The+Project+Page

= THE ESSENTIAL GUIDE FOR TEENAGERS VISITING JAPAN, ROMANIA AND SPAIN. =



Hello, teachers, students and everyone. Diego, Elisa, Ileana and Noriko (in Alphabetical order) from **AEI (Fall, 2101) DE Project-Based Learning A Course** are happy to create this site as a part of our midterm project titled **The Essential Guide for Teenagers Visiting Japan, Romania and Spain.** We have been working on this project for three weeks and uploaded our teaching material actually used in our classrooms on each teacher's page and students' products. Some of the visuals got heavy and we created separate wikis for Romanian and Japanese Guide linked from this site. There is also a Blog for Spanish Guides, in which you can write your feedback for Spanish students. The beauty of this project is that technology connects language classrooms in different cultures and our students are all the more motivated by the connection. Enjoy! On this page you can see the basic information of our prject as well as links to the different final products developed by the students. If you are interested in knowing more about each partner's job or about the details of the process of building the project, you can visit the 'working pages' on the left side menu.
 * 1. Introduction:**

Elisa López Cabrera (Spain) Ileana Leca (Romania) Noriko Nagashima (Japan) || These guides will be shared and viby students who will have to make comments (of the type 'the best / the worst') and/or rate the different places or aspects shown in the guides. We'll try to organise a final exchange of opinions either in form of videochat or typed chat (technology permitting) || To make a real informative text (oral or written, linguistically correct and visually attractive) || Audience: Students 12 to 17-year-old middle school students from Spain, Romania and Japan. Intermediate level. Behaviour: Will be able to analyze what is essential information for teenage travelers, create informative products about their countries in the forms of p.point slides, text, audie,pictures and audio material, which will be judged by their peers in different countries. (Levels of Application, Analysis, Synthesis and Evaluation from Bloom's Taxonomy). Also, they will learn to collaborate with students from different countries in the evaluation and the post-project stage through technology. (21st century skills) Condition(s): Given the opportunity to work in a team globally, Degree:as measured by rubrics created by the four teachers and students from different countries. || a) Japanese Guides can be visited, downloaded, etc. at NORIKO'S WIKI b) Romanian Guide: + Pictures of romania at: ILEANA'S WIKI c) Spanish Guides are housed at the SCHOOL BLOG but first, you can try the 'Spanish Quizz':
 * 2. Project Details:**
 * **Names of group members:** || Diego Ojeda (Spain)
 * **Project description** || Student will elaborate guides in different versions (p.point presentations, text and pictures, audio...) about what they consider a teenager shouldn't miss when visiting their country and/or what they should take into account if they want to "survive".
 * **Project goal** || To exchange info about students homeland and culture after having reflected and agreed which aspects of culture, monuments.. to select.
 * **Objectives (Who is the intended audience and how will it be used?)** || We'll follow the ABCD Model:
 * **What aspect(s) of the project are you most satisfied with? Why?** || We are really satisfied with the increase of students' motivation; the idea of using the foreign language to exchange information with other students raised their interest both in the task and the accuracy of their productions. Besides, the project promoted their interest in other cultures; in fact, this could be the beginning of further exchanges. Because of this interest, they got more interested in improving their command of new technologies (recording of audio, powerpoint creation, etc.). Furthermore, we, as teaching professionals, learned to learn from other teachers, sharing the specific information on how to apply technology to our classrooms. ||
 * **What changes or additions would you make to the project if you had more time?** || In order to carry out this project fully, it would be necessary to increase the number of sessions. Our students almost created their guides, but did not have the time to exchange croo-cultural peer assessment. However, even after the submission deadline, our project will go on. This would make possible to realise a proper exchange of opinions and follow-up activities. ||
 * 3. Final Product:**