Esta es tu mejor oportunidad para aprender este fantastico idioma y su cultura.
Enciende la TV! o tu tablet!
¡Es hora de comenzar a ver una serie de televisión que ayudará a mejorar su vocabulario, pronunciación y aprender nuevas expresiones!
Es probable que ya estés viendo algunos programas o series para desconectar y relajarse al final del dia o para distraerse un poco los fines de semana. ¿Por qué no hacer un pequeño cambio de hábito y empezar a ver series y programas en espanol? Personalmente, ver series en otros idiomas me ayudo bastante, y posiblemente tu experiencia tambien pueda ser positiva.
A continuación, encontrará los mejores programas de televisión para aprender español, de modo que pueda mejorar su audición y comprensión mientras se relaja desde la comodidad de su sofá. Sientate -o tumbate-, que empieza...
Destinos
Destinos, enfocada para estudiantes principiantes de este idioma, es una serie en español de 52 episodios. La historia trata de una familia que vive en Mexico. El abuelo de la familia, dueno de una gigantesca hacienda, tiene un gran secreto y su abogada, Raquel Rodríguez intentara encontrar pistas para resolverlo, para ello tendra que viajar a México, España, Argentina y Puerto Rico. Es una gran oportunidad para ver la maravillosa diversidad cultural y de acentos de nuestro idioma y su cultura.
La uso con mis estudiantes de espanol y les gusta bastante.
El ministerio del Tiempo
Es una serie actual (2018) de Espana donde los personajes tienen que viajar al pasado para salvar el presente y futuro, para que nada cambie en la historia. Los personajes suelen usar un lenguaje claro. Es una gran oportunidad para aprender historia y cultura al mismo tiempo que aprendemos espanol.
La respuesta esta en la historia
Es otra serie, de capitulos muy cortos, bucea en la Historia para mostrarnos el origen de los actuales usos y costumbres. Una pareja de jóvenes universitariosestan realizando un trabajo cuyo objetivo es enseñar a los andaluces que el origen de todo lo que les rodea, de todo lo que usan, del porqué somos como somos… está en la historia, en la fascinante historia del territorio de Andalucía. Con la ayuda de sus familiares y amigos, los dos jóvenes recorren Andalucia (en el lugar y espacio) haciéndose preguntas sobre el origen de las cosas más cotidianas, cuyas respuestas encontrarán en pequeñas píldoras documentales.
Extra
Al puro estilo de "Friends" esta serie y sus divertidos personajes nos ensenan espanol, con un lenguaje muy claro. En 13 episodios, un poco más de 20 minutos, Extra te da tiempo para conocer a los personajes y desarrolla la trama a lo largo de una temporada.
Verano Azul
Es una de las series que mas exito tuvo en Espana durante las decadas de los 80 y 90. Trata de cinco chicos y dos chicas que pasan su verano en la Costa del Sol, donde haran muchos mas amigos y viviran miles de aventuras. Por supuesto, debemos destacar el personaje de Chanquete, con su barco.
Si está tan interesado en el tema de los cursos de español online, les presento algunas plataformas con cursos que les puede ser útil, dependiendo de su nivel.
📺 FUTURELEARN
El curso Futurelearn diseñado para principiantes avanzados. Consta de 6 partes, cada una de ellas dedicada a un tema específico. Atención, cada parte tiene su tiempo de apertura y cierre.
📺 COURSERA
En "Coursera" podrás encontrar varios cursos, algunos de ellos son:
📌 Curso sobre las diferencias de estilo, todo tipo de innovaciones en el idioma, etc. Usan un lenguaje claro. Es abierto y puedes entrar gratis. Sin prisas y a tu ritmo.
📌 Curso para principiantes, que consta de cinco partes, con amplio vocabulario sobre varios temas: cultura, deporte, etc. de acceso gratuito sólo durante una semana, después hay que pagar. En este caso, si lo quieres terminar, hay que correr y aprender rápido.
📺 MIRIADAX
📌 Curso para A1-A2 del Instituto Cervantes sobre cómo se puede hablar sobre la ciudad, lo que sucede en la ciudad, además de una breve información sobre Madrid, Barcelona, La Habana y Santiago, por ejemplo. Es un curso corto, conciso; suficiente para saber algunas expresiones.
📌 Curso para profesores ELE sobre algunas dificultades a la hora de enseñar español a extranjeros y cómo explicar los mismos fenómenos en diferentes niveles. Universidad de Tenerife.
📌 Curso básico de ortografía sobre puntuación y normas explicadas con claridad. Universidad de El Salvador.
📺 EDX
📌 Curso para principiantes, muy detallado y con claridad, con una explicación de las reglas de lectura y temas del nivel A1. En el curso podrás encontrar videos cortos, audios, ejercicios de pronunciación, etc. Es gratuito, pero por un tiempo limitado.
📺 IVERSITY
📌 Curso para principiantes nivel A1. Las clases se desarrollan en base a diálogos de dos estudiantes extranjeros que participaron en un programa de intercambio. Método inductivo, primero se realiza la escucha para luego presentar la gramática. Presta atención y no pierdas detalle.
📺 TUTELLUS
📌 La App Tutellus trata algunos aspectos de la gramática, principalmente la sintaxis (preposiciones, oraciones impersonales, etc.).
Vamos a comenzar las clases de español con canciones.
Las canciones a continuación están indicadas para estudiantes principiantes o con nivel A1, ya que la pronunciación es muy marcada y se pueden entender las palabras claramente.
Recomendaciones:
1 - Escuchar la canción relajadamente, disfrutando de la melodía y de la música.
Don´t be stressed! Enjoy the music!.
2 - Cuando la hayas escuchado una vez, vuelve a escucharla y presta atención a las palabras que puedes reconocer. Anótalas en un papel.
Replay the song and try to pick up some words.
3 - Comprueba las palabras anotadas. ¿Cuántas tienes?
Check your words. How many of them are written right?
Si no pudiste escribir ninguna, no te frustres. Es normal. Las destrezas de escucha necesitan práctica y tiempo para perfeccionarlas. No te estreses y practica, disfruta de la música y de su letra. Si las escuchas a diario, en una semana (o menos) podrás cantarlas -incluso la podrás cantar en tus karaokes favoritos ;) -
Lista de canciones:
Rosana - El Talismán
Marc Anthony - Vivir Mi Vida:
Manu Chao - Me Gustas Tú:
Y para seguir con la parte de la escucha hay un gran programa llamado "Destinos". Vamos a ver el primer capítulo:
En este video podran ver como trabajamos sobre el arbol de navidad con nuestros alumnos de dual language prek de Roosevelt ES - HoustonISD.
Actividades de conexion, introduccion y presentacion, lectura y visionado de historias, una actividad de arte, escritura, smartboard con gran grupo y una pequena muestra de "small group".
Este es el primer artículo que resume los aspectos fundamentales del tema de nuestro primer encuentro en esta actividad enriquecedora que une a estudiantes, familias y escuela para lograr un objetivo común: ser multilingües y multiculturales, y donde mejor que en Durham ES de HoustonISD. Houston es una ciudad que se caracteriza por su gran diversidad, entonces ¿por qué no aprovecharlo? Únete a nuestro club!
Welcome to Hi Amigos Club!
This is the first post that deals with the main aspects and points of our first meeting of this amazing and enriching activity that gathers students, families and school to get a common goal: to be multilingual and multicultural, at the best school Durham ES of HoustonISD. Houston is a city full of diverisity... so, why don´t take advantage of that? Join our club!
3, 2, 1... Empezamos! Let´s start!
En todos los idiomas nos encontramos con fórmulas de cortesía: los saludos y las presentaciones. Éstos sirven para introducir relaciones personales y en situaciones de la vida diaria en muchos niveles como pueden ser el familiar, el laboral,… Tenga en cuenta que estas expresiones se usan tanto a nivel hablado como escrito, sin embargo podemos encontrar grandes diferencias (las veremos más adelante).
Estas expresiones son muy importantes ya que sirven para entablar relaciones sociales y con ellas podemos comenzar una conversación ante una o varias personas, ya las conozcamos con anterioridad o sean nuevas. Del mismo modo, estas fórmulas de cortesía nos serán muy útiles si necesitamos información de otra persona “Perdone, ¿me repite su nombre?” o “¡Hey! ¿Dónde me dijiste?” que suenan mejor si van acompañadas de estas mágicas palabras: “Gracias” y “Por favor”.
"El saludo es una forma de comunicarse, de introducir a una persona en el círculo de otra -al hacer las presentaciones-, bien sea de una forma momentánea y esporádica, o bien de una forma más permanente al establecer un vínculo más estrecho con ella (amistad, amor, etc.)"
A continuación, podrá ver una correspondencia de palabras, frases y expresiones de expresiones en inglés y en español.
Saludo básico
Hola
Hello / Hi
Buenos días
Good morning (del amanecer hasta las 12:00 PM)
Buenas tardes
Good afternoon /
Good evening (from 6 PM)
Buenas noches
Good evening (from 6
PM) / Good night (to sleep)
¿Cómo estás?
How are you? / How
are you doing?
Un placer conocerte.
It´s a pleasure to
meet you.
¡Hasta luego!
See you later!
¡Adiós!
Good-bye!
En este video veremos ejemplos de saludos en español:
Greetings - how to say hello in English
Watching this video you´ll learn different expressions of greetings in English.
It´s not necessary that you understand everything, please use the visual support/aid to understand the words and the situations.
Maybe it´s too basic for some of you, please share with us your experiences of greetings!
Welcome to this online part of the community of this amazing club!
We, Ms Kaplan and Mr Usero, are going to share with you many materials, resources, videos,... that will help you learn the language you want: English or Spanish. During our face-to-face sessions we will be focused on the oral skills with the help of our awesome students.
Ms Kaplan y Mr Usero compartiremos con ustedes una gran cantidad de materiales, recursos, videos,... que le ayudarán en el aprendizaje de la lengua que usted quiera: inglés o español. En las clases presenciales nos centraremos más en las destrezas orales, con la ayuda de nuestros magníficos estudiantes.
It´s going to be a good opportunity to the school community to build something important together, where everyone can add something from their experience to others with a same goal: be multilingual, be multicultural.
Esta va a ser una buena oportunidad para la comunidad escolar para construir algo importante juntos, donde cada uno puede aportar algo de su propia experiencia a otros con un mismo objetivo: ser multilingüe, ser multicultural.
Why multicultural? As an expert in bilingual education we can confirm that learn a language cannot be possible without the cultural components, that´s why we add cultural topics to our lessons too.
¿Por qué multicultural? Como experto en educación bilingue podemos decir que para aprender una lengua necesitamos de sus componentes culturales, es la razón por la que trataremos, también, temas de la cultura en nuestras clases.
I´d like to share with you all my blog maestrousero.blogspot.com where you will find lots of posts about bilingualism and other articles and researches that may be interesting for you.
Me gustaría compartir con usted mi blog maestrousero.blogspot.com donde encontrará una gran cantidad de publicaciones sobre bilingüismo y otros articulos e investigaciones que podrán ser de su interés.
We appreciate your participation and collaboration in this innovative and enriching project.
Agradecemos su participación y colaboración en este proyecto innovador y enriquecedor.
A partir de ahora publicaremos en este blog nuevos contenidos sobre AICLE, sera como un portfolio o diario del curso que estamos realizando: "Uso de recursos educativos abiertos para el aprendizaje integrado de contenidos y lenguas extranjeras AICLE", este artículo corresponde a la primera actividad, de presentación para el curso.
Este es mi tercer curso con "Aprende Intef" del gobierno de España, anteriormente ya realice los cursos de "ABP - Aprendizaje Basado en Proyectos" y "Digital Storytelling" donde aparte de aprender nuevas formas e innovadoras de la actividad docente, aprendí a usar una gran cantidad de herramientas y recursos digitales, tan importante para las destrezas y competencias de la educación en el siglo XXI.
Aparte de estos cursos he realizado muchos más con diferentes instituciones tanto presencial como a distancia y online. De hecho, actualmente estoy realizando los estudios de Máster Universitario en Enseñanza de la Lengua y la Cultura Hispánicas para Profesores de Primaria y Secundaria por la Universidad de Alcalá de Henares (Madrid), donde también tenemos una asignatura de AICLE. Anteriormente, estuve realizando cursos para mejorar las tecnicas de ensenanza en las lenguas extranjeras, especialmente ingles y espanol.
De este curso espero seguir aprendiendo nuevas técnicas que mejore mi labor docente y sobre todo técnicas que ayuden a mis estudiantes a mejorar su aprendizaje de lenguas extranjeras. Además, en estos cursos he aprendido de otros grandes profesionales y con algunos de ellos sigo manteniendo el contacto, espero lo mismo en este curso: networking.
- Word processor to add titles, bubbles and other comic characteristics.
First of all, a design of the story is strongly recommended, I mean, what story your students want to tell. You, as teacher/parent/educator, can help them with the topic of the story.
One idea is to ask for some topics they are interested in and the do a survey with all your students. In this way you encourage them to participate as well as they feel motivated. Once your students have decided what to tell, it is time to organize the story. In my case, I teach them that every story has three mainly parts, remember that it is focused on PreK students: beginning, middle and the end. And please, try to help them with examples of stories they already know (and even better, the most recent stories told in classroom) and let them identify each part.
The story decided to tell is about the recess time, since today it had rained early in the morning and some parts of the garden were wet. I tried to help them by asking them how we usually prepare to go to the outdoor learning area. Then, one by one started to tell me how: they are in a line, the students in charge of the doors go to their positions,... other students wanted to share other ideas to use in the story. After that, I looked through the window and everything was wet, my next question was what would happen if you were in the garden. Again, help them, please, with connections to their experiences... until some of them can say something to add to the story; indeed, they gave us some ideas for the story. And eventually we got this amazing story with my "champions".
If you have a tablet with an ebook reader app you can download this file https://drive.google.com/file/d/0B4elwj35ibmYNm9mLVFmX0hkMzQ/view?usp=sharing and they can read it.
Calameo is a free web that sets your documents as a traditional book. When you and your children finish your comic, you can save it as a .pdf file, then upload it on this web. There, you can have more options to choose and share it with your friends.
If you prefer to do it by using an app with music, you can use Adobe Spark Video. Open this app and add the pictures that you and your children have selected to create a comic. Besides, you can add some music.
Have you seen how easy it is? Do you think you can do one comic with your children? If so, it is going to be a good time to enjoy creating a story together.
If you want to share your beautiful and awesome story, please, leave a comment with your file.
The time has finally come for our annual EXPO, a time in which a school wide topic or theme is chosen and broken down by classroom. In the past we have done everything from life cycles, animals, countries, wildlife, etc. This year our school EXPO at Ninfa Laurenzo ECC will focus on Community Helpers.
In my classroom the students were interested in learning more in about a Comic Creator-Designer. The students with the help of their families, brought comics to discuss with their classmates and identify the parts of a comic: comic strip, bubbles, shapes, and characters.
This article comes as a summary of what our project entails, the process in which we form our project, and the final outcome
Are your students interested in learning? Are the topics adapted to their learning process? Are they active participants in their learning process? Do you take their opinions into account when planning? These questions are some of them that any teacher should ask to enhance participation and motivation.
What is PBL?
PBL stands for Project-Based Learning. PBL is an active methodology in which students carry out a research process to answer a complex question, a problem, or a change. Students have autonomy and decision-making ability in the development of projects. During taking so much time to create and complete the project, one might wonder how a project like this can be planned, designed, and developed to enable students to learn core content that align with the district guidelines. This methodology helps our students to develop the 21st century skills and create quality products and presentations along with working on skills such as collaboration, communication, and critical thinking. Through the project based learning, students learn to work cooperatively and creatively.
In project based learning, the most important thing is not the product or final result, but the process of learning and the development of the different thinking-level abilities and diversity in the classroom. In order to have a successful project and to achieve the learning goals, teachers should let the students gear their learning in the direction of their interests. A little bit of history: It emerged in the United States at the end of the 19th century at the hands of educator William Kilpatrick, a collaborator of John Dewey. The philosopher John Dewey insists that the best way to learn is "doing." Children have to become protagonists of their own learning and for that nothing better than offering them experiences that help them understand the world around them. The mission of teaching is not to fill the heads of content, but to help the student acquire a global and integral knowledge of the world.
Kilpatrick elaborated the concept and made it famous through "The Project Method". Theoretical Framework The Theoretical Framework of project-based learning is mainly composed of three pedagogical foundations: constructivism, Learning by discovery, and interdisciplinary learning.
In addition to these three, depending on the type of project to be developed, others such as Multiple Intelligences may be incorporated, for example. Constructivism, based on Piaget and Vygotsky's ideas and works, tells us that knowledge is built as a process of interaction between the information that comes from the environment and the information that the student already has, and from which new knowledge is built by itself. The idea of scaffolding arises from this interaction in knowledge formation, which is the link that allows new inputs and previous information to generate new information or knowledge. Decroly's idea is interdisciplinarity in learning. Learning concepts or units are learned together, not in isolation. Therefore, the learning units are formulated in different curriculum areas. It consists of focusing study topics on the students' interests, as their curiosity leads them to investigate and describe the parts of the whole. Learning by discovery is Brunner's contribution. This type of learning happens when the teacher presents the learners with all the necessary tools to discover what they want to learn for themselves. Research skills development is put in the foreground and has an impact on problem-solving.
Basic requirements of PBL
As teachers, what do we plan to achieve with project-based learning?
We hope that this type of learning fosters the interest and motivation of the students and therefore the desire to learn and do will be aroused. In addition, with this new methodology, teachers will innovate in their teaching skills by seeing how everything that is taught and created makes sense to students. From this learning experience, all students' skills and abilities will be improved and developed in an integral way. As a teacher if you would like to have your students think outside the box and create a meaningful project then here are some steps to consider:
Go beyond the old school
A project can not cover the same range of content, skills, procedures, and attitudes as other types of methodologies, on the contrary it allows students to work more in depth into a particular subject and explore the subject thoroughly. Therefore teachers should choose the most significant content, objectives, and skills for the project, taking into account the curriculum and what is most important from their point of view. Project-based learning arises from the need to present new alternatives, ideas or innovative experiences.
The fundamental idea of this active methodology is to keep students engaged and motivated throughout the learning process, through research. In this way we enter into a learning that stimulates their cognitive, communicative, social and emotional skills, among many others, it is a cooperative learning full of challenges with an interdisciplinary approach.
A driving question
Teachers can motivate this need to know new things and develop the project through an initial activity that arouses interest and gives rise to questions. It could be a video, a debate, a guest in class, a book … Once the situation has been raised, it is necessary to create a question to which the work is directed. It must be clear, have an open response and connect with the skills and knowledge that students must work and acquire. This element is basic and must always be present. An example. If we are working on a topic of contemporary literature: How could we share with our grandparents what we have learned about a book?
Autonomous learning
During the work, the students have to be the protagonists: to decide, to choose and to make the decisions. However, it is necessary to adapt this general approach to the reality of the classroom. So different levels of "autonomy" can be established:
Lowest level. Students can be told which subject to study and even how to design, create and present the final products.
Intermediate level. Give a series of options (limited) to prevent students from being overwhelmed by the possibilities.
High level. All decisions are for students, for example what product to do, what process to follow. They can even choose the topic and the initial question.
21st Century skills
These skills are: collaboration, communication, critical thinking and use of new technologies. They must be taught explicitly (giving guides, advice, materials) and also offer opportunities for students to put them into practice through the tasks and activities proposed in the project. That is to say, to create a virtual resource (a map for example) we can give the students a tutorial on how to create them but also our project should contain a task in which the students create a digital map that serves to present contents, support some exhibition , Perform a collaborative work ...
Explorers and discoverers
Real research takes place when students follow a process like this: they raise their own questions, seek resources and respond to those questions, they generate doubts and question, review and draw conclusions. This research brings with it real innovation: new questions, new products and new solutions emerge.
The new doubts that arise must be incorporated gradually. It is all about promoting the generation of doubts, criticism and collaboration.
Review and feedback
While working, they review each other's work by reference to the rubrics and examples.
It is necessary to teach students to evaluate the work of others by reference to rubrics. We can even use external experts and collaborators to evaluate the work. For example, if we organize an exhibition on health Why not invite medical staff from the medical centers in the area?
Show and Tell
Once you and your classroom finished the project, you should present it not only to teachers and colleagues but to a general audience. It can be done to an exhibition (with the aid of a presentation, a video) in the classroom but also to create a web page or to make an exhibition of works to which are invited parents, students of other centers ...
PBL and Bloom’s Taxonomy
Once we put a challenge we can ask so many questions about the development of our students’ skills and learning process. To overcome the proposed challenging task, the students have to find the information, process it, elaborate it and share it. In addition, the students have to apply all this information to the solving part of the problem or challenge. Therefore, all the process will be significant and has a purpose for our students, improving their motivation, attitude and participation.
If we compare this way of learning with the traditional one, we can find more ways of treating the information and our relationship with it, that is, our students can go beyond understanding and memorizing concepts. Indeed, with this active method that implies exploring and discovering, our students will work out their skills to find out information and its source, they will be able to choose, discuss, apply, make mistakes, correct them,... This can be a good opportunity to understand other ways of interacting with their learning process, a more active one.
Types of learning styles in PBL
Everything will depend on the characteristics of the class groups with which we work. PBL is effective in all levels and subjects. It is applicable in regulated education but also in other forms of education and training.
-Meaningful learning
This type of learning is characterized by the fact that the individual collects the information, selects it, organizes and establishes relationships with the knowledge that he already had previously. In other words, it is when a person relates the new information to the one he already has.
-Cooperative Learning
Cooperative learning is a type of learning that allows each student to learn but not only, but with their peers. Therefore, it is usually carried out in the classrooms of many educational centers, and groups of students usually do not exceed five members. The teacher is who forms the groups and who guides them, directing the action and distributing roles and functions.
- Collaborative Learning
Collaborative learning is similar to cooperative learning. Now, the former differs from the latter in the degree of freedom with which the groups are constituted and functioning. In this type of learning, it is the teachers or educators who propose a topic or problem and the students decide how to approach it
-Emotional learning
Emotional learning means learning to know and manage emotions more efficiently. This learning brings many benefits mentally and psychologically, as it positively influences our well-being, improves interpersonal relationships, promotes personal development and empowers us.
-Observational learning
This type of learning is also known as vicarious learning, by imitation or modeling, and is based on a social situation in which at least two individuals participate: the model (the person from whom one learns) and the subject who observes of such behavior, and learns it.
-Experiential learning
Experiential learning is learning that results from experience, as its name implies. This is a very powerful way to learn. In fact, when we speak of learning mistakes, we are referring to the learning produced by our own experience. Now, experience can have different consequences for each individual, because not everyone will perceive the facts in the same way. What brings us from simple experience to learning is self-reflection.
-Discovery Learning
This learning refers to active learning, in which the person instead learns the contents passively, discovers, relates and reorders the concepts to fit their cognitive scheme. One of the great theorists of this type of learning is Jerome Bruner.
This information has been translated into English, adapted and selected from this article about the ways of learning..
Roles in PBL
In opposition to the traditional methods of learning, the role of the learning components change:
The students don’t have a passive role, but an active one. They don’t wait for the teacher’s speech, they participate actively on high-level thinking like problem recognition, information research, comprehension and interpretation of data, making connections and associations, drawing conclusions and critical revision of their ideas and believes.
The teacher is not the source of information, but a facilitator, is a mediator in the learning process, who guides students. He/she can help students solve some situations and difficulties, control time, and observe, assess and evaluate his/her own work, students’ work and the project.
The information and knowledge is not a possession of the teacher that the students wait to be transmitted. Within PBL information is searched, must be understood as part of the learning process. This information and knowledge are elaborated by the students by their questions and conclusions.
7 Steps to Create a Project
How do we create project-based learning?
First of all we must put aside the textbook and immerse ourselves in the wonderful world of research and experimentation. The concerns and interests of our students will be the engines of their own learning, in which they will acquire knowledge and skills in a motivating way.
1. Selection of the guiding question.
Part of real situations or that reflect reality.
Lean on personal or real experience.
Use sources such as audiovisual media, newspapers, magazines, to get ideas.
It involves the educational community: teachers, families, students, …
The more involved they are in the selection of the project, the greater their motivation and participation.
2. Specify the curricular objectives.
When designing, be clear with the objectives, skills and knowledge that you want to develop.
From news or cases to design the project.
The project can be very motivating and at the same time it updates the curricular contents.
3. Contextualize the project.
Relate the project to reality
Where does the idea of the question guide come from?
Why is it important?
4. Establish the curricular areas involved.
The more areas or subjects, the more enriching the process and the more complete the end result.
Add an intercultural and multilingual dimension to your projects.
5. Final product with brainstorming
Collaboration, collaboration and collaboration: key to the success of the PBL.
Coordinate with other teachers and experts from the areas you are going to develop.
Develop a mental map that serves to debug and consensus the project, activities, criteria and evaluation tools and the definition of the final product.
6. Sequencing of the 4 phases: analysis, investigation, resolution and evaluation.
It elaborates a project timing, specifying what resources, references, activities and digital artifacts will be used in each phase of the project.
Give meaning / purpose to all activities and prepare the way to the final product.
7. Critical analysis on the quality of the project.
Self-reflection and critical collective reflection on the success of the project and on whether it conforms to the principles of the PBL:
Does it motivate and appeal to students?
Is it based on a real situation?
Is it appropriate to the cognitive and emotional level of the students?
Are your multidisciplinary goals holistic?
Does it cover the didactic objectives of the subjects involved?
Is it well structured?
Do digital activities and artifacts make sense and provide something necessary to reach the end product?
