Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Project at school


Published on

Published in: Education
  • Be the first to comment

Project at school

  1. 1. SCHOOL PROJECT: ‘Learningaboutprofessions’<br />EXPERIENCED AT CEIP DIVINA AURORA (TAVERNES DE LA VALLDIGNA)<br />YEAR 2010-2011<br />LEVEL 2n PRIMARY EDUC.<br />
  2. 2. Theprojectwasdeveloped in June.<br />WHY ?<br />Because I needed some excuse to enhance student’s motivation at the end of the term. <br />And because I detected that my students didn’t know too much about jobs outside the school. <br />WHEN? <br />The project was developed during last month of the school year: June. Because we had finished curricular textbooks and I tried to work with almost one project each end of term (3 months terms). <br />
  3. 3. PROJECT:_CONÉIXER LES PROFESSIONS (in valencian)<br /> Thatwastheinformationgiventothefamilies: talkingabout dates, competences and objectives of theproject.<br />PROJECTE: CONÉIXER LES PROFESSIONS.<br />Ens visitaran diversos professionals de totselsàmbits, si conegueualgú que vulgafer una xarrada sobre el seutreballcontacteuamb la mestra.<br />Elsxiquetsfaran una entrevista i una fitxa de treballposteriorment. Es prepararà un calendarisegons les propostes.* Setmana del 13 al 21 de Juny<br />Elsobjectius del projecteacompleixen el treball de les competènciesbàsiques:<br /><ul><li>Competència comunicativa
  4. 4. Competència artística i cultural
  5. 5. Tractament de la informació i Competència digital
  6. 6. Competènciamatemàtica
  7. 7. Competènciad’aprendre a aprendre
  8. 8. Competènciad’autonomia i iniciativa personal
  9. 9. Competènciaamb el coneixement i la interaccióamb el mónfísic
  10. 10. Competència social i ciutadana</li></li></ul><li>Objectiusespecífics del projecte:<br />Afavorir un clima positiu per al treball en grup<br />Conéixer el sentitd’unaxarrada<br />Assolirelsconceptestreballats a classe: poble/ciutat, elementsd’unaciutat, les professions (obrer, cambrera, metge, arquitecte, científic…).<br />Reciclatge social: re-utilitzarels recursos socialsmésimportants, les persones.<br />Desenvolupar la creativitatamb la realització de projectes: una maqueta de l’escola i un quadern de professions.<br />
  11. 11. My Students<br />
  12. 12. Comments<br />The principal idea was to improve skills of working in groups, to motivate the students and to involve their families.<br />HOW? Introducing professionals with different kinds of jobs to my students.<br />In this way, I asked my own family, friends and pupil’s families to collaborate in the project. I sent a circular with the project information you’ve seen before.<br />
  13. 13. Anarchitecht at school<br />
  14. 14. Showingbooksaboutarchitecture<br />I asked an architect for coming to collaborate to my school.<br />Her name is Gisela de Luna and she was so kind to invest one day with my students for free.<br />I arranged a meeting some days before to talk about the programming of the day.<br />We decided she’ll talk about :<br /><ul><li>What she does at work,
  15. 15. Where she works,
  16. 16. What children can do when there’s an earthquake, (remember It’d been a tsunami not so long ago)
  17. 17. And showing some tools she uses at work. Measures (metres, cm).</li></li></ul><li>Interestonthebooks<br />
  18. 18.
  19. 19.
  20. 20. Interestonthetools<br />
  21. 21. Playingwithmaterials<br />
  22. 22.
  23. 23. A buildingmodel at school<br />
  24. 24.
  25. 25. A computerwithbuilding’s plan<br />
  26. 26.
  27. 27.
  28. 28.
  29. 29. Exploringthemodel<br />
  30. 30.
  31. 31.
  32. 32. Working with new learning: creating a school building’s model<br />
  33. 33. Planning by themselves<br />
  34. 34.
  35. 35.
  36. 36.
  37. 37. Creating by themselves<br />
  38. 38.
  40. 40. BOOK ABOUT PROFESSIONS</li></li></ul><li>The school building’s model<br />I asked the architect to prepare a final activity with them.<br />I prepared the materials and tools in advance, they are the following:<br /><ul><li>Cardboard
  41. 41. Paper
  42. 42. Plasticine TM
  43. 43. Pencil, rubber, ruler
  44. 44. Crayons, painting
  45. 45. Toilet rolls
  46. 46. Sticks, glue</li></li></ul><li>Characteristics of the model<br />I asked the architect not to pay too much attention to their plastic abilities, because I wasn’t assessing them on plastic arts.<br />The objective of motivating them was highly accomplished because the architect gave them continuous feedback about their work. She said: Well done!, You can do like this.. ,This is great! , good idea!, etc.<br />
  47. 47. Characteristics of the model<br />So I promoted a positive view of what they were creating.<br />And we, as a group including the architect, were so proud of the final product.<br />ROLES:<br />The professional worker and teacher’s roles were answering and guiding their work, but not refusing ideas. Students: they were organised like in a job, we had: plan workers, painters, plasticine TM modellers, designers, etc.<br />
  48. 48. Characteristics of the model<br />They know very well their local school because is where they live! <br />So they knew better than me where to place each building, park, traffic lights, bus stop, apartments, zebra crossing...<br />But the most important of these elements is that they accomplish the objectives for first cycle of different subjects: maths, spaces distribution, knowing their surroundings, collaboration work...<br />
  49. 49.
  50. 50.
  51. 51. Having a social use: the most important<br />We placed it at the corridor out of our classroom, so that all students passing through that could see it.<br />Even more, we were sure everybody saw it because the music classroom was at the end of our corridor. <br />The most important for them was that their families could visit it, and it was done because at the end of. the term parents came to give the school marks<br />
  52. 52.
  53. 53. Final product: individual book<br />I asked them to complete a sheet with each new profession they learned at class.<br />Their final products, in these case were individual sheets with 3 questions about the profession and one drawing.<br />
  54. 54.
  55. 55.
  56. 56.
  57. 57.
  58. 58.
  59. 59.
  60. 60.
  61. 61.
  62. 62.
  63. 63.
  64. 64.
  65. 65. Fire-fighter<br />We had the opportunity to visit a fire station because one of the parents is a fire-fighter.<br />
  66. 66.
  67. 67.
  68. 68.
  69. 69.
  70. 70.
  71. 71.
  72. 72.
  73. 73.
  74. 74.
  75. 75.
  76. 76. Talkingaboutotherprofessions<br />After the architect gave us a talk, everything was easier for them because they were highly motivated.<br />Unfortunately nobody else collaborate with the project because of different circumstances I’ll analyse later on. <br />So, finally I presented some other professions by myself to the students in the same kind of interaction: give a talk, asking questions, analysing realia (news, tools, etc)<br />
  77. 77. The doctor<br />
  78. 78.
  79. 79.
  80. 80.
  81. 81. Assessment of the project<br />Project assessment: if objectives had been accomplished. <br />Teacher’s assessment: To evaluate social answer to the project. To assess my role and professional’s role. <br />Students assessment: final products, objectives and self-assessment. <br />
  82. 82. Reflecting on the project<br />Were objectives accomplished? Yes / No<br />To work key competences<br />To work in groups<br />To know what’s to give a talk<br />To reinforce concepts related to children surroundings and professions.<br />Social recycling: using professional people from outside of the school.<br />To develop creativity and project work<br />30% of assessment is based on the objectives. They were all achieved.<br />PROBLEMS: introducing people from outside school can be a problem for the headmaster. <br />
  83. 83. Reflecting on the roles<br />Teacher’s role: is important to know your children and not to put them barriers. If so, I couldn’t imagine them doing all this hard work without getting angry! Another key is to ask for help, your school, other teachers, families may know what you are doing at class. <br />Professional’s role: having good friends and nice families would be perfect! But if you don’t have it, don’t worry, try it!. Professionals can’t be anybody, but people with patience and passion for his/her work. Tip: ask positive people which is not working, like university students, unemployed... People with not hurry!<br />20% of assessment is based on my role. I received feedback from families, other teachers, children. And my objectives were achieved.<br />10% of assessment is based on professional worker’s roles. <br />PROBLEMS: As a teacher the most useful for me was to detect needs on my students. If they were not interested on it I didn’t do it. <br />I had problems to look for people who collaborate, but I did it! First opportunity started when we visit a fire station in the second term. Then I asked my friends and family to come and only one person answer. Lastly, I asked families to come and nobody came finally. But I was quite happy when many of them sign to allow me to use their children photos and works. <br />
  84. 84. Reflecting on the students<br />Were objectives accomplished? Yes / No<br />To work in groups<br />To know what’s to give a talk<br />To reinforce concepts related to their surroundings and professions.<br />Social recycling: using professional people from outside of the school.<br />To develop creativity and project work<br />To create a profession’s book<br />To elaborate a building school’s model<br />50% of assessment is based on the students. They weren’t all achieved.<br />I recorded a video with their final feelings.<br />PROBLEMS: Collaboration of some families. Only one person visited us to talk about her job. Different levels of participation and motivation within the group (that’s not surprising).<br />
  85. 85. Video self-assessment<br />Aboutthearchitect<br />Aboutthe plan<br />
  86. 86. Video self-assessment<br />
  87. 87. GRÀCIES!<br />