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The 10th-grade students participating in the Classroom Museum project are between 14 and 16 years old. They study at Venecia School in Bogotá, Colombia, where they learn English as a foreign language.

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The evaluation of the project focused on both the process and the final product, ensuring that students were assessed on their participation, collaboration, language use, and creativity.

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I will evaluate the American Museum using a rubric and survey that examines different areas.

Research Quality

Accuracy and depth of information gathered about Anglo-Saxon culture.

Creativity

Originality and artistic quality of models, posters, and displays.

Language Use

Correct use of English in labels, oral presentations, and written texts.

Collaboration

Effective teamwork, shared responsibilities, and group organization.

Presentation Skills

Clarity, confidence, and engagement during the museum exhibition.

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They have limited opportunities to practice speaking, which makes them feel shy or insecure when using the language.

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To promote learning about Anglo-Saxon culture by creating a classroom museum that integrates research, creativity, and collaborative work.

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Learning Objectives

To promote cultural awareness and language development through the creation of an interactive classroom museum.

Competencies to develop communicative, cultural, and research skills

Content covered topics like literature, architecture, religion, weapons, etc.

Methodology:

Teaching strategies include project-based learning and collaborative work.

Duration of the Microproject (1 MONTH AND A HALF / 5 sessions)

Materials and Resources:

Paper, markers, internet, poster boards, mobile phones, etc.

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1. Research: Students gathering information.

2. Design and Planning: Drafts, sketches, and project ideas.

3. Creation: Making materials and project pieces.

4. Set-Up: Decorating and organizing the museum.

5. Final Exhibition: Presentation day.

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Visual Evidence

https://padlet.com/rodriguezpradarocio/north-american-museum-6fejiliajarfwhhs

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This invitation was written as a formal letter to inform and invite:

Teachers of different subjects

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1001JT: https://padlet.com/alisonrodriguezprada/native-american-museum-1001jt-el8e203ijbhasara

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1002JT: https://padlet.com/alisonrodriguezprada/native-american-museum-1002jt-54d82lxz4f7gk0p0

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1003JT: https://padlet.com/alisonrodriguezprada/native-american-museum-1003jt-62e60l22y3xspr8

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Each section included posters, models, and artifacts designed by students, along with written descriptions in English.

1. 🏠 Homes & Architecture

Display of Anglo-Saxon houses using cardboard models and drawings.

Labels describing materials, construction techniques, and daily uses of each space.

Comparative chart showing differences between Anglo-Saxon and modern homes.

2. 🥘 Food & Daily Life

Menu replicas and illustrations of typical Anglo-Saxon meals.

Handmade clay or paper models of cooking tools and utensils.

Short descriptions of common foods and their cultural significance.

3. 👗 Clothing & Social Roles

Paper dolls or mannequins dressed in traditional Anglo-Saxon clothing.

Posters explaining how clothing reflected social class and roles.

Interactive activity: students tried on paper hats or accessories.

4. 🛡 Weapons & Warfare

Cardboard replicas of swords, shields, and helmets.

Posters describing training and battles.

Small reenactment with students explaining the role of warriors.

5. ⛪ Religion & Beliefs

Symbols of Anglo-Saxon gods and Christian influence after conversion.

Timeline showing changes in beliefs over time.

Quotes from Anglo-Saxon texts and prayers.

6. 📜 Literature & Storytelling

Focus on Beowulf and other Anglo-Saxon stories.

Illustrated books and storyboards made by students.

Reading corner where students narrated stories to visitors.

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Strengths

High level of student engagement and motivation throughout the project.

Strong teamwork and collaboration among students.

The final museum was creative, organized, and visually appealing.

Students improved their English by using it in a meaningful, real-world context.

Other teachers visited the museum and gave positive feedback.

Areas for Improvement

Allow more preparation time for research and rehearsals.

Provide additional vocabulary support for complex topics.

Encourage more balanced participation to ensure all group members are equally involved.

Create a rubric or checklist for the teacher´s visitors to provide feedback

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The passport was designed to:

1. Guide students through the museum

2. Encourage active learning by having students take notes and answer questions

3. Serve as evidence of student participation.

4. Make the experience interactive and fun

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Some interesting opinions:

"La parte donde más orgullosa estuve fue en el juego, porque así me di cuenta de que los niños aprendieron algo nuevo y yo me divertí haciéndolo."

"La parte en la que me senti más orgulloso fue en la exposición porque no me dio tanta pena hablar al frente de varios niños y de haberme sentido seguro de mí mismo de hablarles en inglés."

"Si, me parece una actividad interesante y divertida que puede ser mejor en años siguientes"

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Autoevaluación del Museo Americano: Cultura Anglosajona

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Hola estudiante 👋 Esta autoevaluación te ayudará a reflexionar sobre tu trabajo en el proyecto del Museo Americano. Selecciona la opción que mejor represente tu desempeño y, si quieres, añade comentarios.

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Some students did not bring the required materials, such as the trifold, markers, or printouts.

With only one English class per week, there was little time to plan, create, and present the museum pieces.