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The description about what the corners and the projects are, how do we do, how we assess, the role of the teacher and the families and some examples.
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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
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