The target group is a class of twenty 8 year old children, I am their tutor, I teach

them English, Science, Arts and crafts and ICT. As any other children in the
21st century they need to develop skills in CPS to be able to thrive in their
future, work and social life in an ever changing society.
The school is collaborating with the local church to build a new school in
Guinea-Bissau. At the begining of the school year the donations were generous
but unfortunately not enought to buy the materials to create the desks.
So the teachers thought of organizing a special fair to raise money. In my class
I presented the problem and ask the students for their collaboration. After a
general discussion we concluded that some home made food and drinks will be
essential, some form of entertainment will be compulsory, we needed to create
signposting and some arts and crafts that could be on sale and of course some
people might be in charge of the financial side of the big task.
To encourage collaboration I let the class know that if we achieve 100 euros,
one of the desks will have engraved this classrooms name and also a
photograph of all of them will be a hanging in one of the walls.
The groups are heterogeneous with different skill levels mixed.
The task might look very ambitious for their ages but I have already observed
that the groups ZPD is flexible and wide with the right focused questions and
guidence.
Since they are new to the CPS mechanism, I explain to them some basic rules
and process; everyone has to contribute with at least one writen idea, one copy
for the group and one for the teacher. For example the group who is in charge
of the food and drink for the fair has to think of two easy recipes to create the
dishes without heat. Also they must create a couple of drinks.
In the first session everyone presents their ideas, in turns, within the group in
the first 8-10 minutes.
After that they have 15 minutes to discuss and select two ideas to develop,
everyone has to explain why they have selected that idea, giving reasons, so
we avoid favouritism.
Everyone speaks in turns. If someone speaks to loud or does not respect the
turns, goes into the fridge (one corner of the room) for as long as the group
estimates.
Once the ideas have been selected they have another session of 50 minutes to
create the plan in detail. They have access to the computer lab, they can visit
the school kitchen, they can select materials from the arts and craft storage
room, they can visit the local supermarket to find out about prices, they can
meet with the older students to ask about their activities for the fair, etc. So this
task envolves face to face and mediated via technology activities, is set in the
classroom and also in the real world.
In the next session each group presents the ideas in detail, with costs,
materials, and times. They have a limited budget for each activity so recycling is
a must.
Everyone speaks up about all the ideas, so they could be improved with their
contributions.
After the general presentations it is time to create a self evaluation with a
bullseye. The questions are: A) Have I contributed to solve the task in all
aspects? B) Have I listened to and take in others ideas? C) Have I understood
the task and thought of different solutions? D) Have I helped to resolve conflicts
within the group?
The bullseye presents the four questions in four areas and has values from 1 to
4. The student must draw a dot for each question and connect them all with
lines forming a polygon. The smaller the polygon the better the results. Here I
attach an example:




The questions A and C in the blue area are related to the cognitive dimension,
the other two are related to the social dimension. In this example we see a
student who is good in the cognitive dimension but needs to improve in the
social dimension.
At the end of the task we will present a peer and self-assesment to the
students. It will be a Googles doc questionnaire, so we could have organized
feedback with graphs automatically created. Here is a possible example:
https://docs.google.com/forms/d/19o92d9FK_VZEy1CHSNsKJxknX5U2n9xQf5
dmFFYKBto/viewform?usp=send_form
In order to keep track on each students assessment the teacher will have a
rubric, following the CPS Empirical Progression, per student so he/she can
record each sessions performance. Here I attach an example:









With this information gathered in all sessions plus the data extracted from the
self and peer evaluation, the teacher can easily create the Learning Dimension
of CPS at the end of the task and also the Social Dimension Report of CPS with
accuracy. In the same way a Class Report for cognitive and social dimensions
could be created, so they could be compared with the next CPS task. The
teacher could create a tracking chart like this one:





Regarding feedback, since there are young children and this is their first explicit
experience with CPS, I think the best way to show them where they are and
where they should be in the next step, is with a visual report. Id like to keep
using the bullseye tool but with more detail. These are posible tems to reflect
with students. A) Assume group rsponsability, B) Identify steps of the problem ,
C) create strategies and plans, D) find and connect information. E) resolve
conflicts, F) be flexible, promote change, G) engage in unfamiliar tasks, H)
contribute allways whith your own ideas.








The red lines are where the student is now, and the blue lines are the next step
objectives.
Observation and all the data from the different types of assessment will be our
evidence and the way to anticpate the next step on the students development.