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This is the link of my Learning design:
http://learningdesigner.org/viewer.php?uri=/personal/nmartinez/designs/fid/4e933e19d249c7fbcbdb6b74983169adc90ee14cf283961c742c007ed329f0b8
This are the rubrics I have used in my learning design:
https://drive.google.com/open?id=16lkra3WUscrUlv8c4DoeN9wXSDc-wPas

https://drive.google.com/open?id=101BtBfpD6dkmh4mc6Oa9oOLFDaV7ljOe

https://drive.google.com/open?id=1keU573Ky472GsI7GlP4YKfBeRb5QGQT-

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Here, I paste one of the rubric I use in my English classes for presentations.
RÚBRICA PARA EVALUAR EL PROYECTO 1ª EVALUACIÓN DE INGLÉS (20% ORAL)

| Excelente | Bueno | Aceptable | Insuficiente
Expresión oral 6 ptos
| -Pronunciación:Habla claramente y demuestra buena pronunciación (no tiene errores de pronunciación)

-Entonación y fluidez.Utiliza una muy buena entonación y tiene mucha fluidez (discurso ágil)6 ptos | -Pronunciación:Habla bastante claro y demuestra una pronunciación bastante buena en gran parte de la exposición (tiene pocos errores de pronunciación)

-Entonación y fluidez.Utiliza una entonación bastante buena y tiene fluidez en gran parte de la exposición.
-Sigue el guion.4 ptos | -Pronunciación:Habla con dificultad en inglés y demuestra una pronunciación buena en algunas partes de la exposición, en otras bastante mala. (tiene bastantes errores de pronunciación)
-Entonación y fluidez.Utiliza una entonación bastante buena y tiene fluidez en gran parte de la exposición.
-Ha leído algunos trozos de la intervención.2 ptos
| -Pronunciación:No habla apenas en inglés, tiene grandes dificultades para expresarse en este idioma. Tiene muchos errores de pronunciación.

-Entonación y fluidez. Su entonación no es correcta en inglés y no existe la fluidez por tanto.
-Ha leído lo que ha expuesto (0 ptos).1 pto.

Expresión escrita (Vocabulario, información ofrecida…)0.5 pto | Usa el vocabulario apropiado y aporta una información adecuada durante toda la exposición.Las posibles estructuras gramaticales utilizadas son correctas. 0.5 pto | Usa el vocabulario apropiado y aporta una información adecuada durante la mayor parte de la exposición.Las posibles estructuras gramaticales utilizadas son correctas en la mayoría de las ocasiones.0.4ptos. | Usa el vocabulario apropiado y aporta una información adecuada en algunas ocasiones de la exposición.Las posibles estructuras gramaticales utilizadas son correctas en la algunas partes..
0.2 ptos
|
No usa ni un vocabulario apropiado, ni aporta una información adecuada. Las posibles estructuras gramaticales usadas son mayoritariamente incorrectas.0 ptos.

Trabajo en equipo.3 pto. | *tabla siguiente | * | * | *

Tiempo0.2 ptos | Dura entre 1-2 mins en su exposición.0.2 ptos | Dura entre 0.5-1 mins en su exposición.0.1 ptos | Dura menos de 0.5 mins en su exposición.0 ptos
| Dura menos de 0.5 mins en su exposición.0 ptos

Presentación (power point drive).0.3 ptos. | -Power point completo. Aparecen esquemas o palabras clave (guiones) para seguir la presentación. -Aparece el título y los componentes del grupo además de la fuente de dónde sacaron la información en web.0.3 ptos. | -Power point bastante completo. Aparecen esquemas o palabras clave (algo extenso) para seguir la presentación. -Aparece el título y los componentes del grupo pero no aparece la fuente de dónde sacaron la información en web.0.2 ptos. | -Power point incompleto. No aparecen esquemas o palabras clave (aparecen texto largos, todo lo que exponen está escrito) para seguir la presentación. -Aparece el título pero no los componentes del grupo. Tampoco aparece la fuente de dónde sacaron la información en web.0.1ptos.
| -No hay power point para realizar la presentación.0 ptos.

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I have already used peer assessment. But I have discovered I do not do it properly. Because when they use my rubric to assess their classmates in their group, they obviously provide feedback, but finally it was the grade they obtain. And now I have understood that the teacher must be the person who provides the final grade. I think I will do it wrongly because I did not give time after the peer assessment to review their work again and use the feedback.

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In my school, we can assess our students the way we want in general. I say in general because we have a term exams. Generally all the subjects have this term exams in paper in a traditional way but some of the subjects start to do it with other methods. You can "play" with the percentage of the final exam and what we call "intermediate" exams. For example, you can do several projects valued at 80% of the term and th final exam at 20% and you programme the contents of the intermediate part and the fnal exam.
I collaborte with my colleagues in 2nd course, they assess my student in speaking and listening (in English) and I asses the writing and the reading part.

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This is my link to the

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I think it is interesting the topic for children. It achieve the four aspects to be into account  but I do not understant the goal of the driving question, I'm sorry. It is totally open-ended, It will be curious for them (It is really interesenting and funny), working with the project they will learn knowlegde about the cultural events and they develope skills, and they cannot find it in google because they must do it. It is easier than in secondary from this point of view.I hope it is helful for you.Thank you.Nazaret Martínez, Spain.

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I think it is interesting the topic: habitats and animals of the region that involves our school. It achieve the four aspects to be into account  but it is not in question form (?), maybe it doesn't matter. It is totally open-ended, It will be curious for them (It is the zone where they are and it is always more interesting than other zones for them), working with the project they will learn knowlegde about the ecosystem (contents) and they develope skills, and it is difficult to find it in google because it is very limited zone and it is rare it appears in google.

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Activity 1.3. Review Laura Tosco's activity.

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Activity 1.3. Review Laura Tosco's activity.

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Hello Laura,

My name is Nazaret and I teach girls and boys who are 12-13 years old. I understand you when you say that the idea of just watching children work slently is attractive for you, sometimes or always It is a very hard work. But we must fight against this comfortable desires to gain better motivation in them, it is very gratifying to observe them working autonomously and very motivated. And it very important to use projecto to teach when we have students with special needs. With this methodology we reach everyone, and it justifies everything. It is possible not everybody goes to university, but it shouldn't be our objective, our objective must be to help them to discover what they are really good at, strengthen it and guide them to achieve it. Maybe they are not doctor but plumber or computer tecnitian.

I think is a good idea to work Christmas with your student, I do not know the age of your students but it is not a waste of time, we can work content in the projects, the most important is always to motivate them, to have clear objectives in the project and the assessment (indiviual and in group).

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Hello Ekaterini,       My name is Nazaret, I am an English teacher too. And I understand what you say perfectly. When you talk about parents complaining about wasting time or the general idea that when you work through a project you are not learning contents of grammar, vocabulary...is very typical. One of our task is to be motivated (you use the word motivator) and encourage our students but just inform parents about our works. It is logical not many parents are so prepared as us in new edutional methodologies.     It is very interesting when you use sponsors and I love the interview of a migrant or refugee and present it to the public in the form of film. I think it is a gread idea. And you can do that because your students are 17-18, my students are 12.13 and maybe this topic is impossible with them, it is very appropiate for them. Congratulation.

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Firstly, I study their abilities (8 Gadner intelligences) through a test and do 8 groups of 4 people at class (we are 30-32 students). Then I try to mix up several intelligences in the groups. Then we explain the four roles (speakers, secretary...) and they decide who they are according to their abilities. Then I read the driving question and I give a few minutes to talk about the driving question. Then I explain our goals and we start to work the next day (they have to assimilate all the things I have explained). They have my plan in Google Classroom

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1.6. P2P- Your PBL design: Formulating your driving question.

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1.6. P2P- Your PBL design: Formulating your driving question.

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-Are we able to create a museum?
Between two subjects: English and history.
THe main goals of ENglish language is to use some grammatical structures and learn specific vocabulary about hominids and the main goal of history is to study the different type of hominids (prehistory).
Their ages are 12-13 years old.

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I think TeamUp is a very interesting tool to make groups and assessment. In my school we use just google classroom (at least me) and I know Classdojo because of my son (we use it to communicate with his teacher).

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We can weaken our student’s confidence and independence if we criticize them in front of their peers. We must not humiliate them, we must offer creative activities, not underlying mistakes all the time (correcting them it is necessary individually), We must not foce student to do tings inapropiate for their ages, we must use emotional intelligence and positive discipline. They must share their opinion about the rules of the class and decide the most important ones, this way they will obey them.

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3. Developing student-driven activities for PBL.

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3. Developing student-driven activities for PBL.

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Ten years ago, I had two twins in class who were different from the rest of students. Their behaviour   was different, they didn't understand jokes, their psychomotricity was very poor... I did not know how to work with this type of different student. They were obviously asperger. I was very frustated because I didn't do anything special to help them. A few years ago, I had a child with this syndrome at class again. I studied a lot about how to work with them. And I put it into practice, I think he was at least happy this year, and we learnt some methods to work with him. The family was very happy with our system and even I gave a conference about my experience with asperger children in the University of Alicante.

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Fortunately, in my school there are many collaboration outside the classroom. In tutorial session, we invite the police, nurses to practise first aid... We are doing some exchange of students (Norway, Holland...), it is an Erasmus ka2. I will participate ina Erasmus K101 in Norway (Job Shadowing), we are doing a project where students from Secondary go to Primary couses to tell stories in English and perform drama for kids.

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You are a nutricionist in the cateen or dining hall of a school. You have observed many boys and girls are overweight. You should study their problem paying attention to the relation of the school menu (you design) and the meny at home. What should they change in their daily menu to be a healthy eater? You should involve the parents in the problem.

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In my opinion the main obstacles to implement PBL in our rigid system in Spain are structure and our own mind about teaching. When I say structure, I refer to structure of the class (30 students, timetables, space...) and laws (royal decrees, university entrance exams, curriculum...) and when I have mentioned our own mind, I am talking about the principal challenge; the traditional thinking of the teachers.
Many teachers, students and parents are really worried when you explain their son is going to work PBL instead of traditional way of learning. They usually think about the university entrance exams in Spain (they are going to be able to pass it if they study using PBL). Teacher cannot fight against it. It is a governmental issue.
In my school we are working to improve our resources which are limited. We are enlarging the classes (physically), and designing a different timetable to give at least 3-4 hours per day to work in projects, not paying attention to the bell ring, joining two classes (30+30: 60 students) in order to have more than one teacher in class, two at least, and in many cases three. Our principal problem is always EDUCATIONAL LAW.

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Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge in a project.
I considered it is useful to work PBL in class because students need to develop their capability to discover and use information, they need to build their own problem-solving skills and thinking abilities while learning the content necessary to apply those skills.

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1.
My students have shared responsabilities for the task I propose. For example, they are groups of 4 students: one of them is the representative of the group, another one is the coordinator or organiser of the group, another one is the secretary and the last one is the supervisor or manager. We use the same groups in all the subject during one term (base groups).
2. In my classes the students work sometimes in pair and when I plan to do a project, they work in the groups of 4 I mentioned before. We use some cooperative techniques such as 1,2,4.
3. I am not sure if I have understood this question. They decide important things like the serie they are going to work about, or the writer they want to study, or the capital of the world they want to expose to the rest. They always decide the place, the person... in the topic I give to them. I think it is an important decision they must make together.
4. They cannot only succeed together. They have in the projects we do in each term, one part which is individually (60%) and another part which is a teamwork (40%). In the first part I take into account: pronuntiation, fluency,time of the exposition ...and in the second part: cooperative work (they give marks to the rest of the group using a rubric), grammar, vocabulary, presentation (power point-drive)...

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2. Developing effective collaboration for PBL

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2. Developing effective collaboration for PBL

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I have chosen this picture because it represents the collaboration among students. They are my students in 2nd ESO (They are 13 years old). They are doing a brainstorming about a project: Your favourite TV serie. They are sharing their ideas to chose one serie and start to prepare a presentation in English for the rest of the class.

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I am a thirty-six girl. I live in Monóvar, a small town of Alicante. I work as a teacher in Inmaculada School of Alicante.
My job: In my school, we are working to  implement PBL classes. In Secondary, we are studying and orgnanising the project to start in 3 years.
I am a teacher of languages.