ORA L COMP ET EN CE A N D P OPULA R CULTURE2014

MA RIA CORN A DÓMA RIN A F ERRÉ

ZOE HAYN ESSA N D RA J IMEN EZ

EILA MORA LESMON ICA RODRIGUEZ

MA RIA SOLÉ

PROJECTS & CORNERS

PROJECTS

WHAT IS IT?

• Is the processing of thematic units chosen freely by students.

• It uses a globalizing method framed in constructivist theory of learning.

ADVANTAGES

WHAT IS IT?

Promotes a high degree of motivation during the learning activities.

The students involved and take responsibility for their own learning and they learn things that have a sense for them (meaningful learning).

Requires finding information in different disciplines or subjects.

It promotes communication, cooperation and social skills.

Students establish a connection between what they learn in school and the reality around them.

AIMS

LEARNING TO LEARN

TEACH THINKING

• To learn strategies to solve problems.

• To encourage autonomy.

• To manage information (search, organize, disseminate, ...).

HOW DO WE DO IT?

PHASE TASK

Phase 1 Need. What do we want?

Phase 2 Definition. Achieve it.

Phase 3 Planning. How do we do it?

Phase 4 Development. Let's do it.

Phase 5 Evaluation-Synthesis.

THE ROLE OF THE TEACHER

Offer elements to value the efficiency and viability of the strategies and actions.

Forecast the timing of the actions.

Formulate rules of groups of pupils that potentiate the cooperative work.

Reformulate hypothesis with respect to the learning contents that is related to the project.

Forecast:- Sources of informations. - Material.- Space and time to carry out the actions.

THE ROLE OF THE FAMILIES

Help and support their child with the homework

Provide related material and resources

Cooperate with the teacher and carry out workshop or related activities

Attend to the oral exposition at the school

WHAT ARE WE GOING TO ASSESS?

• Check if the content of the program have been achieve.

• Assess the individual learning of the students (from their previous knowledge).

• Think about our own interventions.

• Co-evaluate.

• Evaluate the project.

ASSESSMENT

Auto assessment Co- evaluate

Students take part on their own assessment.

Students think about what are they doing, and they have to be able to put into words judgments and opinions.

It’s a self-criticism, which create habits of reflection about their own reality.

We do more progress to reflect about our errors than hinge on our right answers.

Students take part on their classmates assessments.

The co-evaluation allow the dialogue with the students about their needs.

Students take part and

they are involve.

How to assess?

SOME EXEMPLES OF PROJECTS

In summary…. This is a Project based learning:

https://www.youtube.com/watch?v=LMCZvGesRz8

SOME EXEMPLES OF PROJECTS

PBL in pre-primary schools:

(Institució Montserrat de Barcelona)

http://www.edu3.cat/Edu3tv/Fitxa?p_id=16735&p_ex=treball%20per%20projectes

(Escola l’arrabassada)

http://escolalarrabassada.blogspot.com.es/

SOME EXEMPLES OF PROJECTS

- PBL in Primary schools:

(CEIP Les Roquetes de Sant Pere de Ribes)

http://www.edu3.cat/Edu3tv/Fitxa?p_id=16803&p_ex=treball%20per%20projectes

(Escola la Marina de l’hospitalet LL.)

https://sites.google.com/a/xtec.cat/escola-la-marina/com-ho-fem/projectes

CORNERS

WHAT IS IT?

Organize the class with corners, is a pedagogy strategy that pretends to integrate learning activities to the basic needs of the infant.

AIMS

To develop the intellectual, social and emotional potential of the infants.

To encourage the initiative of the children. To promote the autonomy of each child. To encourage logical reasoning. To solve the problems in different ways. To plan the own activity. To develop children's creativity. To facilitate communication. To acquiring rules of conduct. To responsibility of the corner material.

Methodology Values

Expositive

Participative

Cooperative

Collaborative

Attention

Effort

Collaboration

Sensitivity

HOW DO WE DO IT?

Management of the groups

Areas of work

Work in teams

Work in couples

Individual work

Languages

Mathematics

Social and Natural Sciences

Music

Arts

HOW DO WE DO IT?

HOW DO WE DO IT?

Steps to design a corner

1. Distribution the space2. Planning the aims3. Planning the contents4. Select the materials5. Define the rules of procedure6. Let’s do it!

THE ROLE OF THE TEACHER

To design corners for work different areas and abilities. To explain the corners and distribute the children

individually, in pairs or in groups for do the different corners.

Encourage children to play, to check and do in the corners. To participate in all the corners and observe the children

during the session. Take notes about children's behaviour and their growth

during the different sessions. Take care that all the children has to play in all the corners. When all the children has playing in all the corners, change

these for new corners. Tell to the families what corners are put together.

THE ROLE OF THE FAMILIES

Cooperate with the teachers to organize the corners' room.

Families can stay in the class and walk with the kids and encourage them during the corners' time.

Ask to the children about the corners who has been played. To provide some real materials for the corners.

WHAT ARE WE GOING TO ASSESS?

Student exploitation

Suitability of the

distribution.

Use of materials.

Student acceptance.

Activity promoted.

...

Student actuation.Corner more frequent

and time dedicated.Use of the materialInteraction with the

other classmates.Level of initiative in the

shared game.The need of the adult.

ASSESSMENT

Corners functioning

Free observation Systematic observation

The adult should do

a constant

observation in order

to know what’s

happening in the

classroom.

Diary

Video recorders.

Observation pattern.

Register of

participation.

Collection of anecdotes.

…

How to assess?

SOME EXEMPLES OF CORNERS

Assembly corner

Arts & Crafts corner

Role game corner

SOME EXEMPLES OF CORNERS

Experiences corner

Maths corner

Literacy corner

SOME EXEMPLES OF CORNERS

Library corner

Costumes corner