Ceuta, marzo 2011 INFORME DE SEGUIMIENTO Budapest 21-25 de marzo 2011 ISSF CO ME N I US 2010 - 2012
Comenius Project ISSF Year 2010/11 Year 2011/12 SENSITIZATION OF STUDENTS ABOUT ENVIRONMENT ISSUES AND SUSTAINABLE DEVELOPMENT. THEORETICAL AND PRACTICAL TRAINING TEACHERS. REACH AND AGREE ABOUT ORGANISATION AND WORK IN SCHOOL. PRACTICE EXPERIENCES TO THE TOOLS AND PROCEDURES OF SYSTEM THINKER. PROJECT AND PERFORMANCE SUSTAINABLE DEVELOPMENT.
The project, which we are working during this year 2010-2011, is joining the concept SUSTAINABLE DEVELOPMENT: so that a development that is respect and solidarity environment for present and future generations. For all this reasons it is dispensable in our girls and boys know the different facets of the environment in which we live and the dangers threatening it. At the end, it is “known to preserve”. Having all these objectives as a staring point, in our school, we have planned, in collaboration with the City Council, a series of activities to develop in this year.
These are some of the activities planned and some additional information about some of them. ACTIVITY LEVEL Playing with the environment. 4 years old Our clean city . 5 years old Farm School . 1 st year Food transformation . 2 nd year I know animals and plants of our city. 3 rd year Our first garden. 4 th year Our clean city 2. 5 th year Our soap and paper factory. 5 th year Climate change. 6 th year Eco glass. Recycling of waste. 3 rd , 4 th , 5 th and 6 th year
Antecedent: The planning and development Project related to work in values, is not a task outside of our school life. Since last year and within our Coexistence Plan, have been implementing “Case training project values”. They work out as methodology “… Understanding the problem or issue on which we want to influence, plan intervention strategies, and solve the problem by eliminating its causes, or at least reduce its impact.” Once we get closer to the theory of System Thinking, we saw that it was the ideal methodological tool for analyzing real situations about which we want to intervene in a long term.
<ul><li>Organization: </li></ul><ul><li>Our problem was the great ignorance of theoretical and practical level we had about System Thinking. This meant that after the Maastricht meeting we had to implement a training process and our own organization that particularize in the following aspects: </li></ul><ul><li> </li></ul><ul><li>Bibliography search. </li></ul><ul><li>Translation of materials provided at the meeting in the Netherlands. </li></ul><ul><li>Meetings with people who were at the firs meeting. </li></ul><ul><li>Practice with materials and tools of System Thinking . </li></ul><ul><li>Adaptation of some materials specific to the System Thinking. </li></ul><ul><li>Setting a timetable for meetings. </li></ul><ul><li>Distribution of project participants into small groups according to ages of pupils. </li></ul><ul><li>Making agreements on some methodological issues in the classroom: time of application, spaces reserved for the project in the class, materials were used. </li></ul><ul><li> </li></ul><ul><li>Finally, start experimenting with the tools of this theory, through easy activities. </li></ul>
<ul><li>We believe that approach the problem of sustainable development in the school requires several important steps in which the methodology of system thinking is a tool irreplaceable: </li></ul><ul><li> </li></ul><ul><li>The first step is to sensitize the school community , the importance of the problem and the different aspects of the same: implications, causes, effects ... </li></ul><ul><li>This step can not be board without access to certain knowledge and understanding of certain concepts : environmental issues, biodiversity, climate change, hunger and malnutrition, the inability of much of the world's population access to water resources needed for subsistence ... are some of the topics to be covered. </li></ul><ul><li>The last step, once known and analyzed the problem, should lead to action: it would undertake a project , we believe important to work with sustainable development within the community. </li></ul><ul><li> </li></ul><ul><li>Our field of action is local and very small: our center , and therefore changes to that project will short range. However, the values we transmit on the entire educational community in their development represent an unquestionable benefit and can have a major impact when it occurs after the inevitable generational change in responsibilities of our society. </li></ul>
The project content will depend on the analysis performed, but at first we thought about the possibility of accost a serious problem that affects our city: The fact that there is not a selective collection of urban waste and therefore there is no recycling because of them. The geographical situation of our city, its small size and high number of inhabitants, exacerbate the problem and delay the possible solutions. The idea would be to promote within the school's garbage collection (they would, making proper containers, signs, determining space and time ...) as a way to draw the attention of local authorities and media on this issue, at the same time it demands a solution. At first we though that the first year could be devoted to the first two steps outlined above: knowledge and analysis of the situation ; being the second course for the development of concrete action . This sequence is not static and will be the daily practice that checks our times.
Trabajar las normas. Educación Infantil 4 años. Trabajar hábitos relacionados con el proyecto. 2 nd year . The spiders. 3 rd and 4 th year. “ The gingerbread man“. 4 th year . The system thinking. Educación Infantil 5 años. The letter. 3 rd and 4 th year.
We work the first rule in the assembly: “ TOLD ABOUT YOUR IDEAS AND LISTEN THE OTHERS ONE”
<ul><li>Partners: Hang up before talking, we listen when someone talks something and we respect… </li></ul><ul><li>Aitana tells us: “My dad buys me sweets” all the children are listening. </li></ul><ul><li>- When I don´t think the same that another partners, I wait my turn and then I say what I think. </li></ul>We pick up some ideas and suggestions that children make. - Claudia says: “You must do things correctly”. - Adriana: “When someone is talking the others are listening”. - Aitana: “If you listen you can hear”. - Lucía Tierra: “If I talk don´t listen”. - Claudia says: “When somebody is talking we are listening”.
Escenificamos Teacher Marivi and teacher Marga stage that they don’t listen each other and don’t stop to talk… Now we are going to do a poster with these rules.
We pass out a picture about the rules and they are going to colour them.
We write the rule all together on the blackboard and they are going to copy it.
<ul><li>In the next lessons: </li></ul><ul><li>Teacher is going to give the children capitals letters and they are going to make a message: “Talk about your ideas and listen the others one” . </li></ul><ul><li>Children are going to make a free picture with watercolour about the rule and them we are going to hold on the wall. </li></ul><ul><li>When we start the lesson and when we finish it we are going to remember this new kind of thinking. </li></ul>
We have hanged a mind map on a wall in the entrance of the classroom, so parents and teachers; can think about education concept in the system thinker. INFANT EDUCATION (5 years old)
We have explained the values of the system thinker and the pupils reach their own conclusions, we have hanged some posters of them.
We have told some stories and when we have finished, we have thought about them, we have made some graphs, connection circles and causal loops
Justification We are going to try that students know some habits of mind about the thinking system and they add this habits in their own behaviours.
Lesson 1: we showed six of the main habits of the system thinker, that we have chosen before. We put the pictures and the rules on the blackboard and students must join them. At the end students told why they joined each one.
Lesson 2: We did the same than in lesson 1 but now with the others six habits.We decided to make a big poster with all the pictures and put it in a special place in our classroom.
Lesson 3: we told a story “Gota, Goti y Gotón ”. This story is related with the environment, its problems, and the care of it and connects with the children’s interest. This activity, we are going to do in different moments: Collective reading, to extract the main idea of the story and explain new concepts. Act it out.
Lesson 4: Individual reading. Them they made pictures about the principals’ ideas of the story.
Lesson 5: When they finished drawing the story, they chose some of the best pictures and we hung them.
Lesson 6: At the same time, students have been picked information (photos, magazine, newspaper…) about the most important aspects that we have been deal. Finally, with all this materials, we are going to do a mind map, to see the main ideas and their relations.
<ul><li>Next lessons : The activity hasn’t finished yet we are preparing for the next lessons: </li></ul><ul><li>Graphs of behaviour a long the time. </li></ul><ul><li>Connection circles. </li></ul><ul><li>Causal loops. </li></ul>
The spiders We have worked with system thinking in the second cycle (3 rd and 4 th year) in the language area. In these years it is very important the development of reading, specially the understanding of what they are reading. Also we have worked how to write and which are the parts of different types of texts as letters, stories, fairy stories, comics… We started with “be nice to the spiders”, because we did this activity in our first meeting and we thought it would be easy for us.
First they read the text. Then, they work in groups and they said the variables. After, all the pupils talked about this and we deduced six or seven variables. We used guided activities, because it is our fist activity.
So we deduced the graphics together, on the blackboard.
We used very guided activities, because it is our fist activity. So we deduced the graphics together, on the blackboard.
We did the connection circles in the same way that graphics.
The letter The next activity we did was a letter. We have studied the different parts of a letter and how to write it. This letter was about a problem in our playground during our breaktime “too much rubbish”. We analyzed through system thinking this problem.
First they read the text. Then, they working in groups and they discussed the variables .
After, in the second activity, they worked the graphics in group. Then, they exposed them.
They did the connection circle in group, too. We put the connection circle on the blackboard, talking about it all together.
"The gingerbread man" Age:nine years old Class:fourth grade
The teacher told the students: "The habits of systems thinking". Each habit was drawing, then, their drawings were sticking on a cardboard.
The students read the tale: "The gingerbread man". The teacher asked them about what happened in this story. Some pupils answered telling the short adventures of a gingerbread boy that come to life ,escaping from the hot oven, taunted his baker-parents: "You can´t catch me! I´m the gingerbread man… The pupils align themselves with the fast and mischievous cookie celebrated his every escapes. After the baker, he escapes from a hungry cow, a pig, a horse, a group of men threshing wheat. As his escapes become more daring, his haughtiness grows too. The kids knowing that the cookie boastfulness encountered a limit when the cookie speed meets the cunning of the fox, pretending to rescue the cookie, the fox offers the gingerbread a ride across the river. Before he knows it, the gingerbread is standing on the fox nose and then in one snip and another snap, the fox gulps his down.
The pupils could looked at the set of interrelationships that shaped the pattern of behaviour, they just graphed. They saw the trail of the gingerbread boy´s successful escapes leading to his growing pride in his ability to escapes, leading to additional successful escapes.
<ul><li>STUDENTS GRAPHS: ESCALATIONS-REINFORCING FEEDBACK-NEEDS OF THE CHARACTERS OF THE STORY </li></ul><ul><li>The students with graphs were be able to select key elements of the story: the gingerbread boy´s pride and create behavior- over time. </li></ul><ul><li>Later, they will trace a reinforcing dynamic: as the cookie continues to successfully escapes, his pride and his confidence increases. </li></ul><ul><li>The third graph is about the needs between the cookie boy and the differents characters. </li></ul>
CONCLUSION The students were motivated all the time. They understood the habits of a system thinking, the moral of the story and the graphs quickly. It has been a great experience for all. "The gingerbread man"
Esta visita comenzó con unas charlas donde los alumnos aprendieron a diferenciar la biodiversidad de nuestros bosques y a distinguir las especies autóctonas. Inicio al vivero escolar
Fue el alcornoque el árbol que centró toda la actividad, donde aprendieron a distinguirlo y a reconocer sus partes. Luego, ya en el campo, recogieron bellotas y las sembraron en nos alvéolos forestales.
Terminaron trasplantando adelfas y visitando los animales que allí hay.
El martes 19 hicimos una excursión para conocer la "granja escuela". Un autobús nos recogió y nos llevó por un camino muy largo. Visita a una granja escuela
Vimos animales de granja que estaban en sus jaulas (enormes conejos, pavos, ovejas, gallinas con sus pollitos, cerdos y muchas plantas. Una de las cosas que nos llamó más la atención fue una INCUBADORA con huevos y pollitos/patos recién nacidos. Esta máquina les da calor para que puedan crecer dentro del huevo y nacer bonitos y sanos.
Después de un buen desayunos fuimos al huerto y allí observamos un gran espantapájaros que estaba en medio de la tierra sembrada. Había verduras y hortalizas que crecen gracias al esmero que ponen las personas que trabajan allí...y también gracias a nuestro amigo el "espanta" que aleja a los pájaros. Lo pasamos muy bien, volvimos al colegio con un cuaderno de trabajo para trabajarlo en nuestra casa y explicarle nuestra aventura a los papás/mamás.