The #project work
a) What is a project work?
b) What are the characteristics of a project work ?
c) Why the project work?
d) What are the advantages of the project work?
e) How to organize a project work?
f) How to build a project work?
g) How to present a project work?
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Salam
2 G & Project Work
1) What is project work?
2) What are the charateristics of the project work?
3) Why project work?
4) What are the advantages of the project work?
5) How to do a project work?
6) How does the teacher organize the project work?
7) How to develop th eproject work?
8) What do learners do during the development of the project work?
9) What happens in the restitution phase ?
10) Teacher's role vs Learners' role?
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Expressing Opinion and Showing positive action
Part One : Read how to :
1) show and express opinion
2) Accept or agree with an opinion
3) Reject or disagree with an opnion
3) Use of time sequencers
Part Two: Practice expressing and rejecting opinions
safety rules and conduct disasters& Had better-ought to-should-if I were you ...Mr Bounab Samir
Natural Disaster Recommendations
Part 1 : worksheet
task 1 : Complete with had to or should
task 2 : If I were you " Rewrite using if I were you "
Task 3: Find the silent letters in the transcribed words
task 4: Write into the direct speech using the intorductory verbs
task 5: safety rules and conducts in natural disaster ' earthquake'
task 6: Writing anouncement preventing people from natural disasters
Part2 : Passages about natural disasters with reading comprehension questions
*=*= Like & hate + verb +Verb +ing & Silent letters =*=*=
Task 1 : Choose the right verb form
task 2 : fill in the gaps with like - hate - love
task 3 : Turn the sentence into the negative form
task 4: Turn the sentences into the interrogative form
Task 5 / ask the questions
task 6 : Correct the mistakes
task 7 : Re-order the words to make correct sentences
Task 8 : Silent latters
Best of Luck
Mr Samir Bounab ( Teacher Trainer )
the links
lexis & tasks related to travelling & revision of simple present tense.pdfMr Bounab Samir
task 1 : Look at the picture and answer the questions
task 2 : match the abbreviations with the cardinal directions
task 3 : name the famous places to visit in Algeria
task 4 : Match the names of transport with the their pictures
task 5 : How do we travel ? Classify the means of tranpsort
task 6 : What do we need to travel . Re-order the words
task 7: Ask the questions ( auxiliaries questions)
task 8: complete the questions with thr right "wh qq" words
task 9 : Give the right form of the verbs in brackets ( use the simple present tense )
task 10 : Write into the negative form
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
Being Good Citizen
Part 1: Reading passage about being good citizen to save the world
Part2 : Reading Comprehension tasks exploiting the passage
Part3 : Using the imperative more tasks about protecting the world (afformative and negative imperative forms)
Worksheet " Reported Speech Part 2 -All tenses"
=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*=*==*=*=*=*=*=*=*=*
Task 1 : Re-write into the direct speech
task 2: Change the sentences from indirect to indirect speech
Task 3: Re-write the indirect questions into the direct ones
Task4 : Change the sentences into indirect speech (auxialary
questions)
Task 5: re-write into indirect speech (wh qq words questions)
Task 6 : Correct the mistakes
Task 7 : Report using mixed tense....
Best of Luck
Mr.Samir Bounab ( Teacher Trainer )
2 AS Types of Disaster and where they occur & Reported Speech.pdfMr Bounab Samir
Disaster & safety
Part 1:
task 1 : WOrd CLoud "listing the words related to natural disaster
task 2: Matching pictures with names of natural disaster
Task 3 :Mtaching words with the right natural disaster definitions
Task4: Word seard games " find the natural disaster names"
Task 5: Write the warning natural signs names
Task 6: Classify the types of natural disasters
Part2 :
Reported Speech
task1: Re-write into the indirect speech
task 2: Put the intorductory verb into the past then write the sentences into the indirect speech
Task 3: Make indirect sentences into the present
task 1 : Unscramble the words to make correct sentence
task2 : Put the verbs in brackets into the correct trense
task 3: What do the sentences mean
task 4: Complete the dialogues with the simple present tense or the future simple tense
task 5: Supply the punctuation and capital letters
Task 6 : Complete the sentence with your own words
Abstract:
We love our children’s holding pencils, pens and making their first drawings. They start making their first drawing lines, circles, zigzags, before they write, so they feel happy about their first drawing and how they are amazed to express themselves before event joining schools.
Young learners once at school quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are.
Writing is combination of process and product , the process refers to gathering ideas and thoughts and working on them to be readable for the reads .
However, learners who draw their first graphics before they tackle writing tasks produce better writing. It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing.
Many questions are raised to reach such goal:
Why is writing important for young learners ?
What are the initiation steps to teach spelling and writing ?
How to make very young learners write fluently ?
All these questions I will be very pleased to tackle them with you in my conference meeting and see how to help young learners teachers benefit from this presentation to help their learners once in class .
Methodology :
Workshop objective: By the end of this presentation and workshop, the audience will be able to importance of writing for your learners and how to proceed in that.
Workshop format : The workshop is a variety of tasks , where the audience will be invited to work in pair , groups in a room with round tables for interaction and theatre or classroom style while being invited to power point presentation
Diversity :
Well 1h is not enough for such important topic , but I will try to manage that by allocating not more than the required timing for each task in order to cover all the topic
I will try to proceed as follows :
Set Ground Rules
Before I start the workshop, I have to establish ground rules to make the environment in which everyone feels comfortable ( phones in silent mode, respect each others while interacting, help each others while working in round table made class……
Use Ice Breakers to Build Bridges
For example, when the speakers introduces himself he may invite , everyone to share their feeling taking part in ELT conference(s).
How to Wrap Up
By the end of the workshop, the attendees are invited to share what they have learned. I have to make them complete an evaluation paper, so I can gauge what worked best about the workshop and what improvements need to be made
Thank you
Mr Samir Bounab ( Teacher trainer)
Writing Agony Letter & If type O+1 & Diphthongs + Text “Arab Science”.pdfMr Bounab Samir
*= Technology & Innovations =*=*
Worksheet : ** Writing Agony Letter &
** If type O+1 &
** Diphthongs +
** Text Sample “The Golden Age of Arab Science"
** Passive
** conditionals
** Number of syllables in a word
** Written Expression "Writing Biography
imperative do & don't health safety recommendations.pdfMr Bounab Samir
task 1 : Look at the coronas virus pictures and match them with the right numbers
task2 : re-order the words to make correct sentences about corona virus healthy recommendations
task 3 : classify healthy and unhealthy food
task 4 : rewrite into the imperative
Texr : Obesity and health recommendations
Asking & Telling the time & Sample text School timetableMr Bounab Samir
Describing daily activities
telling the time
reordering the words to make correct sentences sayingthe time
matching the sentences with the correct clock time
writing the time in full
writing the time in letters
re-ordering the questions asking about the time
sample text abotu school timetables & sounds "th" &"the" &/ei/ & /i/
writing letter intorducing oneself and school timetable
2AS passive-voice & text oil & letter of advice & conditional & stressed sy...Mr Bounab Samir
General revision about Passive Voice
a) Rule of the passive with different tenses
b) Choose only yhe passive
c)underline the correct variant
d) find the correct form of the verbs
e) Sample text about "oil" + word formation + conditional & passive & stressed syllables + written expression : writing letter of advice
MS4 seq 2 revision superlative & past & past continuous with while and when &...Mr Bounab Samir
*=*=* MS4 seq 2 revision (part 2) worksheet *=*=*
1)Superlative
2) Past & past continuous with while and when
3) Present perfect
4) Prefixes and suffixes
5) Final "ed" sound
6) Text dream career
Best of luck
Mr.Samir Bounab ( Teacher Trainer )
general grammar revision for MS4 learners seq 2Mr Bounab Samir
MS4 worksheet: ***Sequence 2 General Revision***
1) writing the superlative form of the adjectives
2) Forming Adjectives Using the Suffixes: "ful" and "less"
3) Narrating using The past continuous and the past using "while" & when "
4) Prefixes: (dis; un; in; im; il and ir).
5) The present perfect with time markers "always - ever-never-just)
6) The Contrast Markers "like, unlike and whereas"
7) Pronunciation of "ed" endings in past simple and past participle of regular verbs
8) : Situation of integration
-->Write a letter to a friend talking about
one's personality and interests, childhood/ school memories,
dream job ,ideal teacher and friend.
Best of luck for our angels
Mr .Samir Bounab ( teacher trainer)
2 as unit 3 technology & innovation & if type 0 & suffixes.pdfMr Bounab Samir
2AS level worksheet: Technology & Innovations
Part 1:
1) word cloud: eliciting lexis related to technology and inventions
2) Conditionals: Type 0 + Type 1
3) Forming Adjectives
Part 2 : Text " Astronomy "
-> conditionals
-> Final "ed" sound
-> Written Expression ( situation of integration ) "Letter of advice"
Wish you best of luck
Mr.Samir Bounab ( teacher trainer)
The links
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
The projet Work.pdf
1. Mr Samir Bounab
Mentor ( yellowdaffodil66@gmail.com )
The project is thus a speaking or writing production that learners realize in groups of four students maximum. It must be
presented at the end of several learning grouped sequences (Pedagogic Project) . It must be motivating for all learners.
Guidance will be given to them as and learning. The choice of project is done according to the range of communicative
tasks related to their accessibility to students.
Production must come from the group , or the group members according to their level of study
Source : Document d’accompagnement Mars 2015 ( pages 16-17-18 & 20)
a creative approach
a defined duration
accessible result
the individual phases
collective phases
specific learning
periodic confrontation
a valuation of the realization
"One of the major advantages of project work is that it makes school more like real life. It's an in-depth
investigation of a real-world topic worthy of children's attention and effort."
-EDUCATION RESEARCHER SYLVIA CHARD
-Project based learning (PBL) Helps Students Develop Skills for Living in a Knowledge-Based, Highly
Technological Society
-The old-school model of passively learning facts and reciting them out of context is no longer sufficient
to prepare students to survive in today's world. Solving highly complex problems requires that students have
both fundamental skills (reading, writing, and math) and 21st century skills (teamwork, problem solving,
research gathering, time management, information synthesizing, utilizing high tech tools). With this
combination of skills, students become directors and managers of their learning process, guided and
mentored by a skilled teacher.
- Competency Based Approach without project work in meaningless
1. Increased motivation - learners become personally involved in the project.
2. All four skills, reading, writing, listening and speaking are integrated.
3. Autonomous learning is promoted as learners become more responsible for their own learning.
4. There are learning outcomes -learners have an end product.
5. Authentic tasks and therefore the language input are more authentic.
6. Interpersonal relations are developed through working as a group.
7. Content and methodology can be decided between the learners and the teacher and within the group
themselves so it is more learner centred.
8. Learners often get help from parents for project work thus involving the parent more in the child's
learning. If the project is also displayed parents can see it at open days or when they pick the child up
from the school.
9. A break from routine and the chance to do something different.
2. 10. A context is established which balances the need for fluency and accuracy. Haines (1989)
11. Students enjoy it when we show enthusiasm for doing project work and offer opportunities instead of just
prescriptive work .
12. Shy students can do great work in a group, as can students with otherwise lower grades.
13. Projects teach students, especially YLs, to work together, to be part of a group, to share, etc.
14. Projects are more memorable than simple tasks, so might this mean that they are a more effective way of
learning?
15. Projects link to the lives of learners; they are meaningful, not just prescriptive or pedagogic.
16. Projects offer an opportunity for acceleration work for students who are keen to move ahead .
17. Students often take projects more seriously than everyday tasks.
18. Project work could involve the local community, parents, etc.
The project is conceived as three distinct phases:
It concerns the tasks, objectives and learning activities. It gets around the "product" to achieve, the
means to implement strategies to adopt, to distribute tasks, schedule to meet.
It is on two levels: notional and procedural. They are marked by
balance sheet breaks that allow to take stock and regulate learning, thanks to the co-evaluation, self-
assessment and assessment by the teacher.
: It concerns the final presentation of the product to an audience that may include
the classmates, students from other classes and even guests as parents, members of the administration etc.
Please note that the process of developing a project is conducted in parallel with the training sequences
( Pedagogic Project)
1
That's when you clearly define the project. Adjust it to the specified skills. Decide on the number of
sequences and plan learning activities and assessment required by the nature of the project. Before
starting a project, you must consider a number of parameters:
The theme
The duration
Your role
The grouping of students
Evaluation
- How will it be selected?
- Is it you or the students who choose?
- Do all students will work on the same topic?
- Are the different groups working on different themes?
by : Mr Samir Bounab Fate Mentor ( yellowdaffodil66@gmail.com )
Whether the subject is chosen by you or the students must meet certain criteria such as:
- Serve the exit profile of the Middle School Learner.
. It must be presented at the end of several learning grouped sequences (Pedagogic Project)
3. - It must be interesting and meaningful for the students.
- It must maintain student interest throughout the duration of the project.
- It must be a challenge, but a challenge of reasonable difficulty.
- Information concerning the need to be accessible.
How long will the project? Duration must take into account factors such as the program, the work
plan, student motivation and theme at the end of several learning grouped sequences (Pedagogic
Project)
:
During the project period you (teacher) play several roles.
At the beginning you will be the knowledge holder.
Then you will become an advisor and facilitator that will serve to guide students.
You have to let more and more initiative for students to make them aware that the project is their
responsibility in learning the discipline.
You will also have to play from time to time, the role of co-learner.
However we must not forget to take them to integrate individual work.
Before beginning the project, you must decide how many groups to form, the number of students
per group and the grouping criteria. Students can be grouped according to their levels, their affinities or
other criteria. The grouping can also be done by the students themselves. It would be interesting to plan
for the year by a project group, eg a group of eight students for each project in a class of forty students.
t:
What should we evaluate? The process or product, group or individual? You must set all this in
advance, and students must be informed. You must design an evaluation form which you will give, if
possible, a copy for each student.
A / At this stage the teacher becomes an advisor, facilitator, resource person to guide, facilitate and
adjusts the actions to take and the deadlines. It should help students:
a) Collect ideas, write them on the board, select, classify, evaluate, combine and improve them.
b) Define the project objectives: you will help students formulate the objectives of their project. It
is possible that all students working on the same project, but must each group focuses on a different task.
c) Establish the work plan and decide what action to take: When students know what they have
to do they will:
- Identify the type, sources and methods of gathering information they need;
- Establish a list of equipment they need (eg technical support)
- A timeline
- Share responsibility
d) Fixing and other skills related to project when the project details have been planned, you will
know exactly what kind of language is needed to run it. You will focus on teaching language skills that
students will need for their project. Other skills such as interview techniques, documentation, note-taking
will also be taught.
by : Mr Samir Bounab
Fate Mentor ( yellowdaffodil66@gmail.com )
4. a- design the hardware and make a plan of the project itself. At this stage of the project the students
have control of their work. They begin to design their own material (questionnaires, interviews, surveys
etc.). You will have the role of a consultant who will advise on the use of language, a facilitator helps guide
and when necessary.
b- collect information and select the most relevant ideas, most original and most creative. This will be
in and out of the facility through interviews, questionnaires and desk research.
c- collate information collation of data will be done when all relevant information has been collected
and selected. It will organize the data, discuss and analyze them before presenting them.
d- organize the work and equipment: when the data analysis is complete, students will discuss different
ways to organize the material for the final presentation of the project.
e- jet (first version) Proofreading and f- collection.
g- Focusing own (draft final).
At this stage students should be encouraged to present their product. To make the product more
interesting, paintings, photos, slides etc. may be incorporated.
If the presentation is an exhibition, you must decide for equipment, invitations etc. You must also
prepare your students to provide clarification on their projects to the guests ( classmates) .
The presentation stage is not the final stage, other steps should be considered:
a- The feedback from students after presenting the project:
At this stage the students do a flashback to review the project under a different angle to public
feedback. It is useful to ask them to review the actions and discuss them. They thus consider
improvements if the project were to be resumed. This is actually a self-assessment of their work.
b-Your feedback
It is important that you discuss honestly what your students have produced. Show that you have
appreciated their efforts. Comment and criticize their work in order to show them how to improve their
processes and products.
Teachers need to follow their learners during the TD sessions and offer their continuous help to
make the learners feel to what extent they are well leaded and directed .
c-Material storage / archiving:
A project should not be put aside after his presentation. Different ways to exploit can be considered.
Included in a school library magazine registered, the project can be used for other uses.
To facilitate access to products of different projects, it should be stored in a location accessible to all (
School Library) .
Summary table of the teacher's roles and students in project work*
Teacher’s role Learner’s role
Commun roles for both teacher
and learner
- Provides the theme
- Sets the duration of the project
- Determine the evaluation criteria
- Includes students
- Delimits its own shares
- Give their own feedback
- Helps to store finished products
- Form groups
- Create materials
- Collect information
- Select information
- Collate the information
- Organize materials
- Present the product
- Collect ideas
- Formulate project goals
- These plan actions
- Practise the language and other
skills related to the project
- Collect feedback
- Analyze feedback
by : Mr Samir Bounab
Fate Mentor ( yellowdaffodil66@gmail.com )