Valldeflors School is located in Tremp (Pallars Jussà). It is an infants and primary school and there are two groups per grade (except in fifth grade that there are three groups). 

Pupils come from different backgrounds as well as countries; there is a wide diversity and interculturality.  

What went well? 

In my opinion, the techniques think-pair-share and Rally Robin where so useful to activate vocabulary, as well as, to recap previous knowledge.  Most of the students loved the activity jigsaw reading, above all, putting the set of pictures in order and retelling the biography. 

I would also consider as really positive the activities related with shadows. Students were paying attention during the video, they enjoyed taking photos and giving orders like they were recording a film and were also focused when guessing where the light came from in the pictures of their mates.

Regarding time, we have to take into account whether the lesson is planned after the break time or the last hour in the afternoon, because these are shorter lessons and with one group we could not finish properly the last activity.

The tasks related to writing were not squeezed properly. On the one hand, students did not have a clear writing model to follow (although they had sentence written supports). On the other hand, the set of words was too wide and lacked connectors or colours to help in the writing task. 

In mixed ability groups, the techniques Round Robin and Rally Robin work pretty good, since all the students are forced to speak, since they have a turn and therefore, their more fluent mates must wait to talk and share. 

Generally speaking, students prefer working through hands-on and audio-visual input as well as, with sets of pictures or other manipulative material.

As mentioned above, I will try to include more manipulative and audio-visual material in my lessons. From the activities carried out I would also make some changes: First of all, I would visualise the shadows photos taken by the students on the following lesson, since they can be revised and selected by the teacher. Secondly, I would rethink the writing activity: either reduce the set of words or it include connectors or colours. I would also think in the possibility of making the groups myself according to the level because the group with a lower level could have more help from the teacher and they would be more motivated if the text is made by themselves instead of by the stronger mates in their groups.