NOVEMBER <ul><li>Call for course: </li></ul><ul><li>“ Historical Recreation as a pedagogical project: The age of discoveries” </li></ul><ul><li>Cancelled due to lack of participants </li></ul>
<ul><li>Two schools asking for training on new methodologies based on cooperation, constructivism, innovation, research… </li></ul><ul><li>January: Call for a new course: </li></ul><ul><li>Seminar on Project work methodology </li></ul>
Seminar on Project Work Methodology 6 teachers trainers CEP Bollullos-Valverde Conducted by proffessor Francisco Pozuelos, from Huelva University. First sessions: 29th, 31st January and 5th, 7th February (Niebla). 12 teachers (Secondary) IES Mazagón 8 teachers (Primary and Foundation stage) CEIP San Walabonso Participants
“ Teachers from another school were invited to show and share with us their experience on Projects ”
February: Schools choose topics for their projects <ul><li>CEIP San Walabonso chooses “Historical Recreation” </li></ul><ul><li>Separate sessions start in both schools </li></ul>
CEIP SAN WALABONSO Starting defining concrete topics and question nets, activities… School staff (each cycle) Meeting March 10 Determining period / topic, dyachronic / synchronic approach, starting ellaborating interelated facets among cycles. Management team, teacher trainers, specialist on history, Francisco Pozuelos Meeting March 3rd Choosing the periods depending on cycles. First draft Staff Meeting February Activity Participants Type Timing
Evaluation School staff (and CEP) May Cultural week: some results of project work are shown to the school community in the castle yard. School community Working out End of Abril <ul><li>Workshops with teachers and pupils to prepare work. </li></ul><ul><li>Class work (research…) </li></ul>School staff (and CEP) Working out April Revising question nets… School staff, teacher trainers, Francisco Pozuelos Meeting March Activity Participants Type Timing
PROYECT WORK IN THE CLASSROOM Why develop curricula through projects? Antecedents Differences with other models Characteristics On which principles (theoretical / practical) is it based? Main difficulties How to carry it out Give me one example Some instruments for class dynamics Sequence How and what to plan Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada
WHY WORKING WITH PROJECT WORKS STUDENTS The curriculum is shown as significative, some thing that makes sense Complexity cannot be learned through simplificatons DEMOCRACY Teaching as a dialogue TEACHERS Stimulates teachers’ development and capacity CONTEXT INTEGRATED CURRICULUM THEORY AND PRACTICE DIVERSITY RESOURCES It opens the school to its environment It works with different types of knowledge Learning and doing: process and product It integrates cultural and personal diversity It incorporates materials and diverse information sources Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada
Cooperative approach Critical perspective Communitary orientation Learning through investigation Integrated curriculum Constructivism Basic theoretical referents Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada
Learning/teaching dinamics It affects Evaluation Curriculum organization and presentation PROJECT WORK It affects It affects Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada
Determining formative evaluation: “work folders” Negotiating themes, taking diversity into consideration Question nets Working with plural information: textual, digital, contextual Distributing time, organizing the sequence Doing activities through different “groupings” Organizing kwnoledge in “weaves” Considering students´ ideas INSTRUMENTS FOR CLASS DINAMYCS Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada
Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada Didactic analysis Content analysis Evaluation Didactic proposal Theme selection Different phases for reflexive ellaboration of a school project
OTHER PROJECTS: “The History of Jazz” Music school, Bollullos del Condado
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