We find some differences and more motivation on this project than the last year's implemention. Perhaps  students are more connected to this project than the individual tasks made on GEP 1. Yes, we find more interest on our students with a full project where they can participate from the beginning to the very end.

​

We found quite tough the developing of the planning with all the Content Obligatory Language and scaffoldings. However, it is true that the students seems to be more comfortable with as many support as possible.

​

About the PBL, we have been concerned about the idea that if it is a project that must be develped by the students, the planning must be used as a tool to walk forward with help but not as  untouchable sessions. We, in our implementation, provide more than the time written in the sessions because students pace was different from the planned. Not because they do not know how to work but the motivation to do as better as they can; correcting and improving their work.

​

We have the oportunity to test the work with cooperative technologies like the GoogleSuite and the iPads. It provides an extra interest on working on this project and also it has been useful for us to see how do they interact with these new ways to work in class (because they all have been working with both separately durins specific tasks and the lockdown of March-April 2020). 

​

Finally, about the assessment, we are agree that we have to improve the peer assessment. We find it difficult because of the lack of vocabulary in our students and, most of the times, the assessment became  quite artificial. We only find very useful the checklists where students know exactly what is expected from them and they have the opportunity to do the best can in both individual and with the cooperative group.

​

We liked the way students interacted with us (teachers) and between them (student-student). We will continue to create new material and more projects to be done in our school