The document outlines a training session on classroom observation and self-regulated learning for students in Athens from November 6-8, 2019. It emphasizes project-based learning, goal setting, and the importance of supervision in guiding students through their research processes, including planning, mid-project reviews, and self-reflection. Various student project examples are provided, illustrating the application of these principles in diverse topics such as the influence of streaming services and the psychological impact of significant events.

1. Activities using e-Tools
and
Classroom Observation - Projects
SLIDEshow Training
Athens
6-8 November, 2019

2. Classroom Observation - Projects
By K. Alexiou, C. Sotiriou, C. Stamati, E. Piperaki, Y. Kotsanis
• AQA Project
• Mentoring Session

3. On the road to self-
regulated learning
Chryssanthe Sotiriou Doukas School

4. the

5. What is an AQA qualification ?
■ Students gain knowledge and skills by working for an extended period of time to investigate
and respond to an engaging question.
■ Projects are stimulated by the investigation of a question or problem derived from interests
of students.
■ Students become independent while their confidence is reinforced.
■ The aim is to provide answers to questions or propose solutions to problems.
Presentation Skills /Time Management
Chryssanthe Sotiriou Doukas School 8/11/2019

6. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Chryssanthe Sotiriou Doukas School 8/11/2019

7. Record of initial ideas
Provide information about your
idea(s) (in the beginning you may
have more than one project ideas).
Give details about the reason(s) for
your ideas selection.
Provide information about your initial ideas on
steps that you intend to follow during your
research process (e.g. literature review, design
and implementation of interviews, artifact
development, etc.). Justify your choices.
Provide any comments that your
supervisor has made in the form of
feedback to your initial project idea.
What were these comments about?
Did you need to make any changes to
your initial project idea plan, as a result
of your supervisor’s feedback?
If yes, what were these changes about?
Chryssanthe Sotiriou Doukas School 8/11/2019

8. Planning review
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
Provide detailed descriptions of the plan of actions that you intend to follow for the
needs of your project implementation.
List a number of actions that make up your plan and provide deadlines for each
proposed actions.
Can you give any examples?
Provide any comments that your
supervisor has made in the form of
feedback to your project plan. What
were these comments about?
Did you need to make any changes to
your project plan, as a result of your
supervisor’s feedback?
If yes, what were these changes about?
Chryssanthe Sotiriou Doukas School 8/11/2019

9. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Using strategies
and monitoring
performance
Chryssanthe Sotiriou Doukas School 8/11/2019

10. Mid - project review
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
Based on your project plan (described in the previous section of the
production log), you are expected to provide input with regard to:
• Tasks that have been executed according to plan.
• Tasks that have not followed the initial plan.
• What has gone wrong? Why? Do I need to revise my initial plan?
Which parts of it?
Provide any comments that your
supervisor has made in the form of
feedback to your mid – project review.
What were these comments about?
Did you need to make any changes
as a result of your supervisor’s
feedback?
If yes, what were these changes
about?

11. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Using strategies
and monitoring
performance
Reflection
on performance
Chryssanthe Sotiriou Doukas School 9/11/2019

12. Summary and reflection
This is a very important section of
your production log. You are expected
to provide input with regard to your
reflection on the project process.
Remember that one of the assessment
objectives (A04: Review) relates to the
completion of this production log
section!
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
You need to provide detailed input
with regard to these questions. Please,
do not be brief!!! It is very important
to evaluate your project journey!

13. Chryssanthe Sotiriou Doukas School 7/11/2019

14. How do the streaming
services affect the behavior
of the teenagers?
Kotsanis Constantinos

15. Goal setting
For the purpose of this project we are
focusing on Netflix.
Most of my friends watch movies, TV
shows and serials but they do not watch
educational movies and documentaries.
I want to prove that there is a relation
between amount of time spent on these
streaming services and the influence on
the behavior of the viewers.

16. Self motivation
• I want to become a Netflix
member myself and that gave me
the motivation to research things
about Netflix.
• Some of the serials of Netflix
cannot be shown to the TV.
Especially I want to see horror
and mystery movies.
• In addition I can take a small
piece of information in order to
use in my real life activities.

17. AQA PROJECT
TITLE:
“How has the increase of pet
population
influenced the way of living
in big cities!”
STUDENT:
IOANNA NEFELI POLYMENIDI

18. “Phase A:
Forethought Goal Setting
The goal of this research is
to study and analyze the effect caused by the
increase of pet population in big cities, and the
influence on people’s life, during the last years.

19. “Phase A:
Forethought
➢ Born and grew up in Athens metropolitan area, in Greece, an urban region with a big
population, I have been always inspired by the social phenomena and the
consequences they have on the life of people.
➢ AQA project, which offered by my School was not just a new academic task to me. It
was a new opportunity for realizing my skills and capabilities.

20. “Phase B:
Performance
Control
➢ Based on the outline plan and the revisions made with the assistance of
my supervisor I remained focused on the steps of my project.
➢ Some changes were applied for the title to be more specific and the final
report more focused.

21. “Phase B:
Performance
Control
Help Seeking
Supervisor/Mentor Contribution:
➢ My supervisor advised me on how to develop the special questionnaire so that it
reflects the goals of my project.
➢ Additional advices were also given to me so that to keep my analysis focused on
the scope of the research.

22. “
22
Phase C:
Self-
Reflection
Project Review & Questions:
• Is my project following my original plan?
• How has my plan developed?
• What is going well?
• What changes have been made? Why?
Final Evaluation:
➢ My final project report was finally completed on time.
➢ The final outline plan had become more accurate and achievable.
➢ Remained focused on the steps of my project.
➢ My project eventually met my plan’s needs and desired outcome.

23. “
23

24. AQA PROJECT
TITLE:
What are the consequences
of the greenhouse effect?
STUDENT:
Fotis Tsianos

25. “Phase A:
Forethought

26. “Phase A:
Forethought

27. “Phase B:
Performanc
e Control
I was working on daily basis with my project
and I also recorded whatever I found and
every source that I used. Furthermore I wrote
my mentor’s advice and everything I had in my
mind.

28. “Phase B:
Performance
Control
I was personally asking advice only from
my mentor, which helped me to set my
sub questions and organize my
presentation and my report. Moreover I
asked help from my English teacher, so
what I was writing to be understandable .

29. “
2
9
Phase C:
Self-
Reflection

30. “

31. AQA PROJECT
TITLE: «Why mathematics
were developed more
between the 16th and 18th
century in Europe?»
STUDENT:
Alexandra Papargyri

32. “Phase A:
Forethought Goal Setting
✦ Learn how to make a research.
✦ Learn how to present the research.

33. “Phase A:
Forethought
✦ An interested topic for me
✦ Suitable for AQA Level 1

34. “Phase B:
Performance
Control
✦ Made a plan for what I had to do
✦ It was my guide

35. “Phase B:
Performance
Control
✦ For choosing the topic: my parents, my
professors, my mentor
✦ For executing the project: my supervisor → she
guided and helped me to complete successfully my
project.
Help Seeking

36. “
3
6
Phase C:
Self-
Reflection
✦ Found my mistakes and the reason they were made:
✓Keep the plan
✓Make a research, not a bibliography e.t.c.

37. AQA PROJECT
TITLE:
How the 9/11 terrorism attack
affected psychologically and
emotionally the American citizens?
STUDENT:
Anna Stathopoulou

38. “Phase A:
Forethought Goal
Setting
The goal of this study was to showcase how
an event like this one can truly affect every
person mentally and psychologically, from the
ones who watched from distance or in their
television to the ones that suffered actually
sustained injuries and unfortunately died from
this terrorism attack in the Twin Towers on
9/11, a date that marked the whole world at
heart and mind.

39. “Phase A:
Forethought
My self motivation was that nobody
really focused on how the American
citizens felt and the psychological
factor but they studies usually focus
on the economical, religious and
political factors that don’t really
showcase the main affects of it for
the mind and soul. And that is why is
chose this project and that was my
self-motivation.

40. “Phase B:
Performance
Control
When I got a comment from my
supervisor I immediately wrote it down in
my journal and that’s how I managed not
to lose the track of time and most of the
times be on time for my deadlines. The
journal showcases the beginning,
development and ending of my project
and the differences of all stages and how
my project developed in all its stages.

41. “Phase B:
Performance
Control
Help
Seeking
I mainly got help from my
supervisor, the
psychologist of our high
school with the interview,
my classmates that
answered the
questionnaire and friends
and family that watched
live from television that
unfortunate event.

42. “
42
Phase C:
Self-
Reflection
I hardly self-evaluated my work
because I knew at the beginning that I
did not take it that seriously but when I
got to see my work development, my
progress and how my work affected
positively the project I was really
happy with what I created and that I
should not be so harsh on myself. But
I could have done better with some
deadlines.

43. “
43

44. AQA PROJECT
TITLE:
“How Space Weather has
already affected earth and
how it will affect Europe in the
next 50 years?”
STUDENT:
Panagiotis Georgiou

45. CLIMATE”
“How Space Weather has already affected earth
and how it will affect Europe in the next 50 years?”
*NAME: PANAGIOTIS
GEORGIOU
*YEAR: 2018-2019

46. “Phase A:
Forethought Goal Setting
“Phase A:
Forethought Goal Setting
During this project, I had 3 main goals:
1) I wanted to learn, through my research,
more about space and space phenomena.
2) I wanted to study the effects of Space
Weather on our planet.
3) I wanted to do an original project and
search about something unknown to me.

47. “Phase A:
Forethought
In order to motivate myself, to finish and make the best
out of my project, I tried to develop it with different ways.
For this reason except creating a PowerPoint
Presentation, my final project product consisted from
many different things. For example I made a
questionnaire that I distributed to my classmates, in order
to collect data about the awareness of students on these
topics. So, by making different things, I kept myself
interested and achieved to finish my project.

48. “Phase B:
Performance
Control
An important factor which helped me complete my project
was the Journal (LogBook). My journal played a decisive part in
the development of my project, for many different reasons:
❖ First of all, it worked as a guideline for me, because it helped
me plan and keep track of my progress.
❖ Also it was a reason to discuss with my supervisor, due to
some questions that I need her help to answer.
❖ Lastly, because I had in one place my ideas, the links of my
resources, the deadlines and all the important information for
my project.

49. “Phase B:
Performance
Control
Help Seeking
Specifically, for my project there was not a third person involvement
(except the questionnaire), it was just me and my supervisor.
I believe that the help from the supervisor, is a really important asset.
Because, it is a person that watches the whole project from a different
viewpoint than yours and has another opinion on some things. The
discussion with the supervisor is surely really important, because it makes
you see the less stronger parts of your project, so that you will be able to
improve it.

50. “
50
Phase C:
Self-
Reflection
In the end, I believe that I was able to produce
a really nice and accurate piece of work.
Although, they were difficulties and things-
steps that did not go as planned, I think that I
managed to overcome them. However, at the
same time, I had the chance to develop some
really useful skills, like the presentation ones.
From my point of view, I think that my final
product was complete and on the whole, I
really liked the general experience of the AQA
project presentation

51. “
51

52. “
52
C. Stamati and C. Kotsanis

53. Thank you
Q&A

54. Hands-on Activities with the use of
common e-tools
By Katia Alexiou
Materials:
• http://linoit.com/users/katialex/canvases/Session%2011%3A%20SRL%20-Web%202.0
• https://bubbl.us/10278650

55. ❑ Bubbl.us, Create your Mind maps, share your ideas, brainstorm and
collaborate with your team
Visit:
https://bubbl.us/
Before we start

56. openness,
personalization, collaboration, social networking, social
presence,
user-generated content, the people's Web, and collective wisdom
provides online users with interactive services, in which they have control
over their own data and information (Madden & Fox, 2006; Maloney, 2007).

57. Web
2.0
openness
personalization
collaboration
social
networking
social
presence
user-
generated
content
collective
wisdom

58. Web 2.0 Landscape
Web 2.0 applications can support pedagogical approaches such as active learning, social learning, and student
publication, by providing environments and technologies that promote and foster these interactions (Ferdig, 2007).

60. “Web 2.0 Tools have pedagogical affordances that
can help support and
promote student self-regulated learning.”

61. (Zimmerman, 2000)
Self-Regulated
Learning
Model

62. Forethought Phase
Implementation:
o course calendar
o course planning
o scheduling tools
Idea:
Help students create a weekly online goal setting
template specific to their needs

63. Goal Setting
✓ Goal Setting
influences behavioral
functioning by focusing
attention and regulating one’s
expenditure of effort.
✓ Goals
refer to intentions to attain a
specific standard of
proficiency, usually within a
specified time limit

64. Goal Setting Tools
Before you initiate a task
Ask yourself:
❑ What do I want to accomplish?
❑ How will I know when it is accomplished?
❑ How can the goal be accomplished?
❑ Does this seem worthwhile?
❑ When can I accomplish this goal?

65. Self-Motivation
❑ Prezi’s one-of-a-kind open canvas lets you organize and view your
presentation as a whole.
Prezi:
1. Smart structures
2. Zoom reveal
3. Free movement
Visit:
https://prezi.com/

66. Performance Control Phase
Students
o begin to actually engage in the behaviors required to successfully achieve their goals.
o monitor their learning progress and use selected strategies to perform learning tasks.

67. Performance Control
Phase
Implementation:
o Blogs
o Wikis
o calendar
o Social networking sites
o Video sharing tools
Idea:
Encourage students to use Web 2.0 tools to underline,
highlight, cluster content and complete their goals

68. Level 1
• Teacher
encourages
students to use
Google
Calendar for
personal
planning
Level 2
• Teacher
encourages
students to
enable the
Calendar
sharing
features to
allow feedback
and
collaboration
to complete
course tasks
Level 3
• Teacher
demonstrates
how to archive
personal and
group
calendars to
promote
student self-
evaluation
regarding time
planning and
management
Example 1: Google Calendar (Dabbagh & Kitsantas, 2012):

69. 1. Create a Project
2. Create a Task
3. Set time & priority
Example 2: Todoist
Visit:
https://todoist.com/

70. 4. Control
your
Productivity
5. Increase
your
Motivation
Example 2: Todoist

71. 1. Create a
Notebook
2. Add a Note
3. Insert your Goals
4. Add Date & Time
5. Reminders
Example 3: Evernote
Visit:
https://evernote.com

72. 1. Create a
Reminder
2. Insert your
Goals
3. Add Date &
Time
Example 4: Notes

73. In school life we need strategies…..

74. Self-Regulated Learning Strategies
The National Research Center on the Gifted and Talented (NRC/GT) at the University of
Connecticut.
Go to> http://nrcgt.uconn.edu/underachievement_study/self-regulation/
Personal
Strategies
These
strategies
usually involve
how a student
organizes and
interprets
information
Behavioral
Strategies
These
strategies
involve actions
that the
student takes.
Environmental
Strategies
These
strategies
involve seeking
assistance and
structuring of
the physical
study
environment.

75. Self-Regulated Learning Strategies
1. Organizing and
transforming
information
- outlining
- summarizing
- rearrangement
of materials
- highlighting
- flashcards/
index cards
- draw pictures,
diagrams, charts
- webs/mapping
2.Goal setting and
planning/standard
setting
- sequencing,
timing,
completing
- time
management
and pacing
3. Keeping records
and monitoring
- note-taking
- lists of errors
made
- record of
marks
- portfolio,
keeping all
drafts of
assignments
4. Rehearsing and
memorizing
- mnemonic
devices
- teaching
someone else the
material
- making sample
questions
- using mental
imagery
- using repetition
http://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/07/sr_printversion.pdf
SRL Strategies: Go to>
Personal Strategies

76. Self-Regulated Learning Strategies
1. Self-evaluating (checking
quality or progress)
- Task analysis
(What does the
instructor want me
to do? What do I
want out of it?)
- Self-instructions;
enactive feedback
- attentiveness
2. Self-consequating
- Treats to motivate;
self-reinforcement
- Arrangement or
imagination of
punishments; delay of
gratification
Behavioral Strategies

77. Self-Regulated Learning Strategies
1. Seeking
information (library,
Internet)
- library resources
- Internet
resources
- reviewing cards
- rereading
records, tests,
textbooks
2. Environmental
structuring
- selecting or
arranging the
physical setting
- isolating/
eliminating or
minimizing
distractions
- break up study
periods and
spread them over
time
3. Seeking social
assistance
- from peers
- from teachers or
other adults
- emulate
exemplary
models
Environmental Strategies

78. ❑ Pearltrees is a place to organize everything. This free service lets you
organize, explore and share everything you’re interested in. Save web
pages, files, photos or notes and organize them.
Organizing Content
Visit:
https://www.pearltrees.com/

79. ❑ Glogster, Multimedia Interactive Poster. Express ideas with ease by
combining images, graphics, audio, video and text on one digital canvas.
Imagery
Visit:
https://edu.glogster.com/

80. ❑ Bubbl.us, Create your Mind maps, share your ideas, brainstorm and
collaborate with your team
Visit:
https://bubbl.us/
Learning Strategies

82. In school life we need strategies…..
Studies suggest that Apps can support learning strategies

83. Idea: Create your own Repertoire of Learning Strategies
Identify Understand Apply Evaluate Create
Searching for
learning
strategies
My
repertoire of
learning
strategies

84. Self-Reflection Phase
Implementation:
o Blogs
o Wikis
o Video sharing tools
Idea:
students use self-monitored outcomes to make
judgments regarding their learning performance.
Visit:
https://en.linoit.com/

85. ❑ Quizlet is the easiest way to study, practice and master what you’re
learning. Create your own flashcards or choose from millions
created by other students.
Self-judgement
Visit:
https://quizlet.com/

86. ❑ Kahoot! Create your own quizzes in seconds, play anywhere,
anytime, on your own or with friends, have fun and LEARN!
Self-evaluation
Visit:
https://kahoot.com/

89. Phase A:
Forethought
Phase B:
Performance
control
Phase C:
Self-control
SRL
Model
‘Self-Regulated Learning’: The Model
Remember Fact

90. Phase A:
Forethought
Phase B:
Performance
control
Phase C:
Self-control
SRL
Model
‘Self-Regulated Learning’: The processes

91. SRLProcesses
Goal Setting
Self-motivation
Time Management
Help-Seeking
Self-evaluation
Self-reflection
How you set your goal?
What do you need to do to accomplish
that goal?
Did you organize your actions for
completing your goal?
What are you thinking about as you work on
your project?
Did you ask for help from a knowledgeable
other?
How you assess you actions?

92. Thank you
Q&A
You are a Self-Regulated Learner!!!
Do you feel master of your own learning processes?

93. Project partners

94. Follow us!
slideshowproject.eu facebook.com/EUSLIDEshow twitter.com/EU_SLIDEshow