors
for educational quality.

This inspiration book gives some insights on the transitions
we are facing towards future teaching and learning. We
provide several methods and good practice examples. They
illustrate how teaching enables active learning with motivated
students.
Quality development
at school
In-company classes
Motivating teaching
and learning methods
Inspiration book
www.tlqproject.eu
This project has been funded with support from the European Commission
This publication refects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the
information contained therein.

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