Referring to the first one -discovering how to apply a project based learning to the teaching of EFL-, it was certainly a very intense experience. At the beginning of the subject, applying project based learning to EFL sounded very interesting. And in the first days, I realised that it was not easy. There were many doubts and questions that came up at the same time... But as the course went on, I started feeling more confident. And now, I can say that my expectation of discovering how to apply a project based learning to EFL has been fulfilled. There are still doubts, of course! Especially when it comes to designing projects for low level language learners. But are not these doubts part of the ongoing learning process

 

About the second expectation -learning how to design appropriate activities for CLT (Communicative Language Learning)-, it was also fulfilled. Last year, at the previous subject where we had already talked about CLT, I started learning how to create appropriate activities that allow students develop their fluency by using the language to communicate. And this year, the TEPBLL course has been a great opportunity to reinforce and deepen knowledge about how to plan CLT activities.

 

And last but not least, in reference to the third expectation -getting to know technological resources that might be useful for language teaching and learning-, I do think that it has been absolutely fulfilled. The tools we used to do the flipped tasks, the ones for the online meetings, the ones presented in the technology showcases... Nearly countless! I have learnt a lot, and I am really happy to have all that resource bank of technological tools that we have created together, and that will be really useful in our future as teachers.

 

But I cannot finish this closing reflection without talking about my experience with technology, that made me learn that we always need a plan B (or even more). I remember myself grumbling after the problems we had with the expert panel video and with the technology showcase. In that moment, I thought and said: “Technology hates us”. But now, I would change the sentence a bit: “Technology might seem to hate us sometimes, but we need to think of alternatives to make it hate us less”.

 

All in all, I can do state that the objectives I had set at the beginning has been achieved to a large extent.

 

• Integrate cognitive skills into lessons (problem-solving, communication skills, research skills, etc.). During the course, we have seen many examples in which the work on the target language was merged with a problem-solving situation and the need to use communicative skills (i.e. in the project called Health habits).

• Adapt teaching design to contextual restraints. That was a big doubt at the beginning of the subject, since we all know that there are huge differences between schools and areas concerning the availability of technological resources. Nevertheless, during the course I have realised that we can always struggle to find a way to maximise the potential of the technology we have, in order to enhance language learning.

• Plan activities to ensure the interdependence of listening, reading, writing and speaking. I have seen that the interdependence between these four skills is an essential key point of language learning. And I am really happy to have learnt how to plan activities that connect them.

• Use appropriate assessment procedure to chart and monitor a learner's progress. That was also a concerning doubt at the beginning of the subject, since applying formative assessment in a TEPBLL seemed really difficult (i.e. how to assess telecollaboration?). But as the course went on, I realised that technology also offers us good tools and resources to track students' learning process. Moreover, I have become more aware of the importance of combining self-assessment, peer-assessment and teacher assessment.

• Organise integrative interaction in order for students to engage with ‘distanced partners’ in collaborative problem- and project-based learning. That was probably the biggest doubt at the beginning... I used to think: “Children working collaboratively with 'distanced partners'? Is it possible?”. And yes, it is! I realised about how important it is to apply appropriate scaffolding strategies to ensure that the telecollaboration is successful -so learning takes places!

 

And when did I realise about all this learning? The main moment was when we were designing the final project. It was a great challenge, which let me apply all what I was learning during the subject.

 

In a nutshell, I have learnt many things, but there are still many things to learn.

 

 

So this is the end... Well, I'd better say that this is the end of the subject, but the beginning of an English teacher trajectory, which will require lifelong continuous learning. The world changes, so we need to keep updated (just like technology!).