Congratulations, the rationale behind this project is very well explained. We believe that the fact that students can listen to Chinese speakers is really well thought-out and clearly shows the problem from a first-hand perspective. . It is rather refreshing to bring this topic as it is hardly ever dealt with coming from a real intention of understanding eastern cultures and situations fellow citizens and students deal with every day. 

Moving onto the actual design of your slides, we believe your use of technological resources was good and the presentation was overall attractive but at some parts the titles were unfortunately cut off. Maybe for next presentations you could check the final result in different devices in order to avoid this! Moreover, it would have been a great complement to add actual examples of materials, since you mention them orally, as well as to see rubrics and questionnaires that would be employed for assessing the students’ and the teacher’s performance.

Other than this, we consider it was a great idea to assess the project from different angles, it was age appropriate, your research questions are very well elaborated and the issue of not having actual conclusions due to the fact that it was never implemented in the classroom was very well tackled and managed.

Hope to see your project put to practice in real life classrooms very soon :)

Secondly, the topic –everything happens around the table– seems very engaging. As a matter of fact, this sentence is quite attractive because of the way it has been formed. 

Third, objectives, linguistic aims and competences are clearly established and they align with the whole project’s sense. Therefore, we can conclude this is a well-rounded project in which everything is implemented for a reason.  

Regarding resources, the variety of them that they present is balanced. In fact, using realia resources appeal to students and make them feel engaged and motivated of what they are doing. 

Fifth, as for the assessment, it is summative, heterogeneous and counts with students’ self reflection skills. It is supported by well-tested assessment tools such as rubrics from Cambridge University. Also, it is mandatory to refer to the fact that they use self-evaluation techniques for teachers as it is pivotal for teachers to evaluate their own teaching practices. 

Finally, regarding the action research, we felt it lacked its research questions and the data collection tools they would use in order to carry out their research project. Although we really feel that your project is detailed and quite formative, bear in mind that we were asked to develop an action research implementing the project-based methodology. 

All in all, congratulations on your project!

Firstly, we would like to congratulate you on your interesting and in-depth proposal . Not only did you propose an innovative project, but also a quite major and realistic issue that would definitely encourage the students to think critically. The fact that students are being constantly asked about their personal opinions on controversial matters and that they are forced to look for alternative solutions definitely helps them to boost their metacognitive skills and remain engaged while doing the project.

In general terms, the presentation was clearly structured and presented, and you also provided detailed explanations about the competences, the objectives and the project plan itself. Although they do not appear in the video, the rubrics proposed in the pdf document are also quite complete. However, the part concerning the assessment does not specify what part of the mark is devoted to each part (e.g. 30% teacher’s journal, 20% self-assessment questionnaire… etc.) or if the summative assessment would carry a greater weight than the formative or vice versa. We also feel that teachers should provide students with some examples of ideas that might serve as a reference while doing their project, so students do not simply pick the first idea they see and so that their interest is peaked before researching the online pages you suggested.

On the other hand, we really liked the idea of monitoring hypothetical students and the wide variety of activities they would be asked to do: mind maps, debates, writing exercises, etc. This is definitely something we would include in our own project if we had to implement it in a real high school. Not only is it creative how you talk about possible student problems such as behavior and lack of completion of certain tasks, we also feel that this is something essential, as nowadays teaching can be as much about classroom management in an attempt to ensure a productive and healthy learning environment. 

On the whole, we believe it is a very complete project that would raise awareness about such an important issue and that would undoubtedly engage the students in the search for possible solutions.

Once more, congratulations guys! We hope we can all someday carry out a project like the one you proposed here. It is truly amazing, eye-opening and innovative!

We are looking forward to hearing from you soon.

Bye✌🏻

Agus’ survivors.


PD. Pay attention to the length of the video. It is a little bit long as the limit was 15 minutes!!😥

We do believe that a rationale section describing the reasons why this project can make an effective proposal to achieve the objectives you pursue in your outline is a very good idea to include in the overall design. Also, it is so clever of you to approach the results and conclusions from a hypothetical, likely perspective (we didn’t think of that, to be honest!) based on your experience and the rapport established with your temporary students at the schools, since the “likely” tag does provide your proposal with heightened applicability and more powerful support. In this vein, the future research lines you establish at the end of the project shed tons of light on the topic you’ve chosen to research (active research into literature and interest in reading from the secondary school EFL classroom) and the methodology implemented throughout (Project-based learning), because you provide further links with other subjects and the development of other competences, thus increasing the cross-curricular, interdisciplinary value of this proposal. What we do not totally see is the point in including the final section or section 6, because of several reasons. First, the title appears to be somehow too long, so using a concise title such as “Final reflection” would suit much better in a project this size; second, final reflections as such are not usually to be found in papers presenting a teaching proposal like this, so we think it might be better to include the content argued there under the head “Conclusions”.  Again, as we told you last time, the rubrics for assessment are thorough and exhaustive, so congratulations on that. Just a quick note: for the design of the questionnaire, please check the questionnaires we have attached in the first to appendices of our own project: if you use grids like those, you can certainly save time and space!

Appealing, moving, feasible proposal 😊

We really like the way you structured this project. Even though we believe dedicating a month for this project is a little bit ambitious (teenagers do not usually enjoy literature and reading and they may find it tedious), as students who majored in literature we believe this can be a beautiful project, taking always into consideration the students' needs and interests. We want to highlight how well you connected the context, to the teaching practise as well as the objectives and aims of these sessions. 

Even so, we would like to know what kind of texts you are going to use to promote literature, what kind of activities apart from the presentation and what you have to expose you are going to do, because if it is oriented to cover a month it must be something very complete. Also, what type of reading will we base it on, intensive or extensive, for example?

Again, we strongly believe this is a beautiful idea that we ourselves would like to implement in our classes.

After taking a look at your project we could clearly see all the work that you put into it and we congratulate you on this. We believe that the organisation of the contents is clear, and the essential question seems highly engaging. The way in which you have formulated it will make students feel they will unravel the mysteries of the Metro, which is very appropriate for secondary students. We also consider adequate the fact that you made it a project to develop through interdepartmental collaboration. 

However, from our point of view, it seems that students will have a really short time to make their projects. One session to research and start writing and another to finish writing and prepare presentations for the next day might be too much for them. This could be avoided by having a weekend before the presentations, so that students can finish them during that period of time. 

In addition, asking students to research at least 4 stations may not be the best option. As groupings are of 3 to 4 students, that could lead to them working as if they were working individually —”you do this one, I do that one”—. They would still be helping each other, but we think they should really cooperate in a process in which they can choose how to work and organise themselves, always under the teacher’s supervision. Nevertheless, if each of the students had a role in the process to create their project, so that each one of them has their part to do regarding each station, the issue we just mentioned would be avoided.  

In conclusion, yours is a well-presented project based on an interesting and engaging idea, the field trip activity is a very positive addition and will undoubtedly engage students. 

Well done! 

We have found that your project has a very clear organisation of contents, well presented in the initial table. The general objectives and purpose are very interesting and useful for educating future adult citizens, and resorting to geography to talk about the processes of migration and acquiring more depth on the topic is a great idea. 

Perhaps the linguistic objectives could be a bit more specific to avoid confusion, e.g. the usage of new vocabulary is mentioned but the topic or semantic field of this vocabulary is not specified. By reading the rest of the project it is easy to guess. Still, it might be useful to mention it briefly here. The same when the development of the main four skills is mentioned. 

There is a rich variety of resources, but the existence of peer and self assessment would imply that there would be tools to carry on that assessment. These tools appear later on as annex in the written document of this project, but it would be positive if you mentioned them in this section. 

Regarding the Strategies and Teaching Techniques, we are not sure that evaluation should be present in that section, as it is just one part of the process of teaching and not necessarily a differentiated strategy. 

The project develops one day per week. Maybe it would be better to have a more intensive timespan instead of extending it so much, since it may be cause of disengagement amongst the students, but other measures may be taken in order to preserve the one-day-per-week structure Besides this, the schedule and the sessions which form the project are very well-presented, showing what students will do in each step in a comprehensive manner.

We would also like to highlight the Project Wall as an interesting approach to the topic, as well as your overall development of the whole project: individual project -> group project. Furthermore, splitting the time for the group project in more than one session seems perfect to make students able to prepare, plan and work on their projects. The rules established for Connection seem very correct and adequate to evaluate the students. In sessions dedicated to presenting individual projects we believe that zero tolerance for disrespect to those presenting is a great point (maybe we would encourage you to highlight respect to everyone and not only between peers).

We really like your project and we believe that it would be a great way to encourage students to do their own research and present a topic as relevant as migration. Great job!