Repositorio Institucional de Documentos

2 Table of contents Abstract 4 1. Introduction 5 2. Purpose and Objectives 6 3. Justification and Theoretical Framework 7 3.1. Justification 7 3.2 Theoretical Framework 10 3.3. Methodology 18 4. Unit Plan Proposal 19 4.1 Context and topic of the learning unit 19 4.2. Contribution to the Key Competences 21 4.3 Objectives and Specific contents 24 4.4 Sequence of Activities 25 4.5 Evaluation criteria, evaluation tools and grading criteria 32 5. Conclusions 34 6. Works cited 37 7. Appendices 40 7.1Appendix I: Assignments used as evidence of the necessity of improvement40 7.2 Appendix II: Lesson Plans 41 7.2.1 Lesson 1 41 7.2.2 Lesson 2 43 7.2.3 Lesson 3 46 7.2.4 Lesson 4 49 7.2.5 Lesson 5 52 7.2.6 Lesson 6 54 7.3 Appendix II: Specific Objectives of the Learning Unit 56 3 7.4 Appendix III: Specific Contents of the Learning Unit 58 7.5. Appendix IV: Specific Evaluation Criteria and Standards 61 7.6. Appendix V: Materials 64 7.6.1 Lesson 1 64 7.6.2 Lesson 2 67 7.6.3 Lesson 3 74 7.6.4 Lesson 4 78 7.6.5 Lesson 5 81 7.6.6 Lesson 6 85 7.7 Appendix VI: Assessment Tools 86 7.8 Appendix VII : Post-questionnaire proposal 95 4 Abstract Nowadays, teacher-fronted lessons are losing their battle against learner-centered methodologies, in which the students’ autonomy, self-efficacy perception and motivation are just as important as the instruction, if not more. However, they are not always easy to implement, and many students still learn English through traditionally oriented lessons. After a brief placement period experienced in a Secondary Compulsory Education classroom, some clear needs regarding lack of interaction, motivation and cooperation could be observed. These needs could be significantly corrected and improved by implementing two key active methodologies: Project-Based Learning and Cooperative Learning. By means of the combination of the aforementioned approaches and never losing sight of Communicative Language Teaching, this learning unit proposal seeks to increase the students’ motivation on English learning and improve their collaborative and cooperative skills, as their communicative and linguistic competence (amongst other key competences) is developed. The Big Short Film Festival is a highly creative project-oriented unit, in which the students have to work together to plan, create and record a short film following the features of an assigned film genre. Dialogue and collaboration are fostered through dynamic, varied and team-based challenges and activities, making the students feel engaged in the making of an original, self-produced product and giving them the opportunity to be the directors, producers, writers and performers of their own visual entertainment production, and to experience what it is like to be on the other side of the screen. 5 1. Introduction The educational field of English as a Foreign Language (EFL) is constantly evolving, adapting itself to the learners’ needs and requirements. Through the years, teachers have acquired more tools and resources, owing to new technologies and research. The role of both teachers and students has changed as well. In the EFL classroom, teacher-fronted lessons are losing their battle against learner-centered lessons, in which the students’ selfefficacy perception and motivation are just as, if not more, important as the instruction. This dissertation is indeed focused on showing how new active methodologies, such as Project-Based Learning (PBL), can encourage both of the aforementioned concepts, combined with Cooperative Learning (CL) and never losing sight of the main approach in EFL teaching nowadays, Communicative Language Teaching (CLT). By means of a proposal of a Learning Unit based on these approaches and methods, this final dissertation seeks to improve and develop the learners’ communicative competence in English as a foreign language. This Project-Based learning unit has been designed considering the methodological specifications of the Aragonese curriculum (2016), which denotes Project-Based Learning as a globalizing, solid methodology, and consists of six sessions devoted to the topic of cinema, filming and storytelling, each one dealing with a part of the creative process required by the final product: the planning, creation and filming of a short movie. The learning unit proposed in this dissertation was intended to be put into practice and tested during the second placement period of the Master’s degree. However, due to the threat of the COVID-19 that has affected education amongst all the other fields, inperson classes had to be suspended by educational institutions. For this reason, this unit has been based on a hypothetical context, similar to the one I would have experienced. The unit has been designed for a group of students in the 4th year of Secondary Compulsory Education. The school I did my 1st placement in was the CPRI-INPRISE Santa María del Pilar (“Marianistas”). During this period, I had the chance to speak to some of whom would have been my students during the second placement regarding Project-Based Learning, and they commented on the attractiveness of creative, imaginative projects, and the motivation 6 they led to. Considering the technological facilities provided by the school, I considered that the topic of cinema, filming and editing would be meaningful and appealing to them. The PBL methodology is intended to be improved and supported by CL, a method to which not all the students are used, as I observed during my first placement. This dissertation is organized into five sections, each one of them dealing with a different aspect of the learning unit. In the 2nd section, the purpose and objectives of the dissertation and the project are reviewed. In the 3rd section, a justification for the development of the project is provided. Furthermore, the theoretical framework supporting the methodologies and approaches in which the project has been based is explored and reviewed, including the literature of the Communicative Language Teaching approach, Project-Based Learning (PBL) and its variation devoted to language teaching, Project-Based Language Learning (PBLL), and the benefits of CL and the implementation of cinema and filming in the EFL classroom, as a source of motivation. In this section, the methodological advice provided in the Spanish Curriculum for Secondary Compulsory Education regarding EFL is also reviewed. Furthermore, this section includes a review of the methodology applied to design the learning unit. The 4th section is devoted to the learning unit itself, providing an overview of the didactic proposal and a critical analysis regarding the previously mentioned theoretical framework. Finally, the conclusions drawn during the planning and designing of the learning unit are presented in the 5th section, together with some possible forward-looking improvements. 2. Purpose and Objectives The main purpose of the learning unit entitled The Big Short Film Festival is to develop the students’ Communicative competence in English as a foreign language through a combination of various approaches and methodologies: Project-Based Language Learning, Communicative Language Teaching and Cooperative Learning. Every lesson is intended to make students engage in meaningful interaction. This leads to the use of language focussed on a real context, and consequently the practice of the four language macro-skills. Regarding writing, students are given the opportunity to practice cohesion and sequencing in different written productions. The unit is also intended to boost the 7 learners’ motivation and confidence towards their speaking skills by means of cooperative, interactional activities, which also lead to an improvement of their fluency. Furthermore, the proposal included in this dissertation is connected with the research done during two courses of this Master’s to create two assignments and the experience of carrying them out: the report for the Practicum I, as it was during my first placement when I first witnessed and selected the needs to be covered, and a ProjectBased Language Learning unit for the course Design of Learning Activities for EFL (appendix I). The topic of the unit addresses and promotes both motivation and creativity, as the project is centered on the students’ interests. Besides, even though some guidelines and useful information are given to them to be considered during the making process, the final product is to be personalized by them regarding their own preferences. Likewise, this unit also contributes to the development of some of the key competences established by the European Framework for lifelong learning (2001). Of all the key competences specified in this framework, this learning unit is focussed especially on the development of the Communicative and Linguistic competence, but competences such as Learning to Learn, Digital and Initiative and Entrepreneurship are developed, too. In closing, this proposal also intends to encourage success skills such as creativity, decision-taking and initiative, as well as autonomous work and the reinforcement of the collaborative workgroup skills, since a cooperative methodology leads their steps through the making of the project until its final publishing. 3. Justification and Theoretical Framework 3.1. Justification During my brief 1st placement I was allowed to witness some EFL lessons and gather some possible needs to cover in my yet-to-plan final dissertation. The needs that stood out the most were the lack of interaction and cooperation, the lack of awareness of projectbased learning (the students were mistaken in their understanding of what projects were and their possibilities), and the little motivation projects roused amongst the learners. The Aragonese Curriculum (2016) gives support to the use of active methodologies such as PBL and CL, encouraging student involvement and participation 8 and consequently leading to significative, meaningful learning. Furthermore, regarding the Aragonese Curriculum, the contents, objectives, and evaluation criteria included in this learning unit have been selected following its requirements and regulations. Some of the general methodological principles described in section 12 of the Aragonese Curriculum itself have been taken into consideration when planning this learning unit. In the first place, the implementation of a PBL approach was led by the pertinency of this didactic framework to promote learning through discovery, engaging the students into thinking and research processes as mentioned in subsection g). This approach is directly addressed in the following subsection h). PBL requires the planning, designing and publishing of a self-produced product, and this allows the students to improve their investigation and resolution processes and skills. The proposed learning unit also encourages the students to explore the applications of the ICTs when learning, encouraging their creativity as specified in subsection k). Referring to creativity, the choice of cinema and filming as the main topic to promote the students’ imagination and originality is justified in subsection f) through the use of challenging, interesting activities. Considering the same subsections’ specifications, reflection on learning is recurrently addressed throughout the unit, encouraging the learners’ personal, critical analysis onto their own learning processes. Considering the choice of CL schemes, as established in subsection n), it is a need to combine different interaction patterns and groupings, relying on collaborative learning in order to encourage heterogeneity and to assure the students’ quality assistance. The Curriculum also identifies diversity as a keystone of all methodological decisions in subsection a). It is fundamental to give importance to diversity, combining different techniques and resources to facilitate every learner the achievement of the established targets. This statement justifies yet again the implementation of CL as it is beneficial for all kinds of students, being an advantage for those with learning disabilities (Bruce, 2009). Some of the activities included in the learning unit provide the students 9 with different options for presenting the output, regarding their individual skills and weaknesses. Cooperation and collaborative work are sometimes overlooked in the EFL classroom. Individual work is easier to manage, regarding aspects such as responsibility, which in teamwork is not always shared equally. Besides, speaking from the experience drawn during my first placement and my own years as a student, EFL textbooks do not always boost cooperative group work, as most of the exercises in them are planned to be carried out individually. Via CL, the students’ autonomy towards work is developed, as they must make decisions taking every teammate’s opinion into account to carry out their projects and guarantee their success. In order to change this, the proposed learning unit project uses many of the cooperative activity structures proposed by Spencer Kagan (1994) amongst others, giving the learners the opportunity to collaborate to plan a create a product and guiding their interaction to make it meaningful. In addition, it is not based on a textbook unit but provides authentic, personalized materials as recommended in a defining characteristic of CLT (Richards, 2006). The speaking skill is specially addressed by the activities included in this proposal. The implementation of CL leads to an increment of student interaction, a key principle of CLT, and interaction is a source of motivation (Dörnyei 1994). In addition to the fact that filming a short movie is already a way to provide the students with many speaking opportunities, the unit includes challenging peer-teaching activities, requiring them to research and teach their classmates important concepts regarding the making of the product and improving their research skills. This is another source of intrinsic motivation since these kinds of activities promote the learners’ curiosity (Dörnyei, 1994). The project The Big Short Film Festival is designed to address the aforementioned issues and needs, identified during the 1st placement of the Master’s degree. It addresses a motivating, appealing topic for students and can connect with their own interests. As stated by one of the principles of CLT, the approach currently promoted by the LOMCE (2013), language acquisition is facilitated when introducing a real-world context (Richards 2006), in this case, cinema and films. Assuming the role of directors, actors, 16 - Quality group processing, which enables working groups to reflect on their learning process and their own performance as a team. - Collaborative and social skills, to show students how to work cooperatively and function effectively. In the proposed Learning Unit, the aforementioned factors are fostered through cooperative structures such as the Jigsaw activity, in which all students depend on each other. Regarding the equal levels of participation, other structures are implemented such as the Talking Chips, an activity that allows the teacher to establish rules for turn-taking interventions. Kagan (1994) declares that CL is a natural match with language learning, as it is effective for developing language skills for EFL students. To do so, it is recommended to divide students into small groups, as they set a high amount of comprehensible input (Kagan, 1994). As interaction is an essential element in CL, the teacher can foster it through these small groups since every student gets to express and share their thoughts (Cohen, Lotan & Holthius, 1995), having their own chance to be in the spotlight, something which is not possible for every student when maintaining full-class interaction. Regarding its formation, it depends on the teacher and their knowledge about their students, since it can be selective, combining high and low achievers, or randomly formed. The decision of choosing one way or another can depend on the duration of the groups, as selectively formed groups are recommended for long-lasting projects, and randomly formed for short projects (Kagan, 1994). For this learning unit, students have been thought to be divided into heterogeneous groups of five randomly formed by the teacher, as randomly built groups create excitement amongst the students and promote classbuilding (Kagan, 1994). When working in cooperative groups, students are often told to assume a role defining a unique task in their team (Slavin & Cooper, 1999). By taking these roles, students can also value their groupmates’ contributions, leading to the aforementioned factor of positive interdependence. In addition, this feature of CL can have a positive effect on the individual learner’s self-image and self-efficacy perception, and their approach to English, leading to greater participation and effective learning (Cohen, Lotan & Holthius, 1995). The students are given roles (e.g. recorder, coach, facilitator, presenter) in cooperative groups during the learning unit proposal. These roles allow 17 students to balance the level of responsibilities each member has to assume, avoiding abusiveness. Another interesting technique directly related to CL is peer-teaching, something I decided to include in my learning unit. Peer-teaching is also considered a CL structure, which leads to meaningful learning through small investigation and presentation (Sharan & Sharan (1992), in Slavin & Cooper (1999)). In the starting point of the unit, every group is intended to choose a related subtopic from a list provided by the teacher to prepare a group presentation to show their findings to the rest of their classmates, who can also benefit of their information and apply it to the making of the final product. Regarding the topic in which the learning unit revolves around, Keddie (2014) states that filming presentations and other performances, like in this case a short movie, is a great opportunity to motivate the students and easily document their work and progress. It is considered a demanding, dynamic theme, which boosts motivation, and encourages interaction and creativity (Essberger, 2001). Although it is not a recent idea, many teachers still neglect the idea of introducing student video filming as a tool for learning due to time considerations (Carney and Foss, 2008). However, the advances in technology and the student’s easy access to recording devices such as mobile phones, it is possible to discover the many benefits of video projects. The students’ control of technology allows the students to film whenever they feel ready, as the teacher provides them with tools, concepts and tips until that very moment allowing creativity to flow better (Keddie, 2014). Consequently, the learning space exceeds its traditionally established limits, as the act of filming can be carried out both in and outside of the classroom. Carney and Foss (2008) describe the use of filming and video production as an exciting, interesting option to implement in the EFL classroom. When adapted to a PBLL structure, this topic allows the students to develop all four communicative macro kills, as well as additional skills such as directing, acting and editing. Besides, the fact of acting and collaborating to record a short film can lead to an improvement in the students’ fluency (Carney and Foss, 2008). Being a part of the students’ lives, it is a source of motivation at the same time it provides the need of using authentic language in a creative context (Donaghy, 2014). 18 3.3. Methodology This unit proposal aims to improve the communicative competence in English learners in the 4th year of Secondary Compulsory Education. Due to the exceptional situation, the implementation of the learning unit couldn’t take place. Therefore, it has been “ideally” planned. I started by reading the literature provided in the Master’s concerning the theory on which I would base my learning unit. I started creating the first drafts of the learning unit, having in mind that interaction, authentic materials and the integration of macroskills had to be addressed throughout the unit. I decided to follow Richards’ conception of “backwards planning” (Richards, 20013). To do so, the Aragonese Curriculum for English as a Foreign Language in the 4th year of Secondary Compulsory Education was thoroughly reviewed, as I compiled the specific contents my learning unit would include. After unpacking the curriculum, the intended learning outcomes for each session and the desired results students should accomplish at the end of the unit were formulated, and I went back to the lectures provided during the Master’s to see which method or approach could help me to successfully achieve my objectives. In the end, I understood that the combination of two SLA approaches, PBLL and CL, and maintaining CLT as a basis, was the option that suited my objectives best. Moreover, I was inspired by the project developed for the course Design of Learning Activities for EFL. Considering the structure types for projects (Henry, 1994) mentioned in the previous section, I opted for the semi-structured project model, as it would provide the teacher the option to plan and select many aspects of the project, but also allow the students to be truly responsible. Regarding the final product, although it changed from the beginning of the unit, the essence of creatively developing a short audio-visual production was maintained. First, the filming of a trailer was considered, evolving in the end to a more attractive idea, a short film. When the final product was set, the steps towards its achievement were designed and the sessions structured. As mentioned in the previous subsection, the structure on which the sessions are organized is Gil’s (2020), as seen in the course Design of Learning Activities for EFL. This model divides the PBLL path into seven stages or phases, namely: activation (previous knowledge and language 19 are activated and the topic is introduced), discovery (learners are exposed to comprehensible input and internalize it), deepening (learners’ understanding is explored and expanded), planning (the product is planned regarding the new knowledge), creation (a final product is created), publishing (students share their final creation with an audience) and assessment (both project and learning process are assessed). I conformed to the principles of CLT when planning the activities, so they were designed to engage students in meaningful communication. With this in mind, I planned the intended interaction patterns each activity would involve. I created and provided the materials needed for the activities, as well as their ideal time adjustment and the key competences they would develop as listed in the Aragonese Curriculum. In the end, different forms of assessment and evaluation were considered, including teacher, peer and self-assessment tools. As a proposal for the evaluation of the effectiveness of the learning unit, a questionnaire has been designed in Google Forms (Appendix VII). This questionnaire would be handed to the students at the end of the unit to get to know their opinions and thoughts on the implementation. To facilitate the students’ understanding (allowing them to focus not on the language form but the answers themselves), the questionnaire has been designed in Spanish. 4. Unit Plan Proposal 4.1 Context and topic of the learning unit The learning unit included in this dissertation was initially going to be designed for a group of students aged 15-16, belonging to the 4th year of Secondary Compulsory Education. The school setting was CPRI-INPRISE Santa María del Pilar, a catholic school located in the neighborhood of El Canal which hosts students aged 3 to 18. The school offers a bilingual program in the stages of Primary and Secondary Education. As a distinguishing feature, Santa María del Pilar is one of the few schools in Zaragoza focused on students with special educational needs, particularly on students with autism spectrum. For this reason, integration and differentiated attention to all needs are understood as essential features of education. The school is committed to the integration of ICTs. In recent years, the school provided the students with iPads to be used in class hours when needed for academic purposes. In addition, this past year the Bring your Own Device initiative was 20 implemented in the last year of ESO and Bachillerato, allowing the students to bring their own digital devices to school and facilitating an effective integration of ITCs. The target group for the learning unit proposal is based on my knowledge about the school and my short experience there during the first placement. The group is composed of 25 students in 4th year of ESO. It is a heterogeneous group made of 14 girls and 11 boys of mixed abilities. Most of them have a good English level, as they belong to the bilingual section of the school. Some students have an outstanding speaking level. I decided to include a student suffering an Attention-Deficit Hyperactive Disorder (ADHD), as the implementation of CL structures such as team building activities or wellestablished targets to achieve as a group can be beneficial for this kind of students (Bruce, 2009) (Taylor & Larson, 1998). The students’ four skills are be developed during the implementation of the learning unit proposal. In addition, and through the implementation of CL structures amongst others, this learning unit emphasizes the practice of oral skills. The learning unit proposal has been designed following a PBL methodology. The topic, which seeks to engage and interest the students, is related to films, filming and storytelling. The unit’s established target is the planning, creation and recording of a 7minute short film of a determined genre. This short film is the final outcome of the learning unit. During its creation process, the students will have to follow the features of the genre of their film (which is randomly assigned in the second session), imagine its plot and create the characters appearing in the story. Although some facts are established by the teacher, this project mostly relies on the students’ creativity and own choice, allowing them to be responsible for their learning and its outcome. The topic around which the learning unit revolves is relevant to the students since cinema is a common interest for them and a huge part of the youth’s entertainment. Even if cinema weren’t everyone’s favorite hobby, the students could find the idea of themselves becoming part of the production of a short feature appealing, being easy for them to link this topic with their personal, daily life. The learning unit has been planned to cover six sessions (60 minutes long each), taking place at the end of the 3rd term. At this stage, the students would have already developed a connection with each other and a sense of being a team as a classroom and 21 could count on the knowledge acquired during the rest of the year. Creative, ludic projects are better received by the students at the end of the academic year, as the students may be tired and need motivating activities to be focused. The main aim of the sessions is to provide the students with enough support, tools and knowledge to achieve the final product, the filming of a short movie. To achieve this, each session deals with essential parts of the movie (e.g. the writing of the plot, the invention of the characters), useful linguistic forms and structures (e.g. relative clauses and sequence words) and vocabulary (e.g. parts of a film, descriptive adjectives, types of character), amongst others. The activities included in each session contribute to the improvement of oral fluency and the expression of creativity. To achieve the unit’s goal, the students have to work in cooperative groups, assuming a specific role that has to be performed for the group to accomplish the activities. 4.2. Contribution to the Key Competences The Key Competences established by the European Framework must be integrated into the students’ learning process, as it is set on the Aragonese curriculum for Secondary School Education (2016). PBL is stated as one of the methodologies which most accurately develops competences in EFL learning. This unit plan intends to contribute to the development of some of these key competences. However, as it is an EFL oriented learning unit, some key competences are more emphasized than others. The learning unit contributes directly to the development of the Communicative and Linguistic Competence, which is addressed in every session. The making of the proposed project promotes this competence’s acquisition in many ways. By implementing a PBLL approach from a CLT perspective, the students are exposed to authentic materials such as short films, blog texts, videos (as in activities 2.1 (Appendix 7.2.2), 3.1 (Appendix 7.2.3), or 5.1 (Appendix 7.2.5) amongst others), etc. Consequently, the students are exposed to authentic language in use. Working in cooperative teams, learners are expected to use the target language functionally to discuss and share their ideas and accomplish the activities’ goals. This exposure is also achieved by the research the students have to carry out in investigation activities, as Our Five 22 Minutes for peer-teaching activity (explained in Appendix 7.6.1). In addition, the students’ language skills are intended to be improved by producing original work, such as their film ‘s descriptive plot or the storyboard. The Communicative competence is composed of linguistic, pragmatic and sociolinguistic sub-competences. Linguistic sub-competence refers to the lexical, phonological and syntactic knowledge and skills, and the understanding of language as a system. During the learning unit, the students deal with grammatical structures and features (relative clauses, sequence words). The students can see the functioning of language in context and are led inductively to a rule of language use in activities 3.1, 3.2 and 3.3 (Appendix 7.2.3). Regarding sociolinguistic competence, the students must take into consideration different registers and general conventions when addressing a certain audience. An informal register is used in the film itself, depending on the choices made by the students regarding the action and context, and also in the course of class activities. However, the presentation of the project emulates an award ceremony, a context that requires a formal register. In addition, the different scenes and short movies played to the students in activities like 2.1 (Appendix 7.2.2) are intended to expose them to different English dialects, allowing them to listen and recognize colloquial expressions. The third division, pragmatic sub-competence, refers to the functional use of language itself. This is the application of knowledge outside of the learning environment. The target language is expected to be used functionally by the students to achieve the goals proposed in the learning unit, leading to them narrating a plot summary (activity 3.6 in Appendix 7.2.3), or describing both a provided character and their own film characters (activities 4.3 and 4.4 in Appendix 7.2.4). In addition, the students have to produce and receive feedback and enounce suggestions for improvement. In the process of making the short film, the students deal with both oral and written formats. Although they have to plan and write a script in the storyboarding activity (Appendix 7.3.5), it should be noted that it also involves oral production as the dialogues are to be performed by acting on the film. Fluency is also addressed in every group activity such as the Talking Chips (Appendix 7.3.2), as the students have to discuss and interact using the target language when sharing their opinions. CL activities allow students to negotiate meaning as they listen to and exchange each other’s points of view. 23 The proposed learning unit is also related to Cultural Awareness and Expression Competence. During the making of the project, students are encouraged to be creative and original on their ideas and plans. The creation of the short movie itself as the final task and target to achieve allows the students to develop their artistic view. The Digital Competence is an integral part of the Communicative Competence (Aragonese Curriculum, 2016). It is also intended to be developed by the students during their work on the proposed learning unit. It is addressed on a daily basis, as the students have to show their daily progress on a document uploaded to the platform Google Drive, which is to be shared with the teacher. Activities such as the creation of the storyboarded script can be done both on a digital platform (PIXTON) or by hand (Appendix 7.3.5). In addition, the use of digital tools as Canva is encouraged to provide visual support for Our Five Minutes research presentation. In this same activity, students are encouraged to develop their ICT skills when researching information on the Internet about an assigned topic. The handing of both the final video and the portfolio also implies the use of ICTs, as it is to be done through the online platform Google Classroom. Working on a project-focused dynamic, the Sense of Initiative and Entrepreneurship Competence is especially relevant. In the first session representing the Activation stage (Gil, 2020), students are engaged in the making of the final product by a video and are invited to take an active role in the upcoming process as directors, writers and actors. In their groups, students need to discuss, think and decide for the better options to be included in their films. They are encouraged to be original and imaginative. By working cooperatively and being told to adopt specific roles, they also assume their assigned responsibility in the team. The Social and Civic Competence is also present in the learning unit proposal, as the students are required to work cooperatively and, consequently, have to constantly use dialogue for communication. In order for the group to work efficiently, values as respect and self-awareness are necessary. CL itself assumes dialogue as the main tool for conflict resolution. Finally, Learning to Learn Competence is developed on several dynamics through which the learners are allowed to reflect on their own learning process. The students are encouraged to retrieve previous knowledge and link it to their newly introduced concepts. 24 Regarding reflection on learning, an example of this can be seen in the completion of the Compass Points activity (Appendix 7.6.1), which takes place at the beginning and the end of the learning unit. Through this visible thinking routine, students become aware of their expectations and fears prior to the beginning of the learning unit, as well as their progress after the publishing of their project. The implementation of CL enhances the presence of this competence as it makes the students acquainted with everything they can learn from their classmates. Assessment contributes to the development of Learning to Learn Competence. By means of the peer-assessment activity Feedback Carousel (appendix 7.6.5), students are required to critically reflect and review their own work and efficacy, as well as their classmates’. 4.3 Objectives and Specific contents The learning objectives establish the model for what learners have to accomplish at the end of a stage, year or learning unit in order for their results to be considered satisfactory. They are the guidelines for every learning unit design. The principal aim of this learning unit proposal is to contribute to the achievement of three levels of objectives. First, we encounter the stage objectives established in the Aragonese Curriculum (2016). Secondly, this same document provides specific objectives regarding the area of English as a Foreign Language. Thirdly, each learning unit has to include a list of its own specific objectives aligned with the selected evaluation criteria, drawn from the Curriculum. For their correct formulation, evaluation criteria and their corresponding learning standards for the 4th year of ESO have been closely reviewed. Bloom’s taxonomy (1956) was used as a reference for writing each objective, and consequently, its six levels are reflected in the objectives. This classification provides teachers with a range of educational outcomes for the cognitive domain, regarding those skills involving recognition of knowledge and intellectual skills. Given that the target learners of the proposed unit are in their last year of ESO and conform a bilingual group of an intermediate level, the level of remember established by Bloom is not given special attention. Regarding the grammar contents imparted in the unit, the new concepts are linked with the students' previous and already evaluated knowledge. This is portrayed in the objectives, as they revolve around the levels of create and apply. As this learning unit partially relies on individual, group and peer assessment, one of the objectives belongs to the evaluate level. The specific objectives are listed in Appendix II. 25 The contents have been selected regarding their utility for the achievement of the specific task, but also regarding the development of the communicative competences and their application outside of the classroom. The contents specified for this learning unit have been drawn from the four blocks into which the Aragonese Curriculum divides its specifications for 4th of ESO (2016), and include contents regarding comprehension and production strategies (e.g. joining spontaneous conversations, interpreting messages, defining key vocabulary, formulating hypotheses), socio-cultural and sociolinguistic aspects (respecting social conventions, respecting others’ points of view), communicative functions (e.g. describing people, narrating facts), syntactic structures and oral and common-use lexis (e.g. expression of relative clauses when making a description, describing and qualitative adjectives, cinema lexis, sequence words) and accentual, rhythmical and intonational patterns (producing and recognizing specific sounds located in provided lexis). A list of the specific contents has been included in Appendix III. Regarding cross-curricular contents, gender equality has been emphasized in every session of this learning unit since the teams and cooperative groups are meant to be heterogeneous in every sense. 4.4 Sequence of Activities As I previously mentioned, the structural basis considered for the design of this learning unit proposal is the model of Project-Based Language Learning on seven stages, suggested by Gil (2020). The PBL unit The Big Short Film Festival is a semi-structured project, regarding the classification provided by Henry (1994) mentioned in the section devoted to the theoretical framework. The methodology and the topic and its introduction are planned by the teacher, who also provides the students with options and tools to be used in the making of their projects. However, the students are given the chance to choose what to use and how. This project relies on the students’ choices, as specified in the features of PBL mentioned in the theoretical framework. Whilst the genre of their short film is randomly assigned, the students are the ones to distribute the different cooperative roles introduced by the teacher in the first session, and also the roles to perform in the making of the film. The plot and rhythm of the movie are also theirs to decide. 32 The materials designed for the activities are mostly original. (e.g. Compass Points template, Think Charts) are based on models provided by Gil (2020) and Kagan (1995), amongst others. The online tool Canva was selected for the design of the visual presentations presenting some of the activities and linguistic forms. The templates and visually attractive and colourful. Some of the illustrations in the templates as well as the character description models are of my own design. As the learning unit revolves around cinema and short films, many videos were selected for the activities to provide the students with visual models. The principles that guided the selection of these videos were oriented towards an appropriate language level but also were focused on finding interesting, appealing videos to engage and motivate the students. Similarly, the readings for the plot and description activities have been retrieved from online blogs and websites (e.g. www.img.com), and then adapted to the students’ needs and level. Scaffolding was designed to cover possible difficulties for the students and included not only in the teacher’s presentation slides but also in many of the activities’ templates, such as the Compass Points (Appendix 7.6.1), as starter sentences and tips. 4.5 Evaluation criteria, evaluation tools and grading criteria The evaluation for this project has been designed following the recommendations and criteria of the Aragonese Curriculum for Secondary Education in the LOMCE, as well as the PBL characteristics enounced in the theoretical framework by Stoller (2006), Larmer, Mergendoller and Boss (2015). Specific evaluation criteria and standards covering are further specified in Appendix IV. As established in the legal provisions of the Curriculum, the evaluation of this learning unit ought to be continuous, formative and integrative. A formative evaluation aims to observe and track the students’ learning process, detecting their strengths. To support a continuous assessment, monitoring is used by the teacher to identify learning issues and possible measures for improvement. The assessment must be flexible and, has to be adapted to the specifications of the class in which the learning unit is implemented. Larmer (2015) and Stoller (2006) state the importance of evaluating both process and product in a project-oriented unit. The specific evaluation criteria cover both the final product (regarding the short film and its delivery), and the process, signaling what the 33 student should be able to do at the end of the learning unit for their results to be satisfactory. Consequently, various tools have been designed. To assess the progress, students have to prove the continuity of their work. On one hand, students are required to submit an individual ePortfolio, a digital compilation of every individual and group activity. Google Classroom is the selected platform through which students must submit their ePorfolio, which represents 15% of the final mark. On the other hand, each group must have a register of their progress for the teacher to see. This is achieved by the Short Film Project template (Appendix 7.7), a Drive document shared with the teacher on which the students have a record of their advances. This allows the teacher to have a more realistic point of view on how the students are working, and to provide feedback and corrections if needed during the process. This template represents 20% of the total mark. As Our Five Minutes investigation activity involves all four skills, it has been considered itself an evaluation tool, representing 5% of the grade. To evaluate it, a brief checklist has been designed (Appendix 7.7). Attitude and behaviour are intended to be improved through cooperative structured activities included in the learning unit proposal. The assessment of the learners’ attitude, collaboration and participation in the activities represents 10% of the grade. This is accomplished by two evaluation tools: an Individual Assessment Checklist (Appendix.7.7) ( 5% of the total grade), which is an evaluation carried out by the teacher during the sessions, and a Group-Assessment Checklist (Appendix 7.7) handed individually by the students, giving them a voice and the opportunity to assess their teamwork experience. Two rubrics have been designed to evaluate the two parts of the final product: the oral presentation introducing the film and the short film itself, representing 10% and 40% of the total grade, respectively (Appendix 7.7). An ascending model was chosen to easily represent the levels of achievement from the lowest (Poor) to the highest level (Outstanding). Each criterium is based on the intended and potential learning outcomes of the learning unit, referring to vocabulary, grammar and fluency, amongst others. This rubric also evaluates how the students have integrated the information received during every session, for example, regarding the 34 features of the genre (judging if they have been included in the film or not) and the design of the characters. In addition, as the product is an original production, creativity and use of resources are also valued in the rubric. The adjustment to the instructions is also present in the criteria evaluating the timing. The breakdown of the overall grading criteria and assessment tools is the following: Tool Percentage Product Presentation Rubric 10% Short Movie Rubric 40% Process ePortfolio 15% Short Movie Project Template 20% Our Five Minutes checklist 5% Individual Assessment (Attitude) 5% (Individual-Assessment Checklist, teacher evaluation) 5% (Group-Assessment Checklist, student evaluation) 5. Conclusions To conclude this dissertation and regarding its main research and focus, it should be highlighted that its implementation in a real EFL Classroom was not possible. Consequently, every conclusion regarding the results and possible success of the learning unit proposal have been forced to be mere hypotheses. This proposal was intended to develop the students’ communicative and linguistic competence in English as a Foreign Language, but also to cover needs regarding the lack of participation, motivation and selfinvolvement detected during my first and only placement in Santa María del Pilar. One of the main objectives of the former dissertation was to prove that the PBL path, combined with CL structured activities, is a useful and powerful way to help students go through their EFL learning experience. Even though I have not been able to 35 test the effectiveness of the learning unit proposal in a real classroom, its design process has made me aware of how significant a learner-centered approach can be especially in Second Language Acquisition, and in general terms, education. Nowadays, active learner-centered methodologies are beginning to encroach on traditional approaches’ territory in the field of education. The approaches employed in this unit attempt to empower learners, making them feel in charge of their own learning process. When focused on a language learning setting, a PBL methodology can provide many interesting benefits for both teacher and students. This approach allows the integration of all language skills at the same time students see their key competences developed. The model for structure and sequencing of activities used in the presented unit proposal (Gil, 2020) helps the teacher organize and plan the development of the project, structuring the activities depending on the students’ needs in each stage and allowing them to organize their learning effectively as they follow the marked path. In addition, students are given a realistic target directly related to a real and familiar context, visual entertainment, and they can focus their efforts and expectations on the creation of a valued product. Following the guidelines provided in the theoretical framework for a successful project-oriented unit, authentic and engaging materials were designed and included. CL structures have also been included in the proposal, contributing to the creation of situations for student communication and structuring their participation. Moreover, these structures attempt to improve the learners’ cooperative skills and respect for each other’s opinions and ideas, allowing the students to learn from their equals. The proposal contributes to the development of collaborative skills and team building, as the product is a task that can only be achieved by working with others. Students are expected to take responsibilities equally, attributing their successes and downsides not to individuals but the whole team. The design of a project focused on making a short film has been presented as a powerful option to include in the EFL classroom in opposition to teacher-fronted lessons and PPP routines. By choosing cinema, learners can link what they learn with their daily life realia outside of the classroom (where real communication is meant to happen) and are encouraged to take an active role by producing their own visual entertainment. Filming is a flexible and fun tool that can be adapted to the learning objectives It can also portray different topics and, consequently, develop many cross-curricular values and 36 contents. When implemented without a special focus, as it has been done in the proposed unit, students can also benefit from the creative freedom they get, allowing them to express and manage the concepts they learn in class from their own perspective and introducing their interests. One of the main traits of a PBL approach is the reliance on the students’ autonomous choice, and so has been portrayed in the proposed learning unit, as the students are designers, creators, producers and critics of their own products. Although cinema is recurrently used in the EFL classroom for film viewings and analysis, its “making-of” process is also a very interesting tool to count on and should not be feared. Regarding future implementations and fields of investigation, it would be interesting to implement more non-controlled practice for speaking skills. In this project, performing and acting have been the way to orally represent a written planned script. However, activities including improvisation of scenes could give the students a more realistic view of their true skills. Furthermore, as I mentioned previously, this unit could be adapted to a myriad of specific topics and fields, and it would be interesting to encourage students to create their short movies covering specific questions related to cross-curricular values and topics, such as gender equality or diversity. 37 6. Works cited Azizinezhad, M. H., Hashemi, M. & Darvishi, S. (2013). Application of cooperative learning in EFL classes to enhance the students' language learning. ProcediaSocial and Behavioural Sciences (93), 138-141. Retrieved from https://www.sciencedirect.com/science/article/pii/S1877042813032692 Bender, W. N. 2012.Project-based Learning: Differentiating instruction for the 21st century. London: Corwin Beare, K. (2020) "Making a video in ESL class." ThoughtCo. Retrieved from thoughtco.com/making-a-video-in-esl-class-4038049 Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman. Brown, H. D. (3rd Ed.) (2007) Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Longman. Retrieved from Moodle. Bruce, C.A. (2009). Cooperative Learning: New Promise for Today’s Diverse Classrooms. Diverse Learning Communities Today 1(5). Carney, N. & Foss, P. (2008). Student-Produced Video: Two Approaches. English Teaching Forum 46(2), 14-19. Cohen, E. G., R. A. Lotan, & N. Holthius (1995). Talking and Working Together: Conditions for Learning in Complex Instruction. Restructuring Schools: Promising Practices and Policies, edited by M. T. Hallinan, 157–174. New York: Plenum Press. Council of Europe, 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved from: https://rm.coe.int/16802fc1bf Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284. Retrieved from Moodle. Gil, Vicky. (2020). Project-Based Language Learning for the EFL Classroom. Notes of Design of Learning Activities for EFL. Zaragoza: Universidad de Zaragoza. Retrieved from Moodle. Gil, Vicky. (2020). Cooperative Learning in EFL classroom. Notes of Design of Learning Activities for EFL. Zaragoza: Universidad de Zaragoza. Retrieved from Moodle. 38 Gromik, N. (2006). Filming and Editing in the EFL Classroom. JALTCALL JOURNAL 2(1), 27-36. Harmer, J. (2004). How to teach writing. Pearson: Harlow. Retrieved from https://www.academia.edu/33185006/How_to_teach_Writing_by_jeremy_harmer Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford, UK: Oxford University Publications. Retrieved from Moodle. Henry, J. (1994). Teaching through Projects. Open and Flexible Learning. Routledge. Holm, M. (2011). Project-Based Instruction: A Review of the literature on Effectiveness. Rivier Academic Journal, 7(2), pp. 1-13 Retrieved from https://my.pblworks.org/system/files/documents/document_review_literature_effectiven ess_pbl_holm.pdf Johnson, R., & Johnson, D. (2017). Cooperative Learning. I Congreso Innovación Educativa. Zaragoza: Educaragon. Retrieved from https://2017.congresoinnovacion.educa.aragon.es/documents/48/David_Johnson.pdf Kagan, S. (1994). Kagan Cooperative Learning. San Clemente, California: Kagan Publishing. Keddie, J. (2014) Video Cameras in the hands of learners. Oxford University Press Webinar. Retrieved from https://elt.oup.com/teachers/professionaldevelopment/webinarlibrary/video_cameras_in_the_hands_of_learners?cc=global&selLanguage=en&mode= hub Kilpatrick, W. H. (1918) The Project Method. Teachers College Record 19, 319-334. Retrieved from http://www.educationengland.org.uk/documents/kilpatrick1918/index.html King-Sears, M. (1997) Best Academic Practice for Inclusive Classrooms. Focus on Exceptional Children 29 (7). Larmer, J., & Mergendoller, J. R. (2010) “The Main Course, Not Dessert”. Retrieved from http://www.dr-hatfield.com/science_rules/articles/Main_Course_Not_Dessert.pdf Larmer, J., Mergendoller, J. & Boss, S. (2015) Gold Standard PBL: Essential Project Design Elements. Adapted from Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom. Buck Institute for Education. Retrieved from https://my.pblworks.org/system/files/documents/Gold_Standard_PBL_Essential_v2019. pdf 39 Lightbown, P. (2000). Anniversary Article: Classroom SLA Research and Second Language Teaching. Applied Linguistics, 21(4), 431-462. Retrieved from Moodle Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press. Retrieved from Moodle. Richards, J. C. (2013). “Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design”. RELC Journal 44 (1), 5-33. Rojas, V. (2007) Strategies for Success with English Language Learners. Alexandria, Virginia: ASCD Slavin, R. (1996). Research on Cooperative Learning and Achievement: What We Know, What We Need to Know. Contemporary Educational Psychology 21, 43-69 Slavin, R. & Cooper, R. (1999). Improving Intergroup Relations: Lessons Learned from Cooperative Learning. Journal of Social Issues 55 (4). 647-663. Spanish Ministry of Education. 2013. “Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa (LOMCE)” in Boletín Oficial del Estado (BOE). Stoller, F. (2002). Project Work: A Means to Promote Language and Content. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Cambridge Professional Learning, pp. 107-120). Cambridge: Cambridge University Press. DOI:10.1017/CBO9780511667190.016 Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In Beckett, G., H. & P. C. Miller (Eds.), Project-Based Second and Foreign Language education: past, present, and future, 233. Greenwich, Connecticut: Information Age Publishing. Taylor, H. & Larson, S. (1998). Using Cooperative Learning with Students who have Attention Deficit and Hyperactivity Disorder. Social Studies and the Young Learner 10 (4). 1-4. Retrieved from http://www.socialstudies.org/sites/default/files/publications/yl/1004/1004p1.html#:~:tex t=Students%20with%20ADHD%20can%20exhibit,%2C%20and%20collaborative%20p roblem%2Dsolving. Zaragoza. Orden ECD/489/2016, de 26 de mayo, por la que se aprueba el currículo de la Educación Secundaria Obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad Autónoma de Aragón. Boletín Oficial de Aragón, 2 de junio de 2016. 40 7. Appendices 7.1 Appendix I: Assignments used as evidence of the necessity of improvement 1. https://drive.google.com/drive/folders/1-_BnOurStkQZF6E1T5qCMS9qihnxIC8a Design of a Project-Based Learning Unit for a group of students in their 4th year of Secondary Compulsory Education, entitled Welcome abroad. The assignment consisted in the design of a sequence of activities and materials for a project in which the students’ objective was to film a travel TV show. 2.https://drive.google.com/file/d/1hjT50Aq5TwQCuHjT3uZWjAXNZbw8LN9I/view?u sp=drivesdk First Placement Report, containing information about the school in which the first placement took place, as well as the experiences lived in there. During this first placement specific needs were detected in classes of 4th year of Secondary School Education. 41 7.2 Appendix II: Lesson Plans 7.2.1 Lesson 1 48 49 7.2.4 Lesson 4 50 51 52 7.2.5 Lesson 5 53 54 7.2.6 Lesson 6 55 7.3 Appendix II: Specific Objectives of the Learning Unit Curriculum Objectives Specific Objectives of the Learning Unit At the end of this learning unit, the student will be able to… Obj. IN.1. Comprender la información general y específica de textos orales, sobre temas cotidianos, generales o de su interés, emitidos en situaciones de comunicación cara a cara. - Understand general and specific information from oral and visual resources in order to identify the specific features of different film genres. - Understand general and specific information in an instructional video message and a presentation about the project. Obj.IN.2. Expresarse oralmente e intercambiar mensajes de forma comprensible, adecuada y con cierta autonomía, sobre temas cotidianos generales, o de su interés, en diferentes situaciones comunicativas derivadas de tareas concretas. - Perform brief oral presentations introducing research topics and the own final product to their classmates and teacher. - Create an original short film, applying the information and knowledge received in class. Obj.IN.3. Leer y comprender textos de tipología diversa, de un nivel adecuado a sus capacidades e intereses, con el propósito de extraer la información general y específica, y valorar la lectura como fuente de información, disfrute y ocio. - Understand general and specific information in oral and written speech related to films and characters. - Make good use of ICT resources in order to research information about a specific topic. Obj.IN.4. Escribir textos sencillos sobre temas conocidos, generales o de su interés, con suficiente corrección, cohesión y coherencia, teniendo en cuenta al lector al que se dirige y la intención comunicativa. - Compose a brief plot summary of a film, identifying its relevant information and following an established structure. - Compose a complete description of a fictional or real character. 57 Obj.IN.5. Utilizar los conocimientos sobre la lengua y las normas de uso lingüístico para comprender textos orales y escritos, hablar y escribir de forma adecuada, y reflexionar sobre el funcionamiento de la lengua extranjera en situaciones de comunicación. -Understand general and specific information in oral and written speech related to films and characters. - Describe the own working process. Obj.IN.6. Desarrollar estrategias de aprendizaje autónomo y cooperativo, mediante la realización de las tareas de clase, el trabajo individual y en equipo, el uso de todos los medios a su alcance (especialmente las TIC), la autoevaluación, y co-evaluación, con el fin de progresar en el aprendizaje y adquisición de la lengua extranjera. - Work cooperatively in order to achieve specific targets. - Judge (orally and written) other classmates’ work by means of peer assessment activities. Obj.IN.7. Valorar el uso de la lengua extranjera como medio de acceso a la información, y reconocer su importancia como instrumento de comunicación y entendimiento entre personas de distintas procedencias y culturas, con el fin de desarrollar una consciencia intercultural sin prejuicios ni estereotipos. - Use dialogue, respect and cooperation as the main tools for the group to achieve an specific target. - Formulate suggestions for improvement and advice. Obj.IN.8. Desarrollar y mostrar una actitud receptiva, de interés, esfuerzo, y confianza en la propia capacidad de aprendizaje y de uso de la lengua extranjera. - Reflect on the own learning process through visual thinking routines. 64 7.6. Appendix V: Materials 7.6.1 Lesson 1 Activity 1.1,1.2 and 1.3. Presentation for Lesson 1 (slides made with www.canva.com). 65 Activity 1.4. Compass Points template. 66 Activity 1.1. Challenge Video “Hello, 4th year of Secondary School students: you have been selected! My name is Honour Beach. I’m director and organizer of the annual Big Short Film Festival. Every year, talented youngsters from all around the world send us their wonderful and creative short films. This year, your Secondary School has called our attention! To participate, you will have to plan and record a film up to seven minutes long. We would love to watch and review all of your creations, but we can only accept one video per school. You will have to give your best and compete for this honour! Sounds difficult? Well, you don’t have to do this alone! You will work in teams of five and will have to share the work for directing, acting, writing and editing. Your teacher has glady accepted to guide you through this process, helping you to get the most out from your creative sides. She will host the selection contest to decide which short film will make it to the festival… and all of you will have the chance to vote for your favourite. Very best wishes, and… good luck!” https://drive.google.com/file/d/14iphzBKynQLI0db_7oWuTKNF3mCahCce/view?usp=d rivesdk Activity 1.5 Character cards for group formation. 67 7.6.2 Lesson 2 Activity 2.1. Click and Clunk explanation (slide made with www.canva.com) Activity 2.1. Film Genres Word Clouds (made with www.wordclouds.com) 68 Activity 2.2. Explanation of Talking Chips activity (slide made with www.canva.com). Activity 2.2. Talking chips, shaped as film strips. Activity 2.2 Canva presentation with questions for Talking Chips. (slide made with www.canva.com). 69 Activity 2.2. Talking Chips cheat sheet. 70 Activity 2.3. Short Films for Jigsaw activity. Action: Hitman (https://www.youtube.com/watch?v=Yv6n_74_-ww&feature=share) Romance: I Miss You (https://www.youtube.com/watch?v=4F5oD7G40ng&feature=share) Horror: He Dies at the End (https://www.youtube.com/watch?v=EBpKC8IT3LI&feature=share) Comedy: The Elevator (https://www.youtube.com/watch?v=QTQQE1y68c&feature=share) Sci-fi:Travelooper (https://www.youtube.com/watch?v=zejiqNDw1Dw&feature=share) 71 72 Activity 2.3. Jigsaw templates for groups of experts. Activity 3.3. Jigsaw Film Genres template 73 Activity 2.5. Think Chart Lesson 2. Activity 2.4. Spinning wheel for film genre distribution (www.flippity.com 80 Activity 4.3. Writing: Imagining a character description. 81 Activity 4.4. Character Mind Map explanation (slide made with www.canva.com). 7.6.5 Lesson 5 Activity 5.1. Images vs. dialogues: Storyboards “Batman The Dark Knight : Storyboard to film comparison” (https://www.youtube.com/watch?v=VmLhsACnKtU&feature=share) 82 Activity 5.1. Storyboard template to fill by hand. Activity 5.1. www.pixton.com Website to fill storyboard digitally. 83 Activity 5.2. Feedback Carousel explanation (slide made with www.canva.com). Activity 5.2. Feedback Carousel’s Feedback Post-it. 84 Activity 5.3. Parts and a whole template (based on the template provided by Gil (2020). 85 7.6.6 Lesson 6 Activity 6.2. Two Stars and a Wish template. Activity 6.3. www.doodle.com for voting the best film. 86 7.7 Appendix VI: Assessment Tools Assessment checklist for Our Five Minutes activity. Assessment Rubric for Short Film Presentation. 87 Group Assessment Checklist. 89 96 97 Made with Google Forms.