Transformations were evident in students self-assessment forms and work samples by indicating how the work was shared equally, how they helped each other, encouraged each other, how they set clear attainable objectives, how they were respectful to each other, how they understood their roles and objectives, how they learned from their disagreements and used this to give constructive feedback and make the work better. And how they listened and tried to understand others.

In the student reflection journals and discussions, transformations were seen in students individual approaches and feelings towards teaching, for example during the entry event with the kitchen staff, students felt shy and nervous and towards the end they developed confidence by creating their own learning materials and strategies towards teaching the Thai school kids their chosen vocabulary and sentences in a fun and interactive way.

Students were given opportunities to develop their conversational skills in student-led discussions, by interviewing teachers. Students interviewed elementary teachers both homeroom and specialists, they asked questions to gather data on how to effectively teach vocabulary and create an educational game. Students were given another experience by an expert parent giving feedback on their work, they had opportunities to freely converse and take notes of how to write an interactive lesson plan, guided by the expert parent. The high school students were welcomed to our class to give students feedback on their digital content, the discussion was student-led and the high school students feedback included, what they liked and what they could do better. 

The class and group discussions were student-led and the teachers role is to offer reflection time, after each activity and interaction. During our reflection time, we discussed the data gathered per group and students individually wrote their reflections in a weekly journal. The feedback forms from teachers, specialists, high school "investors" and expert parents are added on the PBL journey wall to refer back to and are included in the journal entries.

Finally, students put what they learned throughout the project into practice and answered the driving question "Is it possible for G4 students to teach Thai kids how to learn English?". All students answered yes, and here is why...