- Setting a goal (have a plan B)

- You can do microprojects if they are linked and coherent with the final output

- Considering where your students came from.

- The members have changed the topic of discussion to traditional methodologies.

- Focus on the objective and, then, decide the tasks.

- Set out the objectives according to your previous ideas and, then, change the level of achievement according to the students’ reactions.

- We have to purpose challenging objectives

- Set a minimum and a maximum level of achievement for each objective

- The teacher can make them easier or difficult to achieve depending on the tasks, motivation...

- We have to assess them different but not changing the objectives (different level of achievement)

- Importance of setting a minimum and a maximum for each objective.

- We have to diversify the assessment as well as we take into account the learning styles, we have to take into account the special needs.

However, when we changed the roles and I was part of the discussion group, I believe that the questions were much trickier and we didn’t have enough time to discuss all of them. Moreover, once the time finished and we had to listen the observers’ comments, I felt very frustrated. I couldn’t clarify anything and I was seeing that some things I said, they haven’t understood them as I expected. For me, being an observer was the worst moment.

Nevertheless, I think that it’s a very good dynamic to make children listen and accept their peers’ ideas because, sometimes, we tend to say what we think without really appreciate others’ opinions.