During and e-Twinning project my students were asked to prepare a very simple game on the sea to share with their fellow students in other European countries.  They created a very simple bingo with sea animals, decided on the kind of game most suitable for this activity, decided on the vocabulary to use, made a little project and prepared the game. decided on the vocabulary to use, made a little project and prepared the game using some vocabulary they had just learned from our mother tongue teacher Silvia.  Here are some pictures of the game.
Rubric entry

Students DO have shared responsibility · AND they DO make substantive decisions together about the content, process, or product of their work · AND their work is interdependent.

I am free to assess students in any way I want.  Nevertheless in the last few years in my school we agreed that it is important to have a common way of assessing our students.  That’s why at the beginning of the last school year we met to prepare a testing system in order to give students the opportunity to be evaluated in the same way.  This is because at middle school in Italy we do have to give students grades at the end of the first term and at the end of the school year.  Since I am a teacher of English, I usually assess my students following the Common European Framework as far as regards grammar, vocabulary and functions.  But there are also other things to be taken into account and I think I’m going to improve my assessment of students, and my own personal assessment in projects and PBL in this last part of the course.

Last week I attended a seminar about EQF (European Qualifications Framework) where we were told that National Agencies in Europe are looking for a way to assess students’ learning so that if they move from one European Country to another their CV will be clearly understood and recognized for what has effectively been done and I think this is very important.  A first step towards a common Europe assessment grid in order to give young people the opportunity to study and work in other European Countries having their CV correctly recognized.

TELL ME AND I FORGET,TEACH ME AND I REMEMBER,INVOLVE ME AND I LEARN
Benjamin Franklin
Our learning objectives for this module are:

The question will be proposed to a class of 18 12 years old students as a part of their Citizenship program.

My learning goals for the class are:

Make sure they know that a Universal Declaration of Human Rights exists;

Make sure they explore this Declaration and understand its importance for their lives and the lives of other people around the world

Make a comparison between their lives of Western Europe students and the lives of thousands of boys and girls of their age who are negated even the right to have a place to live in.

Be able to discuss the topic in English (make themselves understood by fellow students and teachers)

One of the key essences of this module is getting students' to develop grit and resilience to stay with a problem or project even though they have failed previously .  This is one of the most difficult parts of PBL and at the core of developing a student-driven environment.
The learning objectives for this module are: