 I'm going to go to the faculty of the session in the department here. Presumably, I'm going to work on a new book, a new nation. And then, if this is to warm me up, I ask Professor up there, both me and the leader of the session in the morning, I was doing some statistics and analysis on the data you gave me this morning. And I'd like you to share this data with you. Let me tell you who we are. In terms of who we are, and who we are, and who we are, and who we are, we use these tools for teachers here. And let me tell you, I mean, there's a lot of students, students of the EU, more tenders, of course, in two areas. And the people are like that. From our administration, we have one person, from our departments, we have one person. From automatics, we have one person. From biology, we have four people. From biology, we have three people. From physics, we have one person. From math, we have two people. From drawing, we have four people. From communication, we have one person. From technology, we have six people. From economy, we have one person. From English, we have two. From German, we have one. From music, we have two. From music, we have two. From physical education, we have four. From technology, we have six. From math, we have four. From physics, we have four. From the air, we have four. From the air, we have four. From the air, we have four. And from the media, from the top communities, in the basic court, we have six people from Alexandria. We have six from the grave. We have one from Carolinia. We have one from Cantabria. We have two from Zimagura. Two from the Caribbean. We have two from Valencia. One from the region. One from La Rioca. Two from Castilla de Oax. Five from, sorry, four from Castilla de Oax. Four from Castilla de Oax. Five from Castilla de Oax. Four from Castilla de Oax. Five from Castilla de Oax. And two from Ara. This is what we have. Some of you are asking me. I want to know the leader. Regarding the session we are going to talk right now. This is the previous slide. But this is the session we are going to talk right now. This is how I start to have a session. And I'm related to it. Many guests met here in practice. I'm going to talk first in learning. I confess to what you've done, to the millions and millions of convenience that I want to slow down. But in the end I thought it would be a very good idea just to put this away where you can so that you can have rather close students together to implement different techniques. So that's the main name of the session. Then when I get there I'm going to be designing a claim to offer to learning practice. Okay? So you will learn. I think it would be better than to work considering the design of this instrument. But if you are just right there just listen to me and throw in a word. So let's work together. And this is how I distribute the time more or less in the session. I mean from theoretical sessions I hope you didn't have much time during the last so you don't sleep right now. And I will deliver the session in finding that theory for only 10 minutes. So where do we fix hearing for your player to listen? You will then cut time for designing your player in your workforce, your player safety and you will have 30 minutes for presentations and debating. I want to listen to you and probably the feature here will be wanted to listen to. So, let's start. Right? How about if I say give me your idea of core character learning and I ask Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek Niafek I'm learning, it is different from that here. I think he has said it's okay that the students are in a comparative learning, the teacher assigns the different roles of the students, so they are a very diverse group. Very good. We are the both of you with that question, Rosa. I mean, both you are, to your own information, in terms of these different roles to your attention. Yeah, the only teacher of the year. Very good. So, we will say that we have gone from individual to group. Is that correct? Is that for person learning? Pretty good. Well, we have just done, is that for person learning? No. No, sir. So, why is not, is that not for person learning? Because by character. We haven't designed individuals' tasks for each element of the group. And we haven't managed different programs for the teacher. So, it is good work, but it's not for person learning. So, all learning is for person learning, but not all for person learning is for person learning. Right? So, that's it. But all for person learning is for person learning. Okay? The policy of the interaction for person learning is based on three terms. Look at that. If we have for person learning, means that all individuals are learning together, and they are, the members of the group are linked. Do you know why? Why group members are linked for person learning? I think that it's very important that they have the feeling that they meet the others. Apparently, that, because it's not this. Well, they told me that it's not for now. Coefficient between the members of the group. They told me that it's very important. That's what we're trying to get. Yeah. But I know I'm trying to do it. But I need to. That's right. That's part of the policy. And I think that's very important. Why is, I mean, the key to a person learning is that the success of one individual is the success of the rule. Okay? So, no one's saying that to you, okay? Another definition is competitive, just learning. What is competitive? Competitive is when you're close, the same rule for two individuals, but only one can learn it, okay? So that's a different type of learning. Any individualist. You can achieve one goal and you can learn it very well and another individual can see the same rule and can be ready for the same time. But it doesn't mean that it's competitive. So we have different types of learning, comprehensive, individualist, and competitors. Yes. Competitive difference? Incompetitive only one can win. Inindividual is many wins, is it? Take that, paradise in mind, okay? So, look at that. The type of interaction will vary. Normally, depending on the type of learning. Competitive, competitive, and individualist. So we have the interaction in comparison. If it's individual, you have to do one word from your own, and then you have to work politically. Otherwise, you will not achieve success. Incompetitive, only individual works with support, okay? You only need to work for your own. And the individualist is individual, et cetera, et cetera. You will have the opportunity to have a look at that then it's only because the presentation will be online when we're finished, right? But I mean, the type of interaction is different. The health. The health is faster if needed in competitive work. In competitive, the health is a way of doing it. If I will win the competition, I don't want to be held by anyone. And if this individualist, health is not necessary, although it's a method, you can accept health by everyone. Authority. In competitive, all students have the same choice. No one is better. No one is needed. In individualists, to not participate in past control, and in individualists, there is not much of a choice. Is this a bit of a topic of the big couples, and you thought it was a bit of a fight? It's okay. And then reward. How about the reward? Well, we'll see that we need those, what we implement, what parents are learning when we're starting some kind of reward. So, positioning is very important in competitive learning, because we will see that the more cooperation of the group members, the better the activity will be. In competitive, it's a dependence, it's negative, because you can't help others, other people, and I will lose. In individualists, there is no need for dependence, right? In task division, I mean, it's very important that when you implement for competitive learning, you demand task according to different group members. So, it's a student's match for a board, and different tasks, the whole task and group. In all tasks, the last two members. Sorry, we turn off your lights. I don't know what to deliver, I will do my best. Thanks, Peter. Very good. Any better? Promise you will not eat. Very good. Is there a better? Regarding students, students for competitive learning are entailed to have a very active participation in a board. Regarding the task, regarding the accomplishment, regarding the evaluation, regarding the performance, they are entailed to have a very high active participation. To both instructors, we will see the basic and the expert group. We will see how to evaluate them. There is possibly a number of members that she's shared, and the key concepts that I wanted to keep in mind are communication is very important, they communicate, monitor themselves, usefulness, they need to see the usefulness of the task, the final activity they are doing is what are they doing in this board. They need to develop an empathy, they need to develop a high level of empathy, otherwise they will go on to win, no matter what. Because our society is focusing back on it, our society forced them to be the best in whatever. Comprehensive. They need to have a high level of comparison in whatever. And awareness is supposed to be making divergent decisions. So these are the key concepts in all competitive learning. Traditional learning, this is called competitive learning, are different in a number of ways. In fact, these are the most brilliant ones. In traditional learning, your classes are mostly quiet. In traditional, in professional learning, are noisy. And sometimes they go back. Because our words, each sort of neighbor, do not want us to be noisy. Individual is traditional. Health care is called competitive learning. And sometimes it's a chain, a complete chain of mind. And traditional learning, students are mostly quiet. Whereas in competitive learning, they are mostly walking around, moving around the classroom to get noisy, messy. We have to go back to that. Our teacher neighbors, our student neighbors, are going to use the novel to be noisy, to be moving around. They want to get them under control. And our classrooms, sometimes are not. He's going to pay up to call all the professors. One simple question. How many of your classes have these type of classes that you can learn? So it's simple. To make propellants, and different types of propellants, sometimes it's not a simple change. So, there's also a difference between collaboration and cooperative learning. Probably you have heard about both of them. And they are not the same. In collaborative learning, which is more American, a student control interaction and take positions on which affect their own learning. So in collaborative learning, there is constantly a task, sometimes even the task design is relied on the student. But in cooperative learning, the teacher is the person who controls the task division. This will control the student. So in collaborative learning, all responsibility is on the student. Whereas in cooperative learning, there is possibilities on the teacher that is the one control. So sometimes it says that collaborative learning is more focused on other students, students who are probably 18 years old. And cooperative learning is more suitable for students who are below 18 years old. So, collaborative learning is more British. Cooperative learning is more American. And there are these features. The instructor behaves with authority in the book student. This is collaborative. The instructor keeps the authority. This is cooperative. Groups are usually in a complex and open-ended task. Whereas in cooperative learning, tasks are very well defined and they are very close. You need to look back and this is the name of your task. So the student provides the material, the instructor is the one who provides the material, etc. So it's such a show that when in cooperative learning, you keep the control about task design, classroom activities, the procedure, the materials, assessment, etc. Whereas in collaborative learning, as a teacher, the student, the one who decides on the material has a accomplishment, etc. The instructor can, depending on the task, depending on the authority, depending on the goal of the teacher, the goal, and depending on the reward. The reward we have in this class that's so tough, reward is also very important because it gives students to not see benefit. Whatever. In the end of the task, it will be more difficult to entail them from this day into the summer. Right? So we will see. The teachers will know that because sometimes when I'm teaching for a person in learning, my colleagues say, if students are working, when I get them to task, what should I do? Teachers is very important. Teachers is a very important figure in all this because teacher needs these students to cope already. It's not easy. The teacher observes, groups and students go from the classroom to see if there are any difficulties, problems, questions. They solve problems and also teachers are there to rework and teach students to study. Do you know there is a very interesting research that says that when the teacher, the teacher, assess, evaluates students from our teams are higher than when students evaluate having peer evaluation. That's very interesting. I mean, students are harder to understand on themselves than we teachers are today. Right? So, what is this all about? We are going to go the objective and the learning and the goal is the same one. We are going to go from base group based on effectiveness to expert groups based on individual member groups. Okay? So we are going to establish different two different types of groups. Base groups and expert groups. Also, in all sense, your progress starts set it in groups. If you want students to move around, say that. If you want them to speak English, say that. If you want them to evaluate second, say that. Say that, say that. Right? The students can also help you set the rules. No problem at all. You can't agree the rules with them. The rules that speak have visible and clear. Everybody needs to have a clear idea of what are the rules in your activity. And you are the manager and the controller for them. Keep your foot. This is for the person learning. The rules. They need to be between three and six people. No fewer, no more than six. Right? No fewer than three, no more than six. The learning should be softer. It's based on two things. Task, vision, and the thinking of yourself. And you need to establish a remote group and the controller. These are the basics of co-person learning. So, let me give you an example of co-person learning. And this is just an example of the set of rules. If you like it, you can use it. If you don't like it, forget it. That's it. I have designed an activity for second year of co-operation of Pachinerato and it's based on the book Each Pray Well by Elizabeth Gilbert. And I have based my co-person learning activity from base group to extra group. Okay? This is the first template. It's right now. So, you are going to work on this. In this page, you are going to find the name of the activity to be made. The subject that you are going to work on is your content subject. The content, biology, the cell. It's too great. It must not be algorithmic. Okay? Second year, secondary education, first year, secondary education, and a schedule that you are going to post for your thesis. Monday is at 12. Thursday, 11. Friday is at 9. Just establish two objectives. General objectives with their own specific objectives and it can be a couple of them. General objectives, one and two, until a few more of them and each general objective can be subdivided into specific objectives. Right? Okay. Write the rules here that you are going to set for your comprehensive learning activity. Right? Be silent. Move around. Whatever. Speaking English. Dying Spanish. Whatever. Right? And then, in the group design, you are going to have different rules. And in each rule, you have the rules, the classroom disposition, and the group interaction. I mean, where is going to be each group in the classroom? Where specifically? So you have a place in the classroom for each of your rules. Do you think you can use a classroom space to include seven groups or only four? Because sometimes it makes a difference. The procedure. Which are the tasks and how are they going to be implemented? Who is going to be responsible for each task? And evaluation? How are you going to evaluate each group? Okay? Let me give you an example. I'll give you an example of my planning on time scheduling, the group design, the feature that I have designed for my own activity, and the group setting. Base groups and extra groups. Then I will tell you about the four steps that I have designed for my activity. And finally, this. I will tell you about it. What I have used in English is English literature. Right? Really. And over the course. Why? Because it gives me the opportunity of mixering a couple of things, which are very important in the field. Culture and content. In English, in the subject, English, we don't have content to us to say, we are not biology, we are not statistics, we are not natural sciences, we are not mathematics. We are language. It's a language. So, then over, the issues. I'll give you the opportunity of implementing some kind of intent on the object. Right? Then the level is in the second year of coloration of the TBR. And then the goals. I have tried to mix the four states of field. Probably that's a very familiar term in the field. Content, cognition, culture, and communication. Right? And the goal of this. Where they look at that. To improve sharing, to eliminate that communication. To cluster critical thinking that's the mission. To develop social conferences that's in communication. To learn vocabulary that's language that's communication. And to learn content that's culture and people. So, I mean, those single goals. I have tried to combine the four six, OK? Culture, formation, communication, and function, OK? Some content, literature, and some geography, you will say that. My parameters, I have designed, designed, sorry, this activity for 25 students, which is a number. It's a number not very common, because it would be very nice to design this activity for 28. But I didn't want. I wanted to do it for 25 students. As the average, you know, Spanish average class is between 25, 27, sometimes 30. My groups will be heterogeneous. I want my groups to be diverse, because in cooperative learning, we make advantage of diversity. And finally, I will plan my activity for three sessions one hour each. So it will be three hours in the end, OK? Yeah? Go. As I said before, three hours, three sessions, one hour each. My group groups will be heterogeneous, according to the following criteria. The nationality we have students from abroad is not uncommon to have students from Romania, Rocco, China, except China, our classrooms nowadays. So my groups will be heterogeneous, according to their nationality, or to the language level. I don't want to join in a single group the students who are the best in English, and then students whose English is the poorest. I want to mix them in heterogeneous programs. According also to their aptitudes, where are the best abilities? Where are they put out, OK? And the aptitudes, do they like the language? Do they enjoy when they come to my class, or do they come just because they have to? This is their structure. What I have done is to design four groups for 25 students. Each group will have six members. But I said I have 25, did I? If you multiply it four by six, it gives you 24, doesn't it? So we're going with the aptitudes. It will be my group. My personal group. The one who helps me control the group, who is the person in the group who is not working? Where is the difficulty in one specific group? Where can I go? Because I mean, I'm only one person and there are four groups in a class who sometimes say this to me. So if I have a poster that person can tell me, go in and out, and identify the difficulties in the group. Another important thing, students will be numbered. So I said, you are a group, one student, one. You are a group, one student, two. You are a group, one student, three. And you are a group, one student, four. Each student will be numbered according to the group and to the membership. One, one, one, two, one, three, one, four, one, six. Two, one, two, two, et cetera, et cetera. OK, so they're going to be in each group. They are going to be continuous. Because I know that probably you have read it, I mean, describe the journey of a person who has, I mean, she has a reward and she goes around all continents, exploring themselves, trying to find a way. So the students are going to go to work in groups of the continents, Europe, Africa, America, and Asia, right? So the student will devote themselves to one continent, right? The task is like, what do they have to do? They have to write and to do a presentation on an illustrative, drug daily, or an Elizabeth journey around four continents. Each group will be thought to see one more specific continent, Europe, Asia, America, and Africa. So they will describe the journey that is of the past made around this continent. The next step, the students will organize themselves into speaking terms. If they speak at the same time, they will not be able to understand anything. Because when I give them their task, they will not know what is the task of their other members. They only know the task, their own task. So they need to speak to see what is the task, their own task, and their other members' task. Second thing, they need to establish the logic and the timing of the task. That is, they will be able to do this possibility. I will not say, you do that first, then you do that, and then you do that. I say, this is your role. This is your task. This is what you have to do. Go to the road and find a way. And finally, I'll give them 10 to 15 minutes to a complete task task. Basically, you have any question? Very no, OK? Then, to make the next, go to the expert group. What are the expert groups? It is, remember, in this group, you have identified one task. And this task coincides in the four basic groups. So the task for a student one in group one is the same task for a student one in group two. And the same one for a student one in group three and the same one for a student one in group three. I follow you, May. So I identify one task that goes through the four groups. So what are these tasks? Look at that. I have reviewers, task one, journalists, task two, work finders, task three, monitors, task four, illustrators, task five, and map readers, task six. Can you see the logic? Did you remember that I said before that my groups will be heterogeneous? For example, in this task, I have identified different levels of English. I know my students. You know your students. You know their level of English, biology, mathematics, passing factor, economics, I don't care. So you need to design tasks so that they fill those at their level. In this case, the important set is established according to the level of English. So the best students probably will be taking care of previewing the person. You made the groups, or you let them do it, make it. I made the groups, because I need to design who is going to be in the group. That's why it's called heterogeneous, not heterogeneous. Let's not give the rules. At least the rules. But you give the subject, and the group doesn't decide. I decide the role that each one will take. So the most important student will be the reviewers, the one who controls the process. Then I will have journalists. Who are the journalists? The ones who write the diaries. Then I have my finders. Who are the work finders? The one who helps the journalists write by finding specific words, specific structure, specific ideas. Then I have my viewers. The one who controls the link between writing and drawing. Monitorers. Then I have illustrators. Probably those who have a lower level of readers, but they are very good at drawing. And then I have my viewers. The viewers are moving which are those who can't read them out, designing scenery in Africa, in Europe, too. OK? I just cannot say the reviewers are the one who controls it. Yeah. The reviewers are more, because the one who controls it, but the process is going well, the structures are good, the vocabulary is what you're saying, et cetera. And the reviewers are the one who controls the link between writing and drawing is going well. It's safe. I know. It's safe. I don't get to be asked, because you are just picking up the book, and then you are asking them to do like a, what do you mean, a, like a, because she doesn't struggle with graphics, or at least something I don't remember, or literally she was going in places. But in Italy, she traveled on different places. So where in Italy did she go, or what did she do in those places? So the journalist, what she did, and how she felt in those places? Oh, by assembly. OK, so I'm going to look at this, by the way. Yeah? OK, now we have to go. So the final job, the good word, is to do a presentation on these, on the journals they make, she made, and it depends. So in Italy, in Africa, in India, wherever she went, you need to draw them up, where she went, and what she thought about, where she felt it, how she felt, how was the process of the board going on. And we just want to do a member, or does a member of the group need to read the book, or the part of the book, or it is only for the journalist or the viewer. I mean, I don't know if reading is a word. But then here, the important word here is dependence. I mean, the reviewer can't do his or her job if the journalist doesn't do his. The word finder can't do their job without the journalist. The monitors can't do their job without the work of the finder and the illustrator. Do you know what I mean? I mean, every task is linked to other. But what I mean is, do, that's what everybody need to know about the book. That's it? Yeah. So they need to agree? Because the math readers, the math readers don't need to know what is going on. They only need to know what is the book. But until the math reader doesn't decide to move the world, the illustrator can't move. And the journalist can't write where this is stopped. Do you know what I mean? OK, good. Every task is linked to the other. They can't work in isolation yet for books. But they can't work in the book world, in the baseball, until they have to. But first of all, they need time to discuss, and OK. That's it. That's why I said before that they need, what is this? That's it. They need to see, to review their task. They need to establish the logic and the timing. And they need to have some time to learn. That's the first step. Then this is the extra groups established according to different roles, interdependence. So they need to communicate. They need to work in the book. But not in the book, they need to work hard first. Their task will not be accomplished and less. Other members are doing theirs. Then these are the tasks that they need to do. Drawing, working, writing, text review, math reading, and organizing and monitoring the project. This is the task, a task to the goals, OK? The steps. Remember the first step? Was this? Remember? Let's go to the second, which is they were working in the base groups. And they are going to split into six extra groups. The first thing, we have four groups of six people each. Now we have six groups of four people each. What are these? The different tasks? What are the people? The drawers, the math readers, the illustrators, the monitor? Are you following me? The Germanic teacher, right? So what do they have to do in their extra groups? They need to discuss the tasks here. Then they choose the best procedure to accomplish their task. Then they need to work over it. If I draw a map on Asia, probably this whole working on the map of Europe can help me. Drawing. If I'm trying to find a word for my generalist, probably the people in number three can help me, by giving me another website, another dictionary, or if I'm writing, and I'm not 100% sure of the grammatical structure, somebody will be able to help me. Yeah? Go. How long do I get them? Then the next step, the first step, they were working in the extra groups, and then they go back to their base groups. And they tell what they have found out in their extra groups. They tell the students, they're all their colleagues. They plan and they design their own work. Number of pages, number of illustrations, number of structures, number of whatever representation they are going to use, prez, or they are going to use, PowerPoint, whatever. Then they decide which of these of them, journey stages they will use in their own journey books. Then they will design the illustrations they will input, and they will work collaborative on the base group. This is what they have to do when they come back to their base groups. Okay? The four base groups present their illustrated travel diaries to the classroom. And they have six minutes. Why? Because I have four base groups. I'll give them 10, 10 minutes to present their work. So I give them how I, three minutes extra from each group that makes 15, 12 minutes for discussion, debate, etc. Okay? So I give them planning time, working time, the second hour, and then the third hour we will do the presentation. The four stage, on assessment. Individual. I can ask one person in our one group, can you tell me in Europe where they didn't let go? And I ask the person in Africa, where did they let go Europe, Italy, France? Where? Where? I come evaluate them on the following spaces. Randomly, I ask one person in a group. For example, tell me where in Africa she went. And the answer of this person will be attached to a marking that I will give to the whole group. So they need to be signed on the correct answer. Go person. And one more group. Don't always ask the most advantaged student in the group. Ask the most advantaged student to make them feel that that they need to work on that to make, to increase their self-confidence. What am I evaluating, the knowledge? How much did they get, the language, how did they present, the communication in the group, what was expected, and the skills and the competencies that were competition, right? Cooperation, sorry. So I'm evaluating the knowledge, the content, the communication and the skills. Do you want to open this session in another session? Yeah, yeah, extra session, yeah. Extra reward, that's something they love. Reporting, voting for the best. The student, you can vote on the best presentation, the ones they like. You can use one thing, such as the hope, to vote for this, and they love, they love doing that, right? So for example, as an individual, what is the best statement, what is the best story, what are the best pages, what are the best writers? As a group, what is the best scripted diary, what is the best constructed diary, what is the most complex writing, okay? So you can vote on different things, and they love voting, right? Additional ideas, you size it is. For example, I don't know if you know what I'm talking about. Second one is what sign is, where you create characters, and those characters are in a story, where different settings can be created, and you can insert different stories. So you can use quotes, I don't know, they can use quotes, I don't know if you want. And you can also consider the interaction between different activities, with different subjects. Geography, mathematics, physics, for example, you can work with other teachers in New York school, right? Good time, guys. You need to choose ones of it. I would like you to work with different subjects. I mean, in a group where not the 12 people from each other, in a group where the people from economy can integrate, the person from economy can integrate, the person from German, the person from German, et cetera. I would like that the group were heterogeneous. In terms of subjects, regions, Amalufia, Canary Islands, Sima Luka, and the rich, right? Also, the levels, choose the level. Secondary education, first of all, not tolerate whatever you want. And choose the goals, right? The number of students, the books, et cetera. For your task, set a query to the task and get it, put it through here. So you know the animal and the rest of us know. Then we'll work it, the number of sessions, scheduling, and then we'll break it. I also, how many, but thank you guys, how many times can you please pass twice the one kilometer? I don't know how many times. You were five groups, seven people each. I have quite a few, but one is, what can I say about it? So we got a group, how many do we get now? Four, eight, and nine, six, seven, eight, nine, nine, nine, nine, nine, nine, nine, nine, nine, nine, nine. So your job now will be to listen. I think that my platform maybe is going to be better. I can put it for you, I can put it for me. Last, third, then, so, I mean, any questions, comments, suggestions, whatever, so that we can help them improve, right? Let's try and see how it works, okay? Where does it go to? I think it's working, yes? Now so you can, not so close, like I am. And this is the Cooperative Learning, the Cooperative Learning activity that in my team group we have prepared, yes? And then, first, personally, I'm going to start with the name of the activity to let you see what it's doing with. Then, amazing news in English speaking countries. The main subject is about the mass media. And the content is about cultural aspects and the marketing disciplinary aspects as well. The level to which is aimed at is at the fourth level of compulsory second-margin education, corporal rise. On the schedule, it is supposed to be developed in six sessions, yeah? And the main objectives that my team group have proposed are related to the knowledge of the culture of other English speaking countries, about music, about the sport, and everything related to the culture recently in the last months. And one of the main specific objectives is about how to be experts in the statistics. Another one is English and ICT applications that they can use for the development of these kind of activities. To analyze, I'm dealing with the information on finance and I hope to give is to create or make up a blog. The link that is connected with the newspaper that they are going to be that appeal. The main rules are try to speak in English all the time and not to use as one place. And then another of the main rules is to use different kind of applications that we use again in evaluation, such as a little app, I don't know if you know. But that might be very interesting before doing the final evaluation because this is the co-evaluation. Yes, it is very important for the students. And we have to give ideas about the main virtual positions that they have to insert. And the students finally they have to propose the main positive aspects that they have to evaluate in every one of these activities that they have prepared in each group. Now, Joachim. Okay, maybe it's better, anyway. So we have groups, we have like, each group will have one different country. So each group will look for some information about one particular newspaper from that country. I will try to find out what are related to the different subject, whichever. Physical education, myology, maths, arts, ICT, okay. And then one person will be more taking the role of a helper to help each one of these, it's personally the group, like each person will take care of news about the sports for physical education, news about environment, whatever, for myology and so on. And then so the different tasks will be like first searching information for once the group will form and so on. They will start researching information and selecting the magazine or newspaper that they use. They will analyze and then with this information they will find. And then they will start like producing the article, the information that they were going to have regarding these subjects that later they will upload to the, to the blog. And, yeah, later on they will do a presentation in front of the rest of the class. And at the end they will do the evaluation. For the evaluation we have thought about doing a rubric, which will include, with the rubric we will evaluate, did you know it? What? No, we didn't see it. Did you picture it? Yes. Because we have it in the time, so at the end the evaluation is a bit like, okay? Yes, for having a very, a very smart, Ah, yes, yes. We have thought that, okay, like, we'll evaluate the course that they are going to do in the blog and the presentation that we do in class, but we also thought about if you do it with a video or using music it can be like having a high grade. Okay. Ah, and in those news they use the orilla accent from that country, they have like extra points. Like, okay, I have a straight and I have a straight accent. And also from the assessments of the assessment that the other groups are going to do of the other groups, they're going to use cahoots to create a kind of ranking which blog they like the most which country. Yes, that's fine. I'm just kidding. Yeah, yeah, yeah. What do you need to do with Facebook? Like, what's the role? The roles are like the different subjects. Okay, we have one specific role which will be a helper. Okay, and then we'll have like one person is going to take care of English and IZT. So, you know, like we'll be the main person who's going to be looking for the information of finding the newspaper and then there will be one person taking care of the sports and being another person taking care of music as a subject and as a topic and so on. So, you're going to create the expert groups from these Facebooks. Mm-hmm. We're discussing a bit about that. Like, it will be a bit like not small, but that was a small discussion I had with someone else on the group. Like, it might be that it's not so much needed that they want a different group because at the end, if I'm doing music, news, and she's doing sports, a news, it's a bit similar. But we also thought that if I wrote that different group, I can see, okay, I need to write about news about cricket, for example, because maybe it's being in England and you are also going to write about the cricket, maybe it's better that you choose about rugby, news or something, it doesn't have to have the same. We thought about that, like, a bit of coordination. Okay. Okay. Well done. Congratulations. Thank you. Thank you. Thank you. It's too very natural, I need your science. Okay. Like, the geography, very different people, so I'm here with, what I mean about working, about the San James way, okay? In geography and history in the fourth course of seclusion. Okay, and so, the science of European history and the content would be geography, history and art, or related to the San James way. And our general objective was learning about the way of San James, okay? So, it includes the assess specific object, to learn about history, to learn about art in the middle age. Then, we set three easy rules, speak in English, and speak the spectator, and move around, but say it. Okay. It's possible. We made four heterogeneous groups, okay? Dividing the San James way in four stages. Okay? So, the advice to, from Quinteralena, from Quinteralena to Burgos, from Burgos to Astorna, from Astorna to Santiago, okay? There's groups of trees in a better way, and we took the same roles as Marialena put in the presentation. And actually, we, yeah, we couldn't do much more. Okay, well, trying to know how we have to, between the base groups and the expert groups, we have to divide the task that we are in, really, the process of that, that's all right. Okay? Okay. The session, by the safety, no real safety, on the basics, the focus, as you can see, you're not using it, I mean, all of them are working. There's a few more. The basics and the key is to divide tasks and responsibilities. As you do that, no one will cancel the task with general final tasks in their own. They depend on each other to complete, to approach this task. So if you divide responsibly as a task, you will really be in divide 30, and learning becomes better, right? So that's the key. We go from base to expert groups by identifying really the general task and the significant role of being in this one, right? So that's the key. And my first year was to be showing you how to work in a senior genius group, I mean, so that we can share different areas, different ways, different knowledge, different ideas, right? So that's it. And the session is over. I hope you didn't have a very long and exhausting day. I hope you have a lovely evening and see you tomorrow morning, 9.30, same room here. Enjoy your day. Thank you.