# data[].attributes.headline
                                                                                            Assement

# data[].attributes.subject
                                                                                            Assement

# data[].attributes.body
For the evaluation of activities, I have created a rubric. This rubric serves to carry out a formative assessment of each activity and then summative assement. In addition, they will be applied to students, a questionnaire on attitudes to check the level of tolerance and respect for others.

# data[].attributes.body
Specific objetives:
To Improve communication between students.
To develop reading strategies.
To improve language production.
To promote the cognitive development of HOTS.
To develop creative capacity.

# data[].attributes.body
Specific objetives:
To develop strategies to solve problems in coexistence.
To develop positive behaviors in students: empathy, cooperation, assertiveness, respect and tolerance.
To respect and tolerate the characteristics of all students.
To Improve communication between students.
To improve language production.

# data[].attributes.body
Activity 1: What is bullying?
The teacher will explain in general what bullying is?; What are the consequences?; What are the roles that exist? Difference between bullying and school violence
Activity 2: Look for information.
Students will look for information on some bullying topic that they found interesting about the teacher's presentation. Then, they will then have to comment as a group and discuss in class about this phenomenon.

# data[].attributes.headline
                                                                                   Content: Activity.

# data[].attributes.subject
                                                                                   Content: Activity.

# data[].attributes.body
These activities are divided into 3 sessions, in which the elements of the bloom´s taxonomy and the 4 Cs of AICOLE will be worked on.

# data[].attributes.body
The rule of June 20, 2011 includes measures for the development of coexistence in the public educational centers of Andalucia. This standard also includes measures for bullying through new information and communication technologies. Both in this order and in Decree 25/2007, of February 6, recommendations for a good school climate, preventive actions and anti-bullying protocols of action are included.

# data[].attributes.headline
   CLIC LESSON PLAN. Teacher notes.        

# data[].attributes.subject
   CLIC LESSON PLAN. Teacher notes.        

# data[].attributes.body
Justification: After numerous cases of bullying recorded in previous years, it is proposed to work bullying to improve the personal relationships and coexistence of the center.
These activities are designed for 1st ESO students because it's the age at which they start to create more established social relationships.

# data[].attributes.headline
                       Summative Assessment

# data[].attributes.subject
                       Summative Assessment

# data[].attributes.body
Questionnaire.

# data[].attributes.headline
                             Activity 4 

# data[].attributes.subject
                             Activity 4 

# data[].attributes.body
Complete the test.

# data[].attributes.body
Cooperative project
Students have to create a digital or physical non-bullying space in the center.
For this project they will have 10 days to create it. And finally, they'll explain it to their peers in a presentation.
They will be able to create a mailbox to report cases of violence, an area in the center for students to ask for advice on convience problems, a website where they give information and where students can report bullyign cases, or what they think is best option.
In addiction, they will also be able to use this space to create workshops, activities to create a positive environment within the center.

# data[].attributes.body
In this session 2 activities will be worked, the first, students in groups will have to analyze and solve problems and in the second activity, students will have to take the bullying test.

# data[].attributes.headline
                  Session 1: What is bullying?

# data[].attributes.subject
                  Session 1: What is bullying?

# data[].attributes.body
Specific objectives:
To know the concept of bullying and cyberbullying.
To identify which roles are part of this phenomenon.
To know the consequences of participating in bullying
To Improve communication between students.
To develop reading strategies.
To improve language production.

# data[].attributes.body
Student's ability to organize their time and tasks to achieve their goals and continue learning.

# data[].attributes.body
Ability to relate to people and actively participate in society.

# data[].attributes.body
Ability to use language, to express ideas and interact with others in written and oral form.

# data[].attributes.headline
          Formative and Summative Assessment

# data[].attributes.subject
          Formative and Summative Assessment

# data[].attributes.headline
                                Bloom´s taxonomy

# data[].attributes.subject
                                Bloom´s taxonomy

# data[].attributes.headline
                                            General objectives

# data[].attributes.subject
                                            General objectives

# data[].attributes.body
1. To know the concept of bullying and cyberbullying.
2. To identify which roles are part of this phenomenon.
3. To know the consequences of participating in bullying.
4. To develop strategies to solve problems in coexistence.
5. To develop positive behaviors in students: empathy, cooperation, assertiveness, respect and tolerance.
6. To respect and tolerate the characteristics of all students.
7. To Improve communication between students.
8. To develop reading strategies.
9. To improve language production.
10. To promote the cognitive development of HOTS