Present goals and assessment tools to students
Topic: climate change.
Outline the cognitive and social goals of the activity and explain the assessment and self-assessment rubrics. Learners work in teams. Final product is a poster or PowerPoint presentation. As a teacher reported: “I kick off group works by presenting to students the assessment rubrics where, generally, social skills have the same relevance to study skills, with regards to the output evaluation”.

Create groups and assign different roles
Six groups of four learners in addition to one group of three learners are assigned with a certain sub- topic related to climate change. Distribute the roles of the learners in each group. Two learners as researchers, one learner does the writing and one coordinates the output.

Self-evaluation time
Self-evaluation rubric with indicators on cognitive and meta-cognitive elements need to be filled by the learners. This takes normally 15 to 30 minutes.

Group work
The working materials consist of three articles per sub-topic per group of learners. This includes graphs and pictures too. The learners work in groups in class for three to four lesson hours. Intervene when needed to help learners.

Presentations
Presentation time for all the groups takes around 2 lesson hours. One learner per group has 15 minutes to present the final product (poster) of his/her group. Fix a separate moment to provide her/his evaluation to the group and to compare her/his evaluation to the self-assessment done by the learners.

Tools: a table for the assessment of this activity and an example of how the rubric has been used in one class are present in the Appendix section, pag. 127 of the Teacher Kit.