PROJECT AND CORNERS
- 1. O R A L C O M P E T E N C E A N D P O P U L A R C U L T U R E 2 0 1 4 M A R I A C O R N A D Ó M A R I N A F E R R É Z O E H A Y N E S S A N D R A J I M E N E Z E I L A M O R A L E S M O N I C A R O D R I G U E Z M A R I A S O L É PROJECTS & CORNERS
- 2. PROJECTS
- 3. WHAT IS IT? • Is the processing of thematic units chosen freely by students. • It uses a globalizing method framed in constructivist theory of learning.
- 4. 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.
- 5. AIMS LEARNING TO LEARN TEACH THINKING • To learn strategies to solve problems. • To encourage autonomy. • To manage information (search, organize, disseminate, ...).
- 6. 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.
- 7. 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.
- 8. 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
- 9. 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
- 10. 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?
- 11. SOME EXEMPLES OF PROJECTS In summary…. This is a Project based learning: https://www.youtube.com/watch?v=LMCZvGesRz8
- 12. 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%2 0projectes (Escola l’arrabassada) http://escolalarrabassada.blogspot .com.es/
- 13. SOME EXEMPLES OF PROJECTS - PBL in Primary schools: (CEIP Les Roquetes de Sant Pere de Ribes) http://www.edu3.cat/Edu3tv/Fit xa?p_id=16803&p_ex=treball%2 0per%20projectes (Escola la Marina de l’hospitalet LL.) https://sites.google.com/a/xtec.cat/ escola-la-marina/com-ho- fem/projectes
- 14. CORNERS
- 15. 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.
- 16. 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.
- 17. Methodology Values Expositive Participative Cooperative Collaborative Attention Effort Collaboration Sensitivity HOW DO WE DO IT?
- 18. 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?
- 19. HOW DO WE DO IT? Steps to design a corner 1. Distribution the space 2. Planning the aims 3. Planning the contents 4. Select the materials 5. Define the rules of procedure 6. Let’s do it!
- 20. 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.
- 21. 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.
- 22. 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 material Interaction with the other classmates. Level of initiative in the shared game. The need of the adult. ASSESSMENT Corners functioning
- 23. 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?
- 24. SOME EXEMPLES OF CORNERS Assembly corner Arts & Crafts corner Role game corner
- 25. SOME EXEMPLES OF CORNERS Experiences corner Maths corner Literacy corner
- 26. SOME EXEMPLES OF CORNERS Library corner Costumes corner