Page 118 - @ccess 2 Teacher´s Book

Activity 35
• If different teams have worked
on different infographics, it
may be better that each team
decides on a different way to
disseminate them, so they can
decide which is the best option.
• Remind your students to
commit themselves from the
beginning to do their best so
their infographics are precise
and accurate, especially if they
are going to use the Internet
as a means of conveying
them to others. With regard to
information, ethical issues are
highly important these days,
be sure students take them
into account.

Activity 36
• Help your students to complete
the self-evaluation chart. Make
sure they fill it in honestly.
• Go back to the study plan
in Activity 2 to check if you
completed it, and if there is
something that was missed. This,
in turn, is helpful for deciding
the learning route you and
your students will follow in the
upcoming practice.
Activity 37

• The product is successful not only when you have finished it, but also when it has had a social impact.
Gauge this according to the way the products were received by others.
Activity 38

• Ask students to think about their partner’s performance. Have them exchange their overall impression.
• If you think it is a good idea, instead of having your students assess their partner’s performance within the
team, you may change this activity to a team assessment. The next activity will then be one team assessing
another team.
Activity 39

• Remind students of the importance of assessing peers and of completing this evaluation with the rest of the
team. They should agree on the same answers. Tell them to focus on the details they can improve, and not
much on the mistakes.
• If the team is bigger than the number of spaces available, you could have your students copy the format in
their notebooks.
• While each practice has different requirements and entails different complexities, it is advisable to have
teams that are not too big, but not too small, either. Four or five people is a reasonable figure. However, this
will depend on the overall composition of the group (for large groups, you may vary these numbers).

Teacher’s Book / Practice 6 117