Repositorio Institucional de Documentos

2 Table o con en s Abs ac 4 1. In oduc ion 5 2. Pu pose and Objec i es 6 3. Jus i ica ion and Theo e ical F amewo k 7 3.1. Jus i ica ion 7 3.2 Theo e ical F amewo k 10 3.3. Me hodology 18 4. Uni Plan P oposal 19 4.1 Con ex and opic o he lea ning uni 19 4.2. Con ibu ion o he Key Compe ences 21 4.3 Objec i es and Speci ic con en s 24 4.4 Sequence o Ac i i ies 25 4.5 E alua ion c i e ia, e alua ion ools and g ading c i e ia 32 5. Conclusions 34 6. Wo ks ci ed 37 7. Appendices 40 7.1Appendix I: Assignmen s used as e idence o he necessi y o imp o emen 40 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: Speci ic Objec i es o he Lea ning Uni 56 3 7.4 Appendix III: Speci ic Con en s o he Lea ning Uni 58 7.5. Appendix IV: Speci ic E alua ion C i e ia and S anda ds 61 7.6. Appendix V: Ma e ials 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: Assessmen Tools 86 7.8 Appendix VII : Pos -ques ionnai e p oposal 95 4 Abs ac Nowadays, eache - on ed lessons a e losing hei ba le agains lea ne -cen e ed me hodologies, in which he s uden s’ au onomy, sel -e icacy pe cep ion and mo i a ion a e jus as impo an as he ins uc ion, i no mo e. Howe e , hey a e no always easy o implemen , and many s uden s s ill lea n English h ough adi ionally o ien ed lessons. A e a b ie placemen pe iod expe ienced in a Seconda y Compulso y Educa ion class oom, some clea needs ega ding lack o in e ac ion, mo i a ion and coope a ion could be obse ed. These needs could be signi ican ly co ec ed and imp o ed by implemen ing wo key ac i e me hodologies: P ojec -Based Lea ning and Coope a i e Lea ning. By means o he combina ion o he a o emen ioned app oaches and ne e losing sigh o Communica i e Language Teaching, his lea ning uni p oposal seeks o inc ease he s uden s’ mo i a ion on English lea ning and imp o e hei collabo a i e and coope a i e skills, as hei communica i e and linguis ic compe ence (amongs o he key compe ences) is de eloped. The Big Sho Film Fes i al is a highly c ea i e p ojec -o ien ed uni , in which he s uden s ha e o wo k oge he o plan, c ea e and eco d a sho ilm ollowing he ea u es o an assigned ilm gen e. Dialogue and collabo a ion a e os e ed h ough dynamic, a ied and eam-based challenges and ac i i ies, making he s uden s eel engaged in he making o an o iginal, sel -p oduced p oduc and gi ing hem he oppo uni y o be he di ec o s, p oduce s, w i e s and pe o me s o hei own isual en e ainmen p oduc ion, and o expe ience wha i is like o be on he o he side o he sc een. 5 1. In oduc ion The educa ional ield o English as a Fo eign Language (EFL) is cons an ly e ol ing, adap ing i sel o he lea ne s’ needs and equi emen s. Th ough he yea s, eache s ha e acqui ed mo e ools and esou ces, owing o new echnologies and esea ch. The ole o bo h eache s and s uden s has changed as well. In he EFL class oom, eache - on ed lessons a e losing hei ba le agains lea ne -cen e ed lessons, in which he s uden s’ sel - e icacy pe cep ion and mo i a ion a e jus as, i no mo e, impo an as he ins uc ion. This disse a ion is indeed ocused on showing how new ac i e me hodologies, such as P ojec -Based Lea ning (PBL), can encou age bo h o he a o emen ioned concep s, combined wi h Coope a i e Lea ning (CL) and ne e losing sigh o he main app oach in EFL eaching nowadays, Communica i e Language Teaching (CLT). By means o a p oposal o a Lea ning Uni based on hese app oaches and me hods, his inal disse a ion seeks o imp o e and de elop he lea ne s’ communica i e compe ence in English as a o eign language. This P ojec -Based lea ning uni has been designed conside ing he me hodological speci ica ions o he A agonese cu iculum (2016), which deno es P ojec -Based Lea ning as a globalizing, solid me hodology, and consis s o six sessions de o ed o he opic o cinema, ilming and s o y elling, each one dealing wi h a pa o he c ea i e p ocess equi ed by he inal p oduc : he planning, c ea ion and ilming o a sho mo ie. The lea ning uni p oposed in his disse a ion was in ended o be pu in o p ac ice and es ed du ing he second placemen pe iod o he Mas e ’s deg ee. Howe e , due o he h ea o he COVID-19 ha has a ec ed educa ion amongs all he o he ields, in- pe son classes had o be suspended by educa ional ins i u ions. Fo his eason, his uni has been based on a hypo he ical con ex , simila o he one I would ha e expe ienced. The uni has been designed o a g oup o s uden s in he 4 h yea o Seconda y Compulso y Educa ion. The school I did my 1s placemen in was he CPRI-INPRISE San a Ma ía del Pila (“Ma ianis as”). Du ing his pe iod, I had he chance o speak o some o whom would ha e been my s uden s du ing he second placemen ega ding P ojec -Based Lea ning, and hey commen ed on he a ac i eness o c ea i e, imagina i e p ojec s, and he mo i a ion 6 hey led o. Conside ing he echnological acili ies p o ided by he school, I conside ed ha he opic o cinema, ilming and edi ing would be meaning ul and appealing o hem. The PBL me hodology is in ended o be imp o ed and suppo ed by CL, a me hod o which no all he s uden s a e used, as I obse ed du ing my i s placemen . This disse a ion is o ganized in o i e sec ions, each one o hem dealing wi h a di e en aspec o he lea ning uni . In he 2nd sec ion, he pu pose and objec i es o he disse a ion and he p ojec a e e iewed. In he 3 d sec ion, a jus i ica ion o he de elopmen o he p ojec is p o ided. Fu he mo e, he heo e ical amewo k suppo ing he me hodologies and app oaches in which he p ojec has been based is explo ed and e iewed, including he li e a u e o he Communica i e Language Teaching app oach, P ojec -Based Lea ning (PBL) and i s a ia ion de o ed o language eaching, P ojec -Based Language Lea ning (PBLL), and he bene i s o CL and he implemen a ion o cinema and ilming in he EFL class oom, as a sou ce o mo i a ion. In his sec ion, he me hodological ad ice p o ided in he Spanish Cu iculum o Seconda y Compulso y Educa ion ega ding EFL is also e iewed. Fu he mo e, his sec ion includes a e iew o he me hodology applied o design he lea ning uni . The 4 h sec ion is de o ed o he lea ning uni i sel , p o iding an o e iew o he didac ic p oposal and a c i ical analysis ega ding he p e iously men ioned heo e ical amewo k. Finally, he conclusions d awn du ing he planning and designing o he lea ning uni a e p esen ed in he 5 h sec ion, oge he wi h some possible o wa d-looking imp o emen s. 2. Pu pose and Objec i es The main pu pose o he lea ning uni en i led The Big Sho Film Fes i al is o de elop he s uden s’ Communica i e compe ence in English as a o eign language h ough a combina ion o a ious app oaches and me hodologies: P ojec -Based Language Lea ning, Communica i e Language Teaching and Coope a i e Lea ning. E e y lesson is in ended o make s uden s engage in meaning ul in e ac ion. This leads o he use o language ocussed on a eal con ex , and consequen ly he p ac ice o he ou language mac o-skills. Rega ding w i ing, s uden s a e gi en he oppo uni y o p ac ice cohesion and sequencing in di e en w i en p oduc ions. The uni is also in ended o boos he 7 lea ne s’ mo i a ion and con idence owa ds hei speaking skills by means o coope a i e, in e ac ional ac i i ies, which also lead o an imp o emen o hei luency. Fu he mo e, he p oposal included in his disse a ion is connec ed wi h he esea ch done du ing wo cou ses o his Mas e ’s o c ea e wo assignmen s and he expe ience o ca ying hem ou : he epo o he P ac icum I, as i was du ing my i s placemen when I i s wi nessed and selec ed he needs o be co e ed, and a P ojec - Based Language Lea ning uni o he cou se Design o Lea ning Ac i i ies o EFL (appendix I). The opic o he uni add esses and p omo es bo h mo i a ion and c ea i i y, as he p ojec is cen e ed on he s uden s’ in e es s. Besides, e en hough some guidelines and use ul in o ma ion a e gi en o hem o be conside ed du ing he making p ocess, he inal p oduc is o be pe sonalized by hem ega ding hei own p e e ences. Likewise, his uni also con ibu es o he de elopmen o some o he key compe ences es ablished by he Eu opean F amewo k o li elong lea ning (2001). O all he key compe ences speci ied in his amewo k, his lea ning uni is ocussed especially on he de elopmen o he Communica i e and Linguis ic compe ence, bu compe ences such as Lea ning o Lea n, Digi al and Ini ia i e and En ep eneu ship a e de eloped, oo. In closing, his p oposal also in ends o encou age success skills such as c ea i i y, decision- aking and ini ia i e, as well as au onomous wo k and he ein o cemen o he collabo a i e wo kg oup skills, since a coope a i e me hodology leads hei s eps h ough he making o he p ojec un il i s inal publishing. 3. Jus i ica ion and Theo e ical F amewo k 3.1. Jus i ica ion Du ing my b ie 1s placemen I was allowed o wi ness some EFL lessons and ga he some possible needs o co e in my ye - o-plan inal disse a ion. The needs ha s ood ou he mos we e he lack o in e ac ion and coope a ion, he lack o awa eness o p ojec - based lea ning ( he s uden s we e mis aken in hei unde s anding o wha p ojec s we e and hei possibili ies), and he li le mo i a ion p ojec s oused amongs he lea ne s. The A agonese Cu iculum (2016) gi es suppo o he use o ac i e me hodologies such as PBL and CL, encou aging s uden in ol emen and pa icipa ion 8 and consequen ly leading o signi ica i e, meaning ul lea ning. Fu he mo e, ega ding he A agonese Cu iculum, he con en s, objec i es, and e alua ion c i e ia included in his lea ning uni ha e been selec ed ollowing i s equi emen s and egula ions. Some o he gene al me hodological p inciples desc ibed in sec ion 12 o he A agonese Cu iculum i sel ha e been aken in o conside a ion when planning his lea ning uni . In he i s place, he implemen a ion o a PBL app oach was led by he pe inency o his didac ic amewo k o p omo e lea ning h ough disco e y, engaging he s uden s in o hinking and esea ch p ocesses as men ioned in subsec ion g). This app oach is di ec ly add essed in he ollowing subsec ion h). PBL equi es he planning, designing and publishing o a sel -p oduced p oduc , and his allows he s uden s o imp o e hei in es iga ion and esolu ion p ocesses and skills. The p oposed lea ning uni also encou ages he s uden s o explo e he applica ions o he ICTs when lea ning, encou aging hei c ea i i y as speci ied in subsec ion k). Re e ing o c ea i i y, he choice o cinema and ilming as he main opic o p omo e he s uden s’ imagina ion and o iginali y is jus i ied in subsec ion ) h ough he use o challenging, in e es ing ac i i ies. Conside ing he same subsec ions’ speci ica ions, e lec ion on lea ning is ecu en ly add essed h oughou he uni , encou aging he lea ne s’ pe sonal, c i ical analysis on o hei own lea ning p ocesses. Conside ing he choice o CL schemes, as es ablished in subsec ion n), i is a need o combine di e en in e ac ion pa e ns and g oupings, elying on collabo a i e lea ning in o de o encou age he e ogenei y and o assu e he s uden s’ quali y assis ance. The Cu iculum also iden i ies di e si y as a keys one o all me hodological decisions in subsec ion a). I is undamen al o gi e impo ance o di e si y, combining di e en echniques and esou ces o acili a e e e y lea ne he achie emen o he es ablished a ge s. This s a emen jus i ies ye again he implemen a ion o CL as i is bene icial o all kinds o s uden s, being an ad an age o hose wi h lea ning disabili ies (B uce, 2009). Some o he ac i i ies included in he lea ning uni p o ide he s uden s 9 wi h di e en op ions o p esen ing he ou pu , ega ding hei indi idual skills and weaknesses. Coope a ion and collabo a i e wo k a e some imes o e looked in he EFL class oom. Indi idual wo k is easie o manage, ega ding aspec s such as esponsibili y, which in eamwo k is no always sha ed equally. Besides, speaking om he expe ience d awn du ing my i s placemen and my own yea s as a s uden , EFL ex books do no always boos coope a i e g oup wo k, as mos o he exe cises in hem a e planned o be ca ied ou indi idually. Via CL, he s uden s’ au onomy owa ds wo k is de eloped, as hey mus make decisions aking e e y eamma e’s opinion in o accoun o ca y ou hei p ojec s and gua an ee hei success. In o de o change his, he p oposed lea ning uni p ojec uses many o he coope a i e ac i i y s uc u es p oposed by Spence Kagan (1994) amongs o he s, gi ing he lea ne s he oppo uni y o collabo a e o plan a c ea e a p oduc and guiding hei in e ac ion o make i meaning ul. In addi ion, i is no based on a ex book uni bu p o ides au hen ic, pe sonalized ma e ials as ecommended in a de ining cha ac e is ic o CLT (Richa ds, 2006). The speaking skill is specially add essed by he ac i i ies included in his p oposal. The implemen a ion o CL leads o an inc emen o s uden in e ac ion, a key p inciple o CLT, and in e ac ion is a sou ce o mo i a ion (Dö nyei 1994). In addi ion o he ac ha ilming a sho mo ie is al eady a way o p o ide he s uden s wi h many speaking oppo uni ies, he uni includes challenging pee - eaching ac i i ies, equi ing hem o esea ch and each hei classma es impo an concep s ega ding he making o he p oduc and imp o ing hei esea ch skills. This is ano he sou ce o in insic mo i a ion since hese kinds o ac i i ies p omo e he lea ne s’ cu iosi y (Dö nyei, 1994). The p ojec The Big Sho Film Fes i al is designed o add ess he a o emen ioned issues and needs, iden i ied du ing he 1s placemen o he Mas e ’s deg ee. I add esses a mo i a ing, appealing opic o s uden s and can connec wi h hei own in e es s. As s a ed by one o he p inciples o CLT, he app oach cu en ly p omo ed by he LOMCE (2013), language acquisi ion is acili a ed when in oducing a eal-wo ld con ex (Richa ds 2006), in his case, cinema and ilms. Assuming he ole o di ec o s, ac o s, 16 - Quali y g oup p ocessing, which enables wo king g oups o e lec on hei lea ning p ocess and hei own pe o mance as a eam. - Collabo a i e and social skills, o show s uden s how o wo k coope a i ely and unc ion e ec i ely. In he p oposed Lea ning Uni , he a o emen ioned ac o s a e os e ed h ough coope a i e s uc u es such as he Jigsaw ac i i y, in which all s uden s depend on each o he . Rega ding he equal le els o pa icipa ion, o he s uc u es a e implemen ed such as he Talking Chips, an ac i i y ha allows he eache o es ablish ules o u n- aking in e en ions. Kagan (1994) decla es ha CL is a na u al ma ch wi h language lea ning, as i is e ec i e o de eloping language skills o EFL s uden s. To do so, i is ecommended o di ide s uden s in o small g oups, as hey se a high amoun o comp ehensible inpu (Kagan, 1994). As in e ac ion is an essen ial elemen in CL, he eache can os e i h ough hese small g oups since e e y s uden ge s o exp ess and sha e hei hough s (Cohen, Lo an & Hol hius, 1995), ha ing hei own chance o be in he spo ligh , some hing which is no possible o e e y s uden when main aining ull-class in e ac ion. Rega ding i s o ma ion, i depends on he eache and hei knowledge abou hei s uden s, since i can be selec i e, combining high and low achie e s, o andomly o med. The decision o choosing one way o ano he can depend on he du a ion o he g oups, as selec i ely o med g oups a e ecommended o long-las ing p ojec s, and andomly o med o sho p ojec s (Kagan, 1994). Fo his lea ning uni , s uden s ha e been hough o be di ided in o he e ogeneous g oups o i e andomly o med by he eache , as andomly buil g oups c ea e exci emen amongs he s uden s and p omo e classbuilding (Kagan, 1994). When wo king in coope a i e g oups, s uden s a e o en old o assume a ole de ining a unique ask in hei eam (Sla in & Coope , 1999). By aking hese oles, s uden s can also alue hei g oupma es’ con ibu ions, leading o he a o emen ioned ac o o posi i e in e dependence. In addi ion, his ea u e o CL can ha e a posi i e e ec on he indi idual lea ne ’s sel -image and sel -e icacy pe cep ion, and hei app oach o English, leading o g ea e pa icipa ion and e ec i e lea ning (Cohen, Lo an & Hol hius, 1995). The s uden s a e gi en oles (e.g. eco de , coach, acili a o , p esen e ) in coope a i e g oups du ing he lea ning uni p oposal. These oles allow 17 s uden s o balance he le el o esponsibili ies each membe has o assume, a oiding abusi eness. Ano he in e es ing echnique di ec ly ela ed o CL is pee - eaching, some hing I decided o include in my lea ning uni . Pee - eaching is also conside ed a CL s uc u e, which leads o meaning ul lea ning h ough small in es iga ion and p esen a ion (Sha an & Sha an (1992), in Sla in & Coope (1999)). In he s a ing poin o he uni , e e y g oup is in ended o choose a ela ed sub opic om a lis p o ided by he eache o p epa e a g oup p esen a ion o show hei indings o he es o hei classma es, who can also bene i o hei in o ma ion and apply i o he making o he inal p oduc . Rega ding he opic in which he lea ning uni e ol es a ound, Keddie (2014) s a es ha ilming p esen a ions and o he pe o mances, like in his case a sho mo ie, is a g ea oppo uni y o mo i a e he s uden s and easily documen hei wo k and p og ess. I is conside ed a demanding, dynamic heme, which boos s mo i a ion, and encou ages in e ac ion and c ea i i y (Essbe ge , 2001). Al hough i is no a ecen idea, many eache s s ill neglec he idea o in oducing s uden ideo ilming as a ool o lea ning due o ime conside a ions (Ca ney and Foss, 2008). Howe e , he ad ances in echnology and he s uden ’s easy access o eco ding de ices such as mobile phones, i is possible o disco e he many bene i s o ideo p ojec s. The s uden s’ con ol o echnology allows he s uden s o ilm whene e hey eel eady, as he eache p o ides hem wi h ools, concep s and ips un il ha e y momen allowing c ea i i y o low be e (Keddie, 2014). Consequen ly, he lea ning space exceeds i s adi ionally es ablished limi s, as he ac o ilming can be ca ied ou bo h in and ou side o he class oom. Ca ney and Foss (2008) desc ibe he use o ilming and ideo p oduc ion as an exci ing, in e es ing op ion o implemen in he EFL class oom. When adap ed o a PBLL s uc u e, his opic allows he s uden s o de elop all ou communica i e mac o kills, as well as addi ional skills such as di ec ing, ac ing and edi ing. Besides, he ac o ac ing and collabo a ing o eco d a sho ilm can lead o an imp o emen in he s uden s’ luency (Ca ney and Foss, 2008). Being a pa o he s uden s’ li es, i is a sou ce o mo i a ion a he same ime i p o ides he need o using au hen ic language in a c ea i e con ex (Donaghy, 2014). 18 3.3. Me hodology This uni p oposal aims o imp o e he communica i e compe ence in English lea ne s in he 4 h yea o Seconda y Compulso y Educa ion. Due o he excep ional si ua ion, he implemen a ion o he lea ning uni couldn’ ake place. The e o e, i has been “ideally” planned. I s a ed by eading he li e a u e p o ided in he Mas e ’s conce ning he heo y on which I would base my lea ning uni . I s a ed c ea ing he i s d a s o he lea ning uni , ha ing in mind ha in e ac ion, au hen ic ma e ials and he in eg a ion o mac o- skills had o be add essed h oughou he uni . I decided o ollow Richa ds’ concep ion o “backwa ds planning” (Richa ds, 20013). To do so, he A agonese Cu iculum o English as a Fo eign Language in he 4 h yea o Seconda y Compulso y Educa ion was ho oughly e iewed, as I compiled he speci ic con en s my lea ning uni would include. A e unpacking he cu iculum, he in ended lea ning ou comes o each session and he desi ed esul s s uden s should accomplish a he end o he uni we e o mula ed, and I wen back o he lec u es p o ided du ing he Mas e ’s o see which me hod o app oach could help me o success ully achie e my objec i es. In he end, I unde s ood ha he combina ion o wo SLA app oaches, PBLL and CL, and main aining CLT as a basis, was he op ion ha sui ed my objec i es bes . Mo eo e , I was inspi ed by he p ojec de eloped o he cou se Design o Lea ning Ac i i ies o EFL. Conside ing he s uc u e ypes o p ojec s (Hen y, 1994) men ioned in he p e ious sec ion, I op ed o he semi-s uc u ed p ojec model, as i would p o ide he eache he op ion o plan and selec many aspec s o he p ojec , bu also allow he s uden s o be uly esponsible. Rega ding he inal p oduc , al hough i changed om he beginning o he uni , he essence o c ea i ely de eloping a sho audio- isual p oduc ion was main ained. Fi s , he ilming o a aile was conside ed, e ol ing in he end o a mo e a ac i e idea, a sho ilm. When he inal p oduc was se , he s eps owa ds i s achie emen we e designed and he sessions s uc u ed. As men ioned in he p e ious subsec ion, he s uc u e on which he sessions a e o ganized is Gil’s (2020), as seen in he cou se Design o Lea ning Ac i i ies o EFL. This model di ides he PBLL pa h in o se en s ages o phases, namely: ac i a ion (p e ious knowledge and language 19 a e ac i a ed and he opic is in oduced), disco e y (lea ne s a e exposed o comp ehensible inpu and in e nalize i ), deepening (lea ne s’ unde s anding is explo ed and expanded), planning ( he p oduc is planned ega ding he new knowledge), c ea ion (a inal p oduc is c ea ed), publishing (s uden s sha e hei inal c ea ion wi h an audience) and assessmen (bo h p ojec and lea ning p ocess a e assessed). I con o med o he p inciples o CLT when planning he ac i i ies, so hey we e designed o engage s uden s in meaning ul communica ion. Wi h his in mind, I planned he in ended in e ac ion pa e ns each ac i i y would in ol e. I c ea ed and p o ided he ma e ials needed o he ac i i ies, as well as hei ideal ime adjus men and he key compe ences hey would de elop as lis ed in he A agonese Cu iculum. In he end, di e en o ms o assessmen and e alua ion we e conside ed, including eache , pee and sel -assessmen ools. As a p oposal o he e alua ion o he e ec i eness o he lea ning uni , a ques ionnai e has been designed in Google Fo ms (Appendix VII). This ques ionnai e would be handed o he s uden s a he end o he uni o ge o know hei opinions and hough s on he implemen a ion. To acili a e he s uden s’ unde s anding (allowing hem o ocus no on he language o m bu he answe s hemsel es), he ques ionnai e has been designed in Spanish. 4. Uni Plan P oposal 4.1 Con ex and opic o he lea ning uni The lea ning uni included in his disse a ion was ini ially going o be designed o a g oup o s uden s aged 15-16, belonging o he 4 h yea o Seconda y Compulso y Educa ion. The school se ing was CPRI-INPRISE San a Ma ía del Pila , a ca holic school loca ed in he neighbo hood o El Canal which hos s s uden s aged 3 o 18. The school o e s a bilingual p og am in he s ages o P ima y and Seconda y Educa ion. As a dis inguishing ea u e, San a Ma ía del Pila is one o he ew schools in Za agoza ocused on s uden s wi h special educa ional needs, pa icula ly on s uden s wi h au ism spec um. Fo his eason, in eg a ion and di e en ia ed a en ion o all needs a e unde s ood as essen ial ea u es o educa ion. The school is commi ed o he in eg a ion o ICTs. In ecen yea s, he school p o ided he s uden s wi h iPads o be used in class hou s when needed o academic pu poses. In addi ion, his pas yea he B ing you Own De ice ini ia i e was 20 implemen ed in he las yea o ESO and Bachille a o, allowing he s uden s o b ing hei own digi al de ices o school and acili a ing an e ec i e in eg a ion o ITCs. The a ge g oup o he lea ning uni p oposal is based on my knowledge abou he school and my sho expe ience he e du ing he i s placemen . The g oup is composed o 25 s uden s in 4 h yea o ESO. I is a he e ogeneous g oup made o 14 gi ls and 11 boys o mixed abili ies. Mos o hem ha e a good English le el, as hey belong o he bilingual sec ion o he school. Some s uden s ha e an ou s anding speaking le el. I decided o include a s uden su e ing an A en ion-De ici Hype ac i e Diso de (ADHD), as he implemen a ion o CL s uc u es such as eam building ac i i ies o well- es ablished a ge s o achie e as a g oup can be bene icial o his kind o s uden s (B uce, 2009) (Taylo & La son, 1998). The s uden s’ ou skills a e be de eloped du ing he implemen a ion o he lea ning uni p oposal. In addi ion, and h ough he implemen a ion o CL s uc u es amongs o he s, his lea ning uni emphasizes he p ac ice o o al skills. The lea ning uni p oposal has been designed ollowing a PBL me hodology. The opic, which seeks o engage and in e es he s uden s, is ela ed o ilms, ilming and s o y elling. The uni ’s es ablished a ge is he planning, c ea ion and eco ding o a 7- minu e sho ilm o a de e mined gen e. This sho ilm is he inal ou come o he lea ning uni . Du ing i s c ea ion p ocess, he s uden s will ha e o ollow he ea u es o he gen e o hei ilm (which is andomly assigned in he second session), imagine i s plo and c ea e he cha ac e s appea ing in he s o y. Al hough some ac s a e es ablished by he eache , his p ojec mos ly elies on he s uden s’ c ea i i y and own choice, allowing hem o be esponsible o hei lea ning and i s ou come. The opic a ound which he lea ning uni e ol es is ele an o he s uden s since cinema is a common in e es o hem and a huge pa o he you h’s en e ainmen . E en i cinema we en’ e e yone’s a o i e hobby, he s uden s could ind he idea o hemsel es becoming pa o he p oduc ion o a sho ea u e appealing, being easy o hem o link his opic wi h hei pe sonal, daily li e. The lea ning uni has been planned o co e six sessions (60 minu es long each), aking place a he end o he 3 d e m. A his s age, he s uden s would ha e al eady de eloped a connec ion wi h each o he and a sense o being a eam as a class oom and 21 could coun on he knowledge acqui ed du ing he es o he yea . C ea i e, ludic p ojec s a e be e ecei ed by he s uden s a he end o he academic yea , as he s uden s may be i ed and need mo i a ing ac i i ies o be ocused. The main aim o he sessions is o p o ide he s uden s wi h enough suppo , ools and knowledge o achie e he inal p oduc , he ilming o a sho mo ie. To achie e his, each session deals wi h essen ial pa s o he mo ie (e.g. he w i ing o he plo , he in en ion o he cha ac e s), use ul linguis ic o ms and s uc u es (e.g. ela i e clauses and sequence wo ds) and ocabula y (e.g. pa s o a ilm, desc ip i e adjec i es, ypes o cha ac e ), amongs o he s. The ac i i ies included in each session con ibu e o he imp o emen o o al luency and he exp ession o c ea i i y. To achie e he uni ’s goal, he s uden s ha e o wo k in coope a i e g oups, assuming a speci ic ole ha has o be pe o med o he g oup o accomplish he ac i i ies. 4.2. Con ibu ion o he Key Compe ences The Key Compe ences es ablished by he Eu opean F amewo k mus be in eg a ed in o he s uden s’ lea ning p ocess, as i is se on he A agonese cu iculum o Seconda y School Educa ion (2016). PBL is s a ed as one o he me hodologies which mos accu a ely de elops compe ences in EFL lea ning. This uni plan in ends o con ibu e o he de elopmen o some o hese key compe ences. Howe e , as i is an EFL o ien ed lea ning uni , some key compe ences a e mo e emphasized han o he s. The lea ning uni con ibu es di ec ly o he de elopmen o he Communica i e and Linguis ic Compe ence, which is add essed in e e y session. The making o he p oposed p ojec p omo es his compe ence’s acquisi ion in many ways. By implemen ing a PBLL app oach om a CLT pe spec i e, he s uden s a e exposed o au hen ic ma e ials such as sho ilms, blog ex s, ideos (as in ac i i ies 2.1 (Appendix 7.2.2), 3.1 (Appendix 7.2.3), o 5.1 (Appendix 7.2.5) amongs o he s), e c. Consequen ly, he s uden s a e exposed o au hen ic language in use. Wo king in coope a i e eams, lea ne s a e expec ed o use he a ge language unc ionally o discuss and sha e hei ideas and accomplish he ac i i ies’ goals. This exposu e is also achie ed by he esea ch he s uden s ha e o ca y ou in in es iga ion ac i i ies, as Ou Fi e 22 Minu es o pee - eaching ac i i y (explained in Appendix 7.6.1). In addi ion, he s uden s’ language skills a e in ended o be imp o ed by p oducing o iginal wo k, such as hei ilm ‘s desc ip i e plo o he s o yboa d. The Communica i e compe ence is composed o linguis ic, p agma ic and sociolinguis ic sub-compe ences. Linguis ic sub-compe ence e e s o he lexical, phonological and syn ac ic knowledge and skills, and he unde s anding o language as a sys em. Du ing he lea ning uni , he s uden s deal wi h g amma ical s uc u es and ea u es ( ela i e clauses, sequence wo ds). The s uden s can see he unc ioning o language in con ex and a e led induc i ely o a ule o language use in ac i i ies 3.1, 3.2 and 3.3 (Appendix 7.2.3). Rega ding sociolinguis ic compe ence, he s uden s mus ake in o conside a ion di e en egis e s and gene al con en ions when add essing a ce ain audience. An in o mal egis e is used in he ilm i sel , depending on he choices made by he s uden s ega ding he ac ion and con ex , and also in he cou se o class ac i i ies. Howe e , he p esen a ion o he p ojec emula es an awa d ce emony, a con ex ha equi es a o mal egis e . In addi ion, he di e en scenes and sho mo ies played o he s uden s in ac i i ies like 2.1 (Appendix 7.2.2) a e in ended o expose hem o di e en English dialec s, allowing hem o lis en and ecognize colloquial exp essions. The hi d di ision, p agma ic sub-compe ence, e e s o he unc ional use o language i sel . This is he applica ion o knowledge ou side o he lea ning en i onmen . The a ge language is expec ed o be used unc ionally by he s uden s o achie e he goals p oposed in he lea ning uni , leading o hem na a ing a plo summa y (ac i i y 3.6 in Appendix 7.2.3), o desc ibing bo h a p o ided cha ac e and hei own ilm cha ac e s (ac i i ies 4.3 and 4.4 in Appendix 7.2.4). In addi ion, he s uden s ha e o p oduce and ecei e eedback and enounce sugges ions o imp o emen . In he p ocess o making he sho ilm, he s uden s deal wi h bo h o al and w i en o ma s. Al hough hey ha e o plan and w i e a sc ip in he s o yboa ding ac i i y (Appendix 7.3.5), i should be no ed ha i also in ol es o al p oduc ion as he dialogues a e o be pe o med by ac ing on he ilm. Fluency is also add essed in e e y g oup ac i i y such as he Talking Chips (Appendix 7.3.2), as he s uden s ha e o discuss and in e ac using he a ge language when sha ing hei opinions. CL ac i i ies allow s uden s o nego ia e meaning as hey lis en o and exchange each o he ’s poin s o iew. 23 The p oposed lea ning uni is also ela ed o Cul u al Awa eness and Exp ession Compe ence. Du ing he making o he p ojec , s uden s a e encou aged o be c ea i e and o iginal on hei ideas and plans. The c ea ion o he sho mo ie i sel as he inal ask and a ge o achie e allows he s uden s o de elop hei a is ic iew. The Digi al Compe ence is an in eg al pa o he Communica i e Compe ence (A agonese Cu iculum, 2016). I is also in ended o be de eloped by he s uden s du ing hei wo k on he p oposed lea ning uni . I is add essed on a daily basis, as he s uden s ha e o show hei daily p og ess on a documen uploaded o he pla o m Google D i e, which is o be sha ed wi h he eache . Ac i i ies such as he c ea ion o he s o yboa ded sc ip can be done bo h on a digi al pla o m (PIXTON) o by hand (Appendix 7.3.5). In addi ion, he use o digi al ools as Can a is encou aged o p o ide isual suppo o Ou Fi e Minu es esea ch p esen a ion. In his same ac i i y, s uden s a e encou aged o de elop hei ICT skills when esea ching in o ma ion on he In e ne abou an assigned opic. The handing o bo h he inal ideo and he po olio also implies he use o ICTs, as i is o be done h ough he online pla o m Google Class oom. Wo king on a p ojec - ocused dynamic, he Sense o Ini ia i e and En ep eneu ship Compe ence is especially ele an . In he i s session ep esen ing he Ac i a ion s age (Gil, 2020), s uden s a e engaged in he making o he inal p oduc by a ideo and a e in i ed o ake an ac i e ole in he upcoming p ocess as di ec o s, w i e s and ac o s. In hei g oups, s uden s need o discuss, hink and decide o he be e op ions o be included in hei ilms. They a e encou aged o be o iginal and imagina i e. By wo king coope a i ely and being old o adop speci ic oles, hey also assume hei assigned esponsibili y in he eam. The Social and Ci ic Compe ence is also p esen in he lea ning uni p oposal, as he s uden s a e equi ed o wo k coope a i ely and, consequen ly, ha e o cons an ly use dialogue o communica ion. In o de o he g oup o wo k e icien ly, alues as espec and sel -awa eness a e necessa y. CL i sel assumes dialogue as he main ool o con lic esolu ion. Finally, Lea ning o Lea n Compe ence is de eloped on se e al dynamics h ough which he lea ne s a e allowed o e lec on hei own lea ning p ocess. The s uden s a e encou aged o e ie e p e ious knowledge and link i o hei newly in oduced concep s. 24 Rega ding e lec ion on lea ning, an example o his can be seen in he comple ion o he Compass Poin s ac i i y (Appendix 7.6.1), which akes place a he beginning and he end o he lea ning uni . Th ough his isible hinking ou ine, s uden s become awa e o hei expec a ions and ea s p io o he beginning o he lea ning uni , as well as hei p og ess a e he publishing o hei p ojec . The implemen a ion o CL enhances he p esence o his compe ence as i makes he s uden s acquain ed wi h e e y hing hey can lea n om hei classma es. Assessmen con ibu es o he de elopmen o Lea ning o Lea n Compe ence. By means o he pee -assessmen ac i i y Feedback Ca ousel (appendix 7.6.5), s uden s a e equi ed o c i ically e lec and e iew hei own wo k and e icacy, as well as hei classma es’. 4.3 Objec i es and Speci ic con en s The lea ning objec i es es ablish he model o wha lea ne s ha e o accomplish a he end o a s age, yea o lea ning uni in o de o hei esul s o be conside ed sa is ac o y. They a e he guidelines o e e y lea ning uni design. The p incipal aim o his lea ning uni p oposal is o con ibu e o he achie emen o h ee le els o objec i es. Fi s , we encoun e he s age objec i es es ablished in he A agonese Cu iculum (2016). Secondly, his same documen p o ides speci ic objec i es ega ding he a ea o English as a Fo eign Language. Thi dly, each lea ning uni has o include a lis o i s own speci ic objec i es aligned wi h he selec ed e alua ion c i e ia, d awn om he Cu iculum. Fo hei co ec o mula ion, e alua ion c i e ia and hei co esponding lea ning s anda ds o he 4 h yea o ESO ha e been closely e iewed. Bloom’s axonomy (1956) was used as a e e ence o w i ing each objec i e, and consequen ly, i s six le els a e e lec ed in he objec i es. This classi ica ion p o ides eache s wi h a ange o educa ional ou comes o he cogni i e domain, ega ding hose skills in ol ing ecogni ion o knowledge and in ellec ual skills. Gi en ha he a ge lea ne s o he p oposed uni a e in hei las yea o ESO and con o m a bilingual g oup o an in e media e le el, he le el o emembe es ablished by Bloom is no gi en special a en ion. Rega ding he g amma con en s impa ed in he uni , he new concep s a e linked wi h he s uden s' p e ious and al eady e alua ed knowledge. This is po ayed in he objec i es, as hey e ol e a ound he le els o c ea e and apply. As his lea ning uni pa ially elies on indi idual, g oup and pee assessmen , one o he objec i es belongs o he e alua e le el. The speci ic objec i es a e lis ed in Appendix II. 25 The con en s ha e been selec ed ega ding hei u ili y o he achie emen o he speci ic ask, bu also ega ding he de elopmen o he communica i e compe ences and hei applica ion ou side o he class oom. The con en s speci ied o his lea ning uni ha e been d awn om he ou blocks in o which he A agonese Cu iculum di ides i s speci ica ions o 4 h o ESO (2016), and include con en s ega ding comp ehension and p oduc ion s a egies (e.g. joining spon aneous con e sa ions, in e p e ing messages, de ining key ocabula y, o mula ing hypo heses), socio-cul u al and sociolinguis ic aspec s ( espec ing social con en ions, espec ing o he s’ poin s o iew), communica i e unc ions (e.g. desc ibing people, na a ing ac s), syn ac ic s uc u es and o al and common-use lexis (e.g. exp ession o ela i e clauses when making a desc ip ion, desc ibing and quali a i e adjec i es, cinema lexis, sequence wo ds) and accen ual, hy hmical and in ona ional pa e ns (p oducing and ecognizing speci ic sounds loca ed in p o ided lexis). A lis o he speci ic con en s has been included in Appendix III. Rega ding c oss-cu icula con en s, gende equali y has been emphasized in e e y session o his lea ning uni since he eams and coope a i e g oups a e mean o be he e ogeneous in e e y sense. 4.4 Sequence o Ac i i ies As I p e iously men ioned, he s uc u al basis conside ed o he design o his lea ning uni p oposal is he model o P ojec -Based Language Lea ning on se en s ages, sugges ed by Gil (2020). The PBL uni The Big Sho Film Fes i al is a semi-s uc u ed p ojec , ega ding he classi ica ion p o ided by Hen y (1994) men ioned in he sec ion de o ed o he heo e ical amewo k. The me hodology and he opic and i s in oduc ion a e planned by he eache , who also p o ides he s uden s wi h op ions and ools o be used in he making o hei p ojec s. Howe e , he s uden s a e gi en he chance o choose wha o use and how. This p ojec elies on he s uden s’ choices, as speci ied in he ea u es o PBL men ioned in he heo e ical amewo k. Whils he gen e o hei sho ilm is andomly assigned, he s uden s a e he ones o dis ibu e he di e en coope a i e oles in oduced by he eache in he i s session, and also he oles o pe o m in he making o he ilm. The plo and hy hm o he mo ie a e also hei s o decide. 32 The ma e ials designed o he ac i i ies a e mos ly o iginal. (e.g. Compass Poin s empla e, Think Cha s) a e based on models p o ided by Gil (2020) and Kagan (1995), amongs o he s. The online ool Can a was selec ed o he design o he isual p esen a ions p esen ing some o he ac i i ies and linguis ic o ms. The empla es and isually a ac i e and colou ul. Some o he illus a ions in he empla es as well as he cha ac e desc ip ion models a e o my own design. As he lea ning uni e ol es a ound cinema and sho ilms, many ideos we e selec ed o he ac i i ies o p o ide he s uden s wi h isual models. The p inciples ha guided he selec ion o hese ideos we e o ien ed owa ds an app op ia e language le el bu also we e ocused on inding in e es ing, appealing ideos o engage and mo i a e he s uden s. Simila ly, he eadings o he plo and desc ip ion ac i i ies ha e been e ie ed om online blogs and websi es (e.g. www.img.com), and hen adap ed o he s uden s’ needs and le el. Sca olding was designed o co e possible di icul ies o he s uden s and included no only in he eache ’s p esen a ion slides bu also in many o he ac i i ies’ empla es, such as he Compass Poin s (Appendix 7.6.1), as s a e sen ences and ips. 4.5 E alua ion c i e ia, e alua ion ools and g ading c i e ia The e alua ion o his p ojec has been designed ollowing he ecommenda ions and c i e ia o he A agonese Cu iculum o Seconda y Educa ion in he LOMCE, as well as he PBL cha ac e is ics enounced in he heo e ical amewo k by S olle (2006), La me , Me gendolle and Boss (2015). Speci ic e alua ion c i e ia and s anda ds co e ing a e u he speci ied in Appendix IV. As es ablished in he legal p o isions o he Cu iculum, he e alua ion o his lea ning uni ough o be con inuous, o ma i e and in eg a i e. A o ma i e e alua ion aims o obse e and ack he s uden s’ lea ning p ocess, de ec ing hei s eng hs. To suppo a con inuous assessmen , moni o ing is used by he eache o iden i y lea ning issues and possible measu es o imp o emen . The assessmen mus be lexible and, has o be adap ed o he speci ica ions o he class in which he lea ning uni is implemen ed. La me (2015) and S olle (2006) s a e he impo ance o e alua ing bo h p ocess and p oduc in a p ojec -o ien ed uni . The speci ic e alua ion c i e ia co e bo h he inal p oduc ( ega ding he sho ilm and i s deli e y), and he p ocess, signaling wha he 33 s uden should be able o do a he end o he lea ning uni o hei esul s o be sa is ac o y. Consequen ly, a ious ools ha e been designed. To assess he p og ess, s uden s ha e o p o e he con inui y o hei wo k. On one hand, s uden s a e equi ed o submi an indi idual ePo olio, a digi al compila ion o e e y indi idual and g oup ac i i y. Google Class oom is he selec ed pla o m h ough which s uden s mus submi hei ePo olio, which ep esen s 15% o he inal ma k. On he o he hand, each g oup mus ha e a egis e o hei p og ess o he eache o see. This is achie ed by he Sho Film P ojec empla e (Appendix 7.7), a D i e documen sha ed wi h he eache on which he s uden s ha e a eco d o hei ad ances. This allows he eache o ha e a mo e ealis ic poin o iew on how he s uden s a e wo king, and o p o ide eedback and co ec ions i needed du ing he p ocess. This empla e ep esen s 20% o he o al ma k. As Ou Fi e Minu es in es iga ion ac i i y in ol es all ou skills, i has been conside ed i sel an e alua ion ool, ep esen ing 5% o he g ade. To e alua e i , a b ie checklis has been designed (Appendix 7.7). A i ude and beha iou a e in ended o be imp o ed h ough coope a i e s uc u ed ac i i ies included in he lea ning uni p oposal. The assessmen o he lea ne s’ a i ude, collabo a ion and pa icipa ion in he ac i i ies ep esen s 10% o he g ade. This is accomplished by wo e alua ion ools: an Indi idual Assessmen Checklis (Appendix.7.7) ( 5% o he o al g ade), which is an e alua ion ca ied ou by he eache du ing he sessions, and a G oup-Assessmen Checklis (Appendix 7.7) handed indi idually by he s uden s, gi ing hem a oice and he oppo uni y o assess hei eamwo k expe ience. Two ub ics ha e been designed o e alua e he wo pa s o he inal p oduc : he o al p esen a ion in oducing he ilm and he sho ilm i sel , ep esen ing 10% and 40% o he o al g ade, espec i ely (Appendix 7.7). An ascending model was chosen o easily ep esen he le els o achie emen om he lowes (Poo ) o he highes le el (Ou s anding). Each c i e ium is based on he in ended and po en ial lea ning ou comes o he lea ning uni , e e ing o ocabula y, g amma and luency, amongs o he s. This ub ic also e alua es how he s uden s ha e in eg a ed he in o ma ion ecei ed du ing e e y session, o example, ega ding he 34 ea u es o he gen e (judging i hey ha e been included in he ilm o no ) and he design o he cha ac e s. In addi ion, as he p oduc is an o iginal p oduc ion, c ea i i y and use o esou ces a e also alued in he ub ic. The adjus men o he ins uc ions is also p esen in he c i e ia e alua ing he iming. The b eakdown o he o e all g ading c i e ia and assessmen ools is he ollowing: Tool Pe cen age P oduc P esen a ion Rub ic 10% Sho Mo ie Rub ic 40% P ocess ePo olio 15% Sho Mo ie P ojec Templa e 20% Ou Fi e Minu es checklis 5% Indi idual Assessmen (A i ude) 5% (Indi idual-Assessmen Checklis , eache e alua ion) 5% (G oup-Assessmen Checklis , s uden e alua ion) 5. Conclusions To conclude his disse a ion and ega ding i s main esea ch and ocus, i should be highligh ed ha i s implemen a ion in a eal EFL Class oom was no possible. Consequen ly, e e y conclusion ega ding he esul s and possible success o he lea ning uni p oposal ha e been o ced o be me e hypo heses. This p oposal was in ended o de elop he s uden s’ communica i e and linguis ic compe ence in English as a Fo eign Language, bu also o co e needs ega ding he lack o pa icipa ion, mo i a ion and sel - in ol emen de ec ed du ing my i s and only placemen in San a Ma ía del Pila . One o he main objec i es o he o me disse a ion was o p o e ha he PBL pa h, combined wi h CL s uc u ed ac i i ies, is a use ul and powe ul way o help s uden s go h ough hei EFL lea ning expe ience. E en hough I ha e no been able o 35 es he e ec i eness o he lea ning uni p oposal in a eal class oom, i s design p ocess has made me awa e o how signi ican a lea ne -cen e ed app oach can be especially in Second Language Acquisi ion, and in gene al e ms, educa ion. Nowadays, ac i e lea ne -cen e ed me hodologies a e beginning o enc oach on adi ional app oaches’ e i o y in he ield o educa ion. The app oaches employed in his uni a emp o empowe lea ne s, making hem eel in cha ge o hei own lea ning p ocess. When ocused on a language lea ning se ing, a PBL me hodology can p o ide many in e es ing bene i s o bo h eache and s uden s. This app oach allows he in eg a ion o all language skills a he same ime s uden s see hei key compe ences de eloped. The model o s uc u e and sequencing o ac i i ies used in he p esen ed uni p oposal (Gil, 2020) helps he eache o ganize and plan he de elopmen o he p ojec , s uc u ing he ac i i ies depending on he s uden s’ needs in each s age and allowing hem o o ganize hei lea ning e ec i ely as hey ollow he ma ked pa h. In addi ion, s uden s a e gi en a ealis ic a ge di ec ly ela ed o a eal and amilia con ex , isual en e ainmen , and hey can ocus hei e o s and expec a ions on he c ea ion o a alued p oduc . Following he guidelines p o ided in he heo e ical amewo k o a success ul p ojec -o ien ed uni , au hen ic and engaging ma e ials we e designed and included. CL s uc u es ha e also been included in he p oposal, con ibu ing o he c ea ion o si ua ions o s uden communica ion and s uc u ing hei pa icipa ion. Mo eo e , hese s uc u es a emp o imp o e he lea ne s’ coope a i e skills and espec o each o he ’s opinions and ideas, allowing he s uden s o lea n om hei equals. The p oposal con ibu es o he de elopmen o collabo a i e skills and eam building, as he p oduc is a ask ha can only be achie ed by wo king wi h o he s. S uden s a e expec ed o ake esponsibili ies equally, a ibu ing hei successes and downsides no o indi iduals bu he whole eam. The design o a p ojec ocused on making a sho ilm has been p esen ed as a powe ul op ion o include in he EFL class oom in opposi ion o eache - on ed lessons and PPP ou ines. By choosing cinema, lea ne s can link wha hey lea n wi h hei daily li e ealia ou side o he class oom (whe e eal communica ion is mean o happen) and a e encou aged o ake an ac i e ole by p oducing hei own isual en e ainmen . Filming is a lexible and un ool ha can be adap ed o he lea ning objec i es I can also po ay di e en opics and, consequen ly, de elop many c oss-cu icula alues and 36 con en s. When implemen ed wi hou a special ocus, as i has been done in he p oposed uni , s uden s can also bene i om he c ea i e eedom hey ge , allowing hem o exp ess and manage he concep s hey lea n in class om hei own pe spec i e and in oducing hei in e es s. One o he main ai s o a PBL app oach is he eliance on he s uden s’ au onomous choice, and so has been po ayed in he p oposed lea ning uni , as he s uden s a e designe s, c ea o s, p oduce s and c i ics o hei own p oduc s. Al hough cinema is ecu en ly used in he EFL class oom o ilm iewings and analysis, i s “making-o ” p ocess is also a e y in e es ing ool o coun on and should no be ea ed. Rega ding u u e implemen a ions and ields o in es iga ion, i would be in e es ing o implemen mo e non-con olled p ac ice o speaking skills. In his p ojec , pe o ming and ac ing ha e been he way o o ally ep esen a w i en planned sc ip . Howe e , ac i i ies including imp o isa ion o scenes could gi e he s uden s a mo e ealis ic iew o hei ue skills. Fu he mo e, as I men ioned p e iously, his uni could be adap ed o a my iad o speci ic opics and ields, and i would be in e es ing o encou age s uden s o c ea e hei sho mo ies co e ing speci ic ques ions ela ed o c oss-cu icula alues and opics, such as gende equali y o di e si y. 37 6. Wo ks ci ed Azizinezhad, M. H., Hashemi, M. & Da ishi, S. (2013). Applica ion o coope a i e lea ning in EFL classes o enhance he s uden s' language lea ning. P ocedia- Social and Beha iou al Sciences (93), 138-141. Re ie ed om h ps://www.sciencedi ec .com/science/a icle/pii/S1877042813032692 Bende , W. N. 2012.P ojec -based Lea ning: Di e en ia ing ins uc ion o he 21s cen u y. London: Co win Bea e, K. (2020) "Making a ideo in ESL class." Though Co. Re ie ed om hough co.com/making-a- ideo-in-esl-class-4038049 Bloom, B.S. (1956). Taxonomy o educa ional objec i es: The classi ica ion o educa ional goals. New Yo k: Longman. B own, H. D. (3 d Ed.) (2007) Teaching by P inciples: An In e ac i e App oach o Language Pedagogy. New Yo k: Pea son Longman. Re ie ed om Moodle. B uce, C.A. (2009). Coope a i e Lea ning: New P omise o Today’s Di e se Class ooms. Di e se Lea ning Communi ies Today 1(5). Ca ney, N. & Foss, P. (2008). S uden -P oduced Video: Two App oaches. English Teaching Fo um 46(2), 14-19. Cohen, E. G., R. A. Lo an, & N. Hol hius (1995). Talking and Wo king Toge he : Condi ions o Lea ning in Complex Ins uc ion. Res uc u ing Schools: P omising P ac ices and Policies, edi ed by M. T. Hallinan, 157–174. New Yo k: Plenum P ess. Council o Eu ope, 2001. Common Eu opean F amewo k o Re e ence o Languages: Lea ning, eaching, assessmen . Re ie ed om: h ps:// m.coe.in /16802 c1b Dö nyei, Z. (1994). Mo i a ion and Mo i a ing in he Fo eign Language Class oom. The Mode n Language Jou nal, 78(3), 273-284. Re ie ed om Moodle. Gil, Vicky. (2020). P ojec -Based Language Lea ning o he EFL Class oom. No es o Design o Lea ning Ac i i ies o EFL. Za agoza: Uni e sidad de Za agoza. Re ie ed om Moodle. Gil, Vicky. (2020). Coope a i e Lea ning in EFL class oom. No es o Design o Lea ning Ac i i ies o EFL. Za agoza: Uni e sidad de Za agoza. Re ie ed om Moodle. 38 G omik, N. (2006). Filming and Edi ing in he EFL Class oom. JALTCALL JOURNAL 2(1), 27-36. Ha me , J. (2004). How o each w i ing. Pea son: Ha low. Re ie ed om h ps://www.academia.edu/33185006/How_ o_ each_W i ing_by_je emy_ha me Hedge, T. (2000) Teaching and Lea ning in he Language Class oom. Ox o d, UK: Ox o d Uni e si y Publica ions. Re ie ed om Moodle. Hen y, J. (1994). Teaching h ough P ojec s. Open and Flexible Lea ning. Rou ledge. Holm, M. (2011). P ojec -Based Ins uc ion: A Re iew o he li e a u e on E ec i eness. Ri ie Academic Jou nal, 7(2), pp. 1-13 Re ie ed om h ps://my.pblwo ks.o g/sys em/ iles/documen s/documen _ e iew_li e a u e_e ec i en ess_pbl_holm.pd Johnson, R., & Johnson, D. (2017). Coope a i e Lea ning. I Cong eso Inno ación Educa i a. Za agoza: Educa agon. Re ie ed om h ps://2017.cong esoinno acion.educa.a agon.es/documen s/48/Da id_Johnson.pd Kagan, S. (1994). Kagan Coope a i e Lea ning. San Clemen e, Cali o nia: Kagan Publishing. Keddie, J. (2014) Video Came as in he hands o lea ne s. Ox o d Uni e si y P ess Webina . Re ie ed om h ps://el .oup.com/ eache s/p o essionalde elopmen /webina - lib a y/ ideo_came as_in_ he_hands_o _lea ne s?cc=global&selLanguage=en&mode= hub Kilpa ick, W. H. (1918) The P ojec Me hod. Teache s College Reco d 19, 319-334. Re ie ed om h p://www.educa ionengland.o g.uk/documen s/kilpa ick1918/index.h ml King-Sea s, M. (1997) Bes Academic P ac ice o Inclusi e Class ooms. Focus on Excep ional Child en 29 (7). La me , J., & Me gendolle , J. R. (2010) “The Main Cou se, No Desse ”. Re ie ed om h p://www.d -ha ield.com/science_ ules/a icles/Main_Cou se_No _Desse .pd La me , J., Me gendolle , J. & Boss, S. (2015) Gold S anda d PBL: Essen ial P ojec Design Elemen s. Adap ed om Se ing he S anda d o P ojec -Based Lea ning: A P o en App oach o Rigo ous Class oom. Buck Ins i u e o Educa ion. Re ie ed om h ps://my.pblwo ks.o g/sys em/ iles/documen s/Gold_S anda d_PBL_Essen ial_ 2019. pd 39 Ligh bown, P. (2000). Anni e sa y A icle: Class oom SLA Resea ch and Second Language Teaching. Applied Linguis ics, 21(4), 431-462. Re ie ed om Moodle Richa ds, J. C. (2006). Communica i e Language Teaching Today. Camb idge: Camb idge Uni e si y P ess. Re ie ed om Moodle. Richa ds, J. C. (2013). “Cu iculum App oaches in Language Teaching: Fo wa d, Cen al, and Backwa d Design”. RELC Jou nal 44 (1), 5-33. Rojas, V. (2007) S a egies o Success wi h English Language Lea ne s. Alexand ia, Vi ginia: ASCD Sla in, R. (1996). Resea ch on Coope a i e Lea ning and Achie emen : Wha We Know, Wha We Need o Know. Con empo a y Educa ional Psychology 21, 43-69 Sla in, R. & Coope , R. (1999). Imp o ing In e g oup Rela ions: Lessons Lea ned om Coope a i e Lea ning. Jou nal o Social Issues 55 (4). 647-663. Spanish Minis y o Educa ion. 2013. “Ley O gánica 8/2013, de 9 de diciemb e, pa a la Mejo a de la Calidad Educa i a (LOMCE)” in Bole ín O icial del Es ado (BOE). S olle , F. (2002). P ojec Wo k: A Means o P omo e Language and Con en . In J. Richa ds & W. Renandya (Eds.), Me hodology in Language Teaching: An An hology o Cu en P ac ice (Camb idge P o essional Lea ning, pp. 107-120). Camb idge: Camb idge Uni e si y P ess. DOI:10.1017/CBO9780511667190.016 S olle , F. (2006). Es ablishing a heo e ical ounda ion o p ojec -based lea ning in second and o eign language con ex s. In Becke , G., H. & P. C. Mille (Eds.), P ojec -Based Second and Fo eign Language educa ion: pas , p esen , and u u e, 233. G eenwich, Connec icu : In o ma ion Age Publishing. Taylo , H. & La son, S. (1998). Using Coope a i e Lea ning wi h S uden s who ha e A en ion De ici and Hype ac i i y Diso de . Social S udies and he Young Lea ne 10 (4). 1-4. Re ie ed om h p://www.socials udies.o g/si es/de aul / iles/publica ions/yl/1004/1004p1.h ml#:~: ex =S uden s%20wi h%20ADHD%20can%20exhibi ,%2C%20and%20collabo a i e%20p oblem%2Dsol ing. Za agoza. O den ECD/489/2016, de 26 de mayo, po la que se ap ueba el cu ículo de la Educación Secunda ia Obliga o ia y se au o iza su aplicación en los cen os docen es de la Comunidad Au ónoma de A agón. Bole ín O icial de A agón, 2 de junio de 2016. 40 7. Appendices 7.1 Appendix I: Assignmen s used as e idence o he necessi y o imp o emen 1. h ps://d i e.google.com/d i e/ olde s/1-_BnOu S kQZF6E1T5qCMS9qihnxIC8a Design o a P ojec -Based Lea ning Uni o a g oup o s uden s in hei 4 h yea o Seconda y Compulso y Educa ion, en i led Welcome ab oad. The assignmen consis ed in he design o a sequence o ac i i ies and ma e ials o a p ojec in which he s uden s’ objec i e was o ilm a a el TV show. 2.h ps://d i e.google.com/ ile/d/1hjT50Aq5TwQCuHjT3uZWjAXNZbw8LN9I/ iew?u sp=d i esdk Fi s Placemen Repo , con aining in o ma ion abou he school in which he i s placemen ook place, as well as he expe iences li ed in he e. Du ing his i s placemen speci ic needs we e de ec ed in classes o 4 h yea o Seconda y School Educa ion. 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: Speci ic Objec i es o he Lea ning Uni Cu iculum Objec i es Speci ic Objec i es o he Lea ning Uni A he end o his lea ning uni , he s uden will be able o… Obj. IN.1. Comp ende la in o mación gene al y especí ica de ex os o ales, sob e emas co idianos, gene ales o de su in e és, emi idos en si uaciones de comunicación ca a a ca a. - Unde s and gene al and speci ic in o ma ion om o al and isual esou ces in o de o iden i y he speci ic ea u es o di e en ilm gen es. - Unde s and gene al and speci ic in o ma ion in an ins uc ional ideo message and a p esen a ion abou he p ojec . Obj.IN.2. Exp esa se o almen e e in e cambia mensajes de o ma comp ensible, adecuada y con cie a au onomía, sob e emas co idianos gene ales, o de su in e és, en di e en es si uaciones comunica i as de i adas de a eas conc e as. - Pe o m b ie o al p esen a ions in oducing esea ch opics and he own inal p oduc o hei classma es and eache . - C ea e an o iginal sho ilm, applying he in o ma ion and knowledge ecei ed in class. Obj.IN.3. Lee y comp ende ex os de ipología di e sa, de un ni el adecuado a sus capacidades e in e eses, con el p opósi o de ex ae la in o mación gene al y especí ica, y alo a la lec u a como uen e de in o mación, dis u e y ocio. - Unde s and gene al and speci ic in o ma ion in o al and w i en speech ela ed o ilms and cha ac e s. - Make good use o ICT esou ces in o de o esea ch in o ma ion abou a speci ic opic. Obj.IN.4. Esc ibi ex os sencillos sob e emas conocidos, gene ales o de su in e és, con su icien e co ección, cohesión y cohe encia, eniendo en cuen a al lec o al que se di ige y la in ención comunica i a. - Compose a b ie plo summa y o a ilm, iden i ying i s ele an in o ma ion and ollowing an es ablished s uc u e. - Compose a comple e desc ip ion o a ic ional o eal cha ac e . 57 Obj.IN.5. U iliza los conocimien os sob e la lengua y las no mas de uso lingüís ico pa a comp ende ex os o ales y esc i os, habla y esc ibi de o ma adecuada, y e lexiona sob e el uncionamien o de la lengua ex anje a en si uaciones de comunicación. -Unde s and gene al and speci ic in o ma ion in o al and w i en speech ela ed o ilms and cha ac e s. - Desc ibe he own wo king p ocess. Obj.IN.6. Desa olla es a egias de ap endizaje au ónomo y coope a i o, median e la ealización de las a eas de clase, el abajo indi idual y en equipo, el uso de odos los medios a su alcance (especialmen e las TIC), la au oe aluación, y co-e aluación, con el in de p og esa en el ap endizaje y adquisición de la lengua ex anje a. - Wo k coope a i ely in o de o achie e speci ic a ge s. - Judge (o ally and w i en) o he classma es’ wo k by means o pee assessmen ac i i ies. Obj.IN.7. Valo a el uso de la lengua ex anje a como medio de acceso a la in o mación, y econoce su impo ancia como ins umen o de comunicación y en endimien o en e pe sonas de dis in as p ocedencias y cul u as, con el in de desa olla una consciencia in e cul u al sin p ejuicios ni es e eo ipos. - Use dialogue, espec and coope a ion as he main ools o he g oup o achie e an speci ic a ge . - Fo mula e sugges ions o imp o emen and ad ice. Obj.IN.8. Desa olla y mos a una ac i ud ecep i a, de in e és, es ue zo, y con ianza en la p opia capacidad de ap endizaje y de uso de la lengua ex anje a. - Re lec on he own lea ning p ocess h ough isual hinking ou ines. 64 7.6. Appendix V: Ma e ials 7.6.1 Lesson 1 Ac i i y 1.1,1.2 and 1.3. P esen a ion o Lesson 1 (slides made wi h www.can a.com). 65 Ac i i y 1.4. Compass Poin s empla e. 66 Ac i i y 1.1. Challenge Video “Hello, 4 h yea o Seconda y School s uden s: you ha e been selec ed! My name is Honou Beach. I’m di ec o and o ganize o he annual Big Sho Film Fes i al. E e y yea , alen ed youngs e s om all a ound he wo ld send us hei wonde ul and c ea i e sho ilms. This yea , you Seconda y School has called ou a en ion! To pa icipa e, you will ha e o plan and eco d a ilm up o se en minu es long. We would lo e o wa ch and e iew all o you c ea ions, bu we can only accep one ideo pe school. You will ha e o gi e you bes and compe e o his honou ! Sounds di icul ? Well, you don’ ha e o do his alone! You will wo k in eams o i e and will ha e o sha e he wo k o di ec ing, ac ing, w i ing and edi ing. You eache has glady accep ed o guide you h ough his p ocess, helping you o ge he mos ou om you c ea i e sides. She will hos he selec ion con es o decide which sho ilm will make i o he es i al… and all o you will ha e he chance o o e o you a ou i e. Ve y bes wishes, and… good luck!” h ps://d i e.google.com/ ile/d/14iphzBKynQLI0db_7oWuTKNF3mCahCce/ iew?usp=d i esdk Ac i i y 1.5 Cha ac e ca ds o g oup o ma ion. 67 7.6.2 Lesson 2 Ac i i y 2.1. Click and Clunk explana ion (slide made wi h www.can a.com) Ac i i y 2.1. Film Gen es Wo d Clouds (made wi h www.wo dclouds.com) 68 Ac i i y 2.2. Explana ion o Talking Chips ac i i y (slide made wi h www.can a.com). Ac i i y 2.2. Talking chips, shaped as ilm s ips. Ac i i y 2.2 Can a p esen a ion wi h ques ions o Talking Chips. (slide made wi h www.can a.com). 69 Ac i i y 2.2. Talking Chips chea shee . 70 Ac i i y 2.3. Sho Films o Jigsaw ac i i y. Ac ion: Hi man (h ps://www.you ube.com/wa ch? =Y 6n_74_-ww& ea u e=sha e) Romance: I Miss You (h ps://www.you ube.com/wa ch? =4F5oD7G40ng& ea u e=sha e) Ho o : He Dies a he End (h ps://www.you ube.com/wa ch? =EBpKC8IT3LI& ea u e=sha e) Comedy: The Ele a o (h ps://www.you ube.com/wa ch? =Q- TQQE1y68c& ea u e=sha e) Sci- i:T a eloope (h ps://www.you ube.com/wa ch? =zejiqNDw1Dw& ea u e=sha e) 71 72 Ac i i y 2.3. Jigsaw empla es o g oups o expe s. Ac i i y 3.3. Jigsaw Film Gen es empla e 73 Ac i i y 2.5. Think Cha Lesson 2. Ac i i y 2.4. Spinning wheel o ilm gen e dis ibu ion (www. lippi y.com 80 Ac i i y 4.3. W i ing: Imagining a cha ac e desc ip ion. 81 Ac i i y 4.4. Cha ac e Mind Map explana ion (slide made wi h www.can a.com). 7.6.5 Lesson 5 Ac i i y 5.1. Images s. dialogues: S o yboa ds “Ba man The Da k Knigh : S o yboa d o ilm compa ison” (h ps://www.you ube.com/wa ch? =VmLhsACnK U& ea u e=sha e) 82 Ac i i y 5.1. S o yboa d empla e o ill by hand. Ac i i y 5.1. www.pix on.com Websi e o ill s o yboa d digi ally. 83 Ac i i y 5.2. Feedback Ca ousel explana ion (slide made wi h www.can a.com). Ac i i y 5.2. Feedback Ca ousel’s Feedback Pos -i . 84 Ac i i y 5.3. Pa s and a whole empla e (based on he empla e p o ided by Gil (2020). 85 7.6.6 Lesson 6 Ac i i y 6.2. Two S a s and a Wish empla e. Ac i i y 6.3. www.doodle.com o o ing he bes ilm. 86 7.7 Appendix VI: Assessmen Tools Assessmen checklis o Ou Fi e Minu es ac i i y. Assessmen Rub ic o Sho Film P esen a ion. 87 G oup Assessmen Checklis . 89 96 97 Made wi h Google Fo ms.