5 TH  CONGRESS OF CREATIVITY AND INNOVATION C.IN.C  Program Know.Investigate.Create   M. Marcela Palazuelo Martínez Montse...
JUSTIFICATION 1. Creative talents are not detected at school ¿Why? 2. A good time for working creativity with the students...
5 TH  CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Feuerstein's Cognitive Map </li></ul><ul><li>Sternberg's Triarchic The...
5 TH  CONGRESS OF CREATIVITY AND INNOVATION 1. To design a guide for being used by Compulsory Education students in the fi...
METHODOLOGY 5 TH  CONGRESS OF CREATIVITY AND INNOVATION A N L C R P INPUT MULTIPLE INTELLIGENCES ELABORATION P R A C R A O...
5 TH  CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Autonomous behavior and Individuality </li></ul><ul><li>Decision-makin...
5 TH  CONGRESS OF CREATIVITY AND INNOVATION <ul><li>To dynamize the field trips </li></ul><ul><ul><li>To balance the diffi...
5 TH  CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Generic exercices categorized by the Gardner’s M.I. Theory </li></ul><...
<ul><li>Thin-client model </li></ul><ul><li>Web-based database </li></ul><ul><li>Free and suscription resources </li></ul>...
IMPLEMENTATION <ul><li>To explain or remember the rules of the program </li></ul><ul><li>To explain the field trip and its...
Student’s functions <ul><li>To plan and to design the strategies for solving the exercices </li></ul><ul><li>To compile in...
<ul><li>To negotiate groupings and relationships </li></ul><ul><li>To administer tools, roles and aids </li></ul>5 TH  CON...
<ul><li>To register negotiations and disputes </li></ul><ul><li>Resources supplier </li></ul><ul><li>Field trip guide and ...
<ul><li>To crystallize the previous planning of the exercices </li></ul><ul><li>To document the Field Logbook </li></ul><u...
PHASE III: OUTPUT <ul><li>To resolve the disputes </li></ul><ul><li>To annotate the interim student situation as part of a...
<ul><li>Synthetic account of resolving strategies </li></ul><ul><li>To declare complaints, problems, program failures, dub...
FIRST PROGRAM IMPLEMENTATION GABARRÓN MUSEUM Valladolid <ul><li>Why did the students choose Saint Rochus with his dog? </l...
FUTURE PROSPECTS <ul><li>To implement the program to a far wider group of students from different educational stages </li>...
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16 Presentación Programa C I N C V3 English[1] Del Caño Sánchez, M

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16 Presentación Programa C I N C V3 English[1] Del Caño Sánchez, M

  1. 1. 5 TH CONGRESS OF CREATIVITY AND INNOVATION C.IN.C Program Know.Investigate.Create M. Marcela Palazuelo Martínez Montserrat Marugán de Miguelsanz Maximiano delo Caño Sánchez Carlos de Frutos Diéguez Rocío Berenguer Sánchez UNIVERSITY OF VALLADOLID GIE of Psychology of Education (Research Group Excellence from Castilla y León )
  2. 2. JUSTIFICATION 1. Creative talents are not detected at school ¿Why? 2. A good time for working creativity with the students could be the extracurricular activities 3. We don’t know any guides or other material which could be used in field trips for knowing the city and surroundings 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  3. 3. 5 TH CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Feuerstein's Cognitive Map </li></ul><ul><li>Sternberg's Triarchic Theory of Human Intelligence </li></ul><ul><li>Gardner's Multiple Intelligences Theory </li></ul>THEORETICAL FRAMEWORK
  4. 4. 5 TH CONGRESS OF CREATIVITY AND INNOVATION 1. To design a guide for being used by Compulsory Education students in the field trips which are carried out, among others, in the city and surroundings 2. To carry out in a systematic and structured way the acquisition of knowledge for allowing students not only know but investigate and create OBJECTIVES
  5. 5. METHODOLOGY 5 TH CONGRESS OF CREATIVITY AND INNOVATION A N L C R P INPUT MULTIPLE INTELLIGENCES ELABORATION P R A C R A OUTPUT A N L P C
  6. 6. 5 TH CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Autonomous behavior and Individuality </li></ul><ul><li>Decision-making responsibility </li></ul><ul><li>Could associate with other classmates </li></ul><ul><li>self-knowledge and self-concept s trengthening techniques based on roles </li></ul>ORGANIZATIONAL STRUCTURE THE STUDENTS
  7. 7. 5 TH CONGRESS OF CREATIVITY AND INNOVATION <ul><li>To dynamize the field trips </li></ul><ul><ul><li>To balance the difficulties </li></ul></ul><ul><ul><li>To set the excursion </li></ul></ul><ul><ul><li>To guide the activities </li></ul></ul><ul><li>Research-to-practice </li></ul><ul><li>To administer the program infrastructure </li></ul><ul><li>Exercices development </li></ul>THE TEACHER ORGANIZATIONAL STRUCTURE
  8. 8. 5 TH CONGRESS OF CREATIVITY AND INNOVATION <ul><li>Generic exercices categorized by the Gardner’s M.I. Theory </li></ul><ul><li>Scalar reinforcement policies </li></ul><ul><li>Resources for enrichment the experience </li></ul><ul><li>Structured development of creativity and emotional and social intelligences </li></ul>THE PROGRAM ORGANIZATIONAL STRUCTURE
  9. 9. <ul><li>Thin-client model </li></ul><ul><li>Web-based database </li></ul><ul><li>Free and suscription resources </li></ul>THE PLATFORM ORGANIZATIONAL STRUCTURE 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  10. 10. IMPLEMENTATION <ul><li>To explain or remember the rules of the program </li></ul><ul><li>To explain the field trip and its objectives </li></ul><ul><li>To hand out the exercices with a brief explanation </li></ul>PHASE I: INPUT Teacher’s functions 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  11. 11. Student’s functions <ul><li>To plan and to design the strategies for solving the exercices </li></ul><ul><li>To compile information and resources from varied media and materials </li></ul>PHASE I: INPUT 5 TH CONGRESS OF CREATIVITY AND INNOVATION IMPLEMENTATION
  12. 12. <ul><li>To negotiate groupings and relationships </li></ul><ul><li>To administer tools, roles and aids </li></ul>5 TH CONGRESS OF CREATIVITY AND INNOVATION Student’s functions PHASE I: INPUT IMPLEMENTATION
  13. 13. <ul><li>To register negotiations and disputes </li></ul><ul><li>Resources supplier </li></ul><ul><li>Field trip guide and caregiver </li></ul><ul><li>To register the evolution of the exercices </li></ul><ul><li>To document the Field logbook </li></ul>PHASE II: ELABORATION IMPLEMENTATION Teacher’s functions 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  14. 14. <ul><li>To crystallize the previous planning of the exercices </li></ul><ul><li>To document the Field Logbook </li></ul><ul><li>Negotiations and social relationships </li></ul>PHASE II: ELABORATION IMPLEMENTATION Student’s functions 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  15. 15. PHASE III: OUTPUT <ul><li>To resolve the disputes </li></ul><ul><li>To annotate the interim student situation as part of a whole program </li></ul><ul><li>To arbitrate the debate </li></ul><ul><li>To calificate the effectiveness, the creativity and the versatility of the student </li></ul>Teacher’s functions IMPLEMENTATION 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  16. 16. <ul><li>Synthetic account of resolving strategies </li></ul><ul><li>To declare complaints, problems, program failures, dubts, improvements, etc. </li></ul><ul><li>To calificate the effectiveness, the creativity and the versatility of the classmates </li></ul>PHASE III: OUTPUT IMPLEMENTATION Student’s functions 5 TH CONGRESS OF CREATIVITY AND INNOVATION
  17. 17. FIRST PROGRAM IMPLEMENTATION GABARRÓN MUSEUM Valladolid <ul><li>Why did the students choose Saint Rochus with his dog? </li></ul><ul><li>The M U S E U M of color </li></ul>5 TH CONGRESS OF CREATIVITY AND INNOVATION
  18. 18. FUTURE PROSPECTS <ul><li>To implement the program to a far wider group of students from different educational stages </li></ul><ul><li>To analize the results from a far wider group of students </li></ul><ul><li>To increase the number of exercices and resources </li></ul><ul><li>FINANCING NEEDED </li></ul>5 TH CONGRESS OF CREATIVITY AND INNOVATION

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